Childminder

Childminder

Unique reference number (URN): EY413657 Registered with Ofsted: 17/11/2010 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

The childminder supports children who speak English as an additional language, and she has extensive knowledge of the children's individual needs and personalities. Her many years of training and experience of caring for children with special educational needs and/or disabilities help children overcome barriers to their learning. The childminder's knowledge and previous experience working with other professionals enable her to swiftly initiate strong partnerships and interventions. This ensures that strategies are developed to support children's individual needs in a timely way, helping them make progress.

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Inclusion Strong standard

The childminder has high expectations for every child. She plans experiences in relation to their stage of development and how they like to learn. The childminder demonstrates high levels of patience and understands that small steps are sometimes required to support children with longer-term outcomes. Consequently, children receive the support they need and foster a strong sense of belonging and emotional security. The childminder accesses specific training that supports her to shape the children's opportunities and experiences. This approach positively contributes to children's secure progress.

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Inclusion Strong standard

The childminder has highly effective systems in place to work in partnerships with parents. All parents overwhelmingly express how the childminder has made such a difference in their children's lives. They especially appreciate how the childminder's passion for childcare and giving children the best start in life is evident in the care and learning she provides.

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Achievement Expected standard

Children achieve because the childminder is aware of those in her care who face short- and longer-term barriers to their learning, including children with special educational needs and/or disabilities. The childminder is experienced in ensuring that the support she provides is tailored towards children's individual needs, securely helping them make progress in relation to their starting points. Children demonstrate developing skills in becoming confident and independent learners. They achieve across the 7 areas of learning, as the childminder provides a curriculum that includes various adult- and child-led experiences. Children's progress is especially evident in their developing communication and language. Children make steady progress and are well prepared for their future learning and their eventual move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates a caring approach towards the children in her care. She manages their emotions and behaviours with sensitivity. The children understand the routines, and the childminder explains what behaviours are expected of them, which helps them follow rules and behave well. The childminder is aware that some children need support to develop skills in sharing the resources. Therefore, she intentionally plans experiences in her curriculum to help children learn to share and play harmoniously together at local groups they attend.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models British values, helping children be polite, kind and respectful towards one another. She encourages the use of manners at every opportunity, and children are praised when they say 'please' and 'thank you' without being reminded to do so. This instantly raises children's self-esteem and helps them feel valued and included.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has strategies in place to follow in the event of children's punctuality and attendance becoming a concern. This includes agreed communication with parents to ensure that children attend regularly and punctually to ensure that older children can arrive for school in good time and all children can benefit from the provision on offer.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe, clean and homely environment where children show they feel at ease. She readily supports children's emotional wellbeing, helping them feel settled and secure in her care in less familiar situations, such as the arrival of a visitor. Children have secure attachments with the childminder and seek reassurance from her as and when they need it.

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Children's welfare and wellbeing Expected standard

Generally, children are helped to learn and understand the importance of leading a healthy lifestyle. The childminder provides parents with information about healthy foods to provide in their children's packed lunch boxes. The childminder promotes a healthy diet; however, she does not consistently promote the importance of healthy eating in her conversations with children about food, such as when children engage in role play and feed their dolls pretend foods, such as cakes, pastries, fried eggs and peas. Children know the routines well and readily wash their hands before lunch. This contributes to their overall health.

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Children's welfare and wellbeing Expected standard

Children demonstrate a strong desire to be outdoors and thoroughly enjoy the local amenities on offer. Children learn how to keep themselves safe. For example, the childminder carefully explains to the older children how they can keep themselves safe near roads when riding on scooters on the journey to and from school.

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Curriculum and teaching Expected standard

The childminder provides a purposeful curriculum filled with experiences she knows the children in her care will enjoy. The learning opportunities are based on what the childminder knows about each child, including how and where they like to learn. For example, for some children, the focus is practising their physical skills in a range of outdoor environments. The curriculum promotes positive experiences for children to be independent and initiate their play and learning. The childminder encourages children to make decisions by talking to them about how they would like their imaginary play to progress. For example, children decide whether the doll they are caring for needs to eat, sleep or play.

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Curriculum and teaching Expected standard

Generally, the childminder supports children's growing communication and language skills well. She enables children to converse with her and introduces them to mathematical language by using words such as 'big' and 'small'. However, there are occasions when the childminder does not model language most effectively, which potentially restricts the growth of the children's overall vocabulary.

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Curriculum and teaching Expected standard

Children's personal, social and emotional skills are developing well. This is because the childminder knows which aspects the children are confident in and those where they need additional support. The childminder plans social experiences at local parks and playgroups with other children of a similar age and creates opportunities for children to engage with other adults.

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Leadership and governance Expected standard

The childminder's curriculum is ambitious, and she aims to provide the children with various experiences that will broaden their development and ensure that they have fun. The childminder proactively seeks support from other professionals in her local community. As a result, she is able to work alongside others and develop strategies to support children who face barriers to their learning or who have special educational needs and/or disabilities. The childminder has secure strategies in place to work in partnership with parents. Parents praise the childminder, reporting that their children emotionally flourish in her care. Parents especially appreciate the progress their children make in speaking in English.

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Leadership and governance Expected standard

The childminder meets with other childminders to share best practice ideas, and she readily accepts support from her local authority advisers. The childminder accesses training to support her knowledge of current safeguarding and first-aid practice. In addition, she reflects on what she knows and where she would benefit from additional training. As a result, the childminder accesses courses focused on working with children with autism, which helps her offer a fully inclusive service. The childminder takes steps to find out what parents and children think about the service she provides and uses this information to enhance her practice.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are well cared for in this setting. The childminder places a strong emphasis on making her home and approach to childcare as inclusive as she possibly can. She uses her knowledge of the children's individual needs to swiftly eradicate any barriers to learning and provide tailored care to support their overall development. The childminder positively promotes British values, and children engage in experiences to learn about their similarities and differences.

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What it's like to be a child at this setting

The childminder keeps the children fully occupied and purposefully engaged in their learning. Children show they are familiar with the routines and know what is expected of them at specific times of the day, such as setting up for snack time in the childminder's kitchen. Children have opportunities to form relationships with adults and other children of a similar age. The childminder plans opportunities for children to relate to one another and work and play together. This enables them to develop relationships and enhance their social skills. The childminder works in partnership with parents and involves them as much as she can in their children's learning by sharing ideas about how they can support their children's development at home. This is reciprocated by parents, who readily share their observations of their children with the childminder.

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What it's like to be a child at this setting

Children are confident in communicating and conversing with the childminder as they play. They articulately engage in conversations about where they are going on an imaginary bus journey and what they are going to do when they arrive at their chosen destination. The childminder praises children and values their verbal and nonverbal interactions with her. Children make decisions frequently and lead their own learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Next steps

The childminder should support children more consistently in learning about the importance and benefits of a nutritious diet and healthy eating. The childminder should consistently model the use of good language to support children's growing vocabulary.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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