Childminder

Childminder

Unique reference number (URN): EY419639 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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Achievement Expected standard

Overall children, including those with special educational needs and/or disabilities, progress well through the curriculum, which is carefully designed around the children attending the setting. They learn to engage in back-and-forth conversations, using an increasing range of vocabulary. For example, older children demonstrate their knowledge of different dinosaur names. They confidently describe that a dinosaur has a long neck like a giraffe.

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Achievement Expected standard

Children develop confidence and curiosity in learning. They show enthusiasm when exploring puzzles and correctly identify and name a variety of shapes. Children learn to persevere when things are trickier, developing resilience and building self-esteem as they try things for themselves.

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Achievement Expected standard

Children practise using a variety of tools, which helps build on some aspects of their independence skills. For example, they use a knife to cut up their fruits for snack and pour themselves a drink from a jug. Children learn to share and take turn with their friends. These skills help prepare them for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's interactions help children learn to listen and communicate effectively, such as following instructions and managing their emotions. For example, they practise these skills when playing turn-taking games. This enables children to express themselves and form friendships appropriately. As a result, children kindly offer their friends and the childminder pretend food from the role play area. The childminder is warm and nurturing and consistently models good manners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children follow the routines of the day. She chats to them, explaining what they will do next to ensure their understanding and to feel safe and secure. The childminder offers them lots of encouragement and praise and this helps builds their confidence and their readiness to have a go. Generally, children develop positive attitudes to doing things for themselves, preparing them appropriately overall for the next stage in their education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder emphasises the importance of good attendance and punctuality, working with families to establish consistent routines. For example, she will offer collections and drop offs with parents to support them and work together to benefit children.

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Children's welfare and wellbeing Expected standard

The childminder provides children with healthy foods consistently. She introduces a new fruit each week to offer children a variety of healthy foods and supports children's individual needs such as allergies. However, the childminder does not fully support children to learn about how to take care of their bodies and become more independent in their personal development. For example, she has not considered how to help children understand the benefits of eating a healthy balanced diet. Although children regularly wash their hands before meals and snacks and are developing healthy habits, she does not consistently support them to understand the purpose of these routines. This does not fully support children's overall health and wellbeing or help them learn to make choices and decisions to promote their own good health. That said, young children develop some useful self-care skills, such as chopping up fruits, pouring water from a jug and drinking from an open cup.

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Children's welfare and wellbeing Expected standard

The childminder knows each child very well and responds sensitively to their individual needs. Her nurturing approach, such as offering comfort and cuddles, and checking in during play, supports children to feel emotionally secure and confident. The childminder's positive interactions and routines help build trusting attachments.

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Children's welfare and wellbeing Expected standard

Children enjoy daily walks and fresh air in the local community. The childminder reminds children to stay close on walks and recognise when they need help. This supports children to begin to understand how to keep themselves safe.

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Curriculum and teaching Expected standard

The childminder's curriculum is broad and challenging, based on her assessment of children's needs and stages of development. Activities and resources are carefully planned to support children in achieving their next steps. She uses children's current interests to help them become engaged and excited to learn and to support their personal, social, and emotional development. Children are excited to engage in a planned activity following their interest of dinosaurs. The childminder supports children to learn new skills. For example, children strengthen their hand muscles as they experiment using various tools to manipulate play dough. The childminder narrates her actions, such as 'rolling' and 'pushing', supporting their growing vocabulary. Furthermore, the childminder's interactions skilfully weave mathematical concepts into play, such as shapes and counting. Children stay on task for impressive amounts of time while they enthusiastically join in.

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Curriculum and teaching Expected standard

The childminder is passionate about outdoor learning. She takes children to visit parks, exploring larger spaces and different equipment to support children's physical development and understanding of the world. They take part in group activities with other childminders, which helps to develop children's social skills.

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Curriculum and teaching Expected standard

Overall, the childminder's quality of teaching is effective. She makes adaptations to her teaching to support children who face barriers to their learning. However, the childminder does not consistently plan as successfully for some aspects of learning, such as to support children's understanding of healthy lifestyles. For example, she does not always think about how to make use of activities and daily routines to fully extend children's learning and enhance their personal development.

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Inclusion Expected standard

The childminder demonstrates a thoughtful and positive approach to inclusion. She ensures that all children feel welcomed, valued and supported. All children have access to the broad curriculum. For example, she attends groups such as forest school sessions on different days to ensure all children experience learning outdoors at these sessions. This ensures any children attending part time have the same opportunities as children who attend full time. The childminder carries out regular observations and discussions with parents, including daily conversations at pick up and formal assessments, such as the 2 year progress check. This helps her identify children's emerging needs. She acts promptly on the advice of outside professionals, such as speech and language therapists, to develop effective strategies that support children's progress. The childminder works closely with families to monitor children's progress and review the support in place, adapting approaches when

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Inclusion Expected standard

needed. This helps remove any potential barriers to children's learning and wellbeing.

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Inclusion Expected standard

The childminder completes training on special educational needs and/or disabilities. This ensures that she understands her roles and responsibilities. The childminder is clear about how she would use any additional funding to help disadvantaged children make better progress.

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Leadership and governance Expected standard

The childminder has a great deal of experience. She has close links with other local childminders as well as local authority advisors, to gain new ideas and continue to develop her practice. She is ambitious for what children can achieve and overall makes timely and effective improvements. The childminder shows a willingness to improve the learning environment, such as enhancing the garden to further promote children's physical development.

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Leadership and governance Expected standard

The childminder makes decisions that take account of children's individual needs, including those who may require additional support. She works closely with parents to monitor emerging needs and adapts her practice to give appropriate support in the setting. The childminder completes training to help reduce barriers to learning. For example, she is learning Makaton to support children's communication and language. She has plans to complete a childcare course qualification to further enhance the quality of education and deepen her knowledge to improve the outcomes for children.

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Leadership and governance Expected standard

The childminder has regular communication with parents through daily discussions and messages. This helps them understand their children's current stage of development and how to support their learning at home.

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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 happy and relaxed in the childminder's home and show a sense of belonging. They enjoy the childminder's company and her warm and welcoming manner. Children snuggle up to the childminder as they cuddle on her lap, listening intently while she reads them a story. The childminder shows genuine care for the children and clearly enjoys their company. Young children thrive as they use their imagination to make pretend food for dolls and gently put them to sleep in a pretend cot, showing compassion and kindness.

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About this setting

Registration date: 17/11/2010 The childminder gets to know children well. She creates a calm and caring learning environment where children feel safe to independently explore, play and learn. The childminder plans activities that follow each child's interests and learning needs. This ensures that children's learning is fun and engaging. The childminder understands that every child is unique. She works closely with families and other professionals, sharing regular assessments. Together, they work on targets that support children's individual needs to make sure that all children make steady progress in their learning. This also helps children to feel confident, be proud of what they do and build on their learning.

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About this setting

Children enjoy a wide range of experiences in the local community. They have daily opportunities to develop their physical skills and take risks as they climb and explore at the local park. The childminder regularly attends local childminding groups, where children learn to take turns and share with others, which helps to widen their social circles. These opportunities help children learn to navigate larger groups and build friendships, giving them a sense of belonging. These well-planned experiences help prepare children well for the next stage of their education.

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Next steps

The childminder should use strengthen planning to provide more support for children to build on their understanding of how to promote their own health and wellbeing.

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About this inspection

The inspector/inspectors spoke the childminder and children 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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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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