Childminder

Childminder

Unique reference number (URN): EY288603 Registered with Ofsted: 27/08/2004 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

Typically, children achieve well from their starting points. Gaps in all children's learning are closing, particularly for children who face barriers to learning and/or wellbeing. All children gain skills that will prepare them for their move on to school. They develop their motor skills effectively, building their strength and coordination in a well-resourced outdoor environment. They practise using tools to cut paper strips and make marks using water and brushes. Older children enjoy the challenge of shape puzzles with increasing independence and control.

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Achievement Expected standard

Generally, children learn to express themselves and develop their communication and language well. Children of all ages develop their listening and attention skills effectively. They are interested in and engage in the focused group activities that the childminder provides. Children develop their conversation skills chatting with their friends, the childminder and assistants. They enjoy selecting and looking at books independently, developing their literacy skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour, attitudes and establishing routines, including regular attendance. The childminder and assistants act swiftly and appropriately to support children when they struggle to regulate their behaviour. They use their well-developed skills to support children in making appropriate choices and being kind to their friends. Children are fostering positive relationships with their peers, preparing them for future challenges, such as school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants provide support and interventions that are tailored and responsive, enabling children who face barriers to their learning and/or wellbeing to typically express their feelings appropriately and navigate setbacks confidently. The childminder has accessed training to address effectively the unique needs of children attending. This ensures that all children meet their next steps in learning. Children benefit from a well- established key-person system. They have secure attachments with the childminder and assistants who know them well.

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Children's welfare and wellbeing Expected standard

This childminder has created a nurturing environment and provides care that is appropriate to children's needs, ages and/or stages of development. The childminder and assistants understand the importance of maintaining a safe environment, and their daily practice ensures children's safety.

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Children's welfare and wellbeing Expected standard

The childminder and assistants use their knowledge and skills to develop children's understanding of how to keep physically healthy. There are lots of opportunities for children to practise their physical skills in the outdoor area. Children are supported to set up an obstacle course, and the childminder and assistants make adaptations to ensure that it is inclusive. Children have great fun and support their peers to refine their balancing skills. This play is complemented by regular visits to the local woods, where the children recall collecting leaves and sticks for their pictures.

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Children's welfare and wellbeing Expected standard

A healthy diet is provided in this setting. Children choose their own snacks and are encouraged to be independent. For example, children are learning to wash their own hands. Assistants have clear intentions as to what to teach the children to prepare for their next steps in education, such as school. However, they do not always recognise opportunities to extend children's learning during the daily routine, such as helping with preparing food.

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Curriculum and teaching Expected standard

The childminder has worked in partnership with the local authority adviser to bring about improvements since the last inspection. The curriculum is thoughtfully designed to build children's knowledge and skills systematically. The childminder and assistants provide high- quality interactions to support children's learning, ensuring that they have plenty of time to practise key knowledge and transfer it to long term memory. For example, activities are role- modelled in groups and the resources are then available throughout the session for the children to return to and explore. Children are making progress with their learning.

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Curriculum and teaching Expected standard

The childminder places a strong focus on vocabulary, oral language and language comprehension. The childminder and assistants have a good knowledge of children's stages of development and clearly identify the teaching required for children to meet their next steps. Children's language development is further supported as the childminder promotes a love of books. Children excitedly fetch their favourite books to share with an assistant.

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Curriculum and teaching Expected standard

The childminder and assistants know how children typically progress in each area of learning and development, so they can build on what they know. Children enjoy practising their mathematical language. They have many opportunities to explore mathematics in this setting. The childminder and assistants adapt their teaching to extend children's knowledge. While building with the shapes, children practise their language confidently, using more complicated words such as 'pyramid'. However, there are missed opportunities to extend children's learning during the daily routine, for example at snack time when fruit is already prepared.

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Inclusion Expected standard

The childminder has high expectations for all children, including disadvantaged children, those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. They work closely and effectively with parents and professionals to ensure that the unique circumstances that children face are recognised and supported. The childminder and assistants have accessed specialist guidance to secure their understanding of children who attend the setting.

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Inclusion Expected standard

The childminder has a secure knowledge and understanding of how to use additional funding so that it has a positive impact on children's achievement and wellbeing. She works closely with parents to reduce children's barriers to learning. Children are provided with opportunities to learn about their friend's uniqueness, and this strengthens children's sense of belonging. The childminder and assistants identify children's current and emerging needs quickly and accurately. They consistently risk assess and adapt the environment to reduce barriers for children who have physical challenges. The childminder and assistants typically role model quality support, which ensures that all children have equal access to learning opportunities. As a result, children are learning to demonstrate consideration and empathy as they navigate the outdoor environment.

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Leadership and governance Expected standard

The childminder has high expectations for all children in the setting. The childminder and assistants have reflected upon previous inspection findings and, with the support of the local authority, have accessed appropriate training and support. This has developed the childminder's understanding of the setting's strengths and areas for development and helped to establish a culture of continual development.

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Leadership and governance Expected standard

The childminder and assistants are increasing confident and cohesive in their approach to professional development. They attend group training in all areas of the early years foundation stage curriculum. This means that they have a more accurate knowledge and understanding of the quality and impact of their work than previously and continue to develop their skills. Reflective practice is important in the setting, and results in a curriculum that is adapted to meet the needs of children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing.

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Leadership and governance Expected standard

Parents report that partnerships are well established. They describe a flexible and supportive approach to meet the needs of their children. The childminder and assistants regularly share information with parents to support them with children's learning at home. For example, children take home their favourite books to read. Parents feel confident in the childminder's ability to teach their children in a safe and secure environment.

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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 engaged as they explore the learning opportunities at this setting. They benefit from free-flow access to the well-resourced outdoor areas, in which they share experiences with their friends. Children have established relationships with their peers and love to share experiences. For example, they are excited as they watch the planes flying overhead, exclaiming, 'That was a big noise!' The childminder and her assistants know the children well. They have formed positive relationships with the children attending the setting. Children receive lots of praise and encouragement.

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

There are many opportunities for children to extend their learning in the local community. They have regular visits to the local woods to collect resources and to learn about nature. Children recall their trip to the supermarket with their shopping lists. They are learning skills to help them to understand people's roles and to become good citizens.

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

Parents stated that the childminder provides them with unique support to meet the individual needs of their children. They feel that they are well informed on how to extend their children's learning and are confident that the childminder understands and values their challenges. This results in children and their families having a sense of belonging. Partnership with the local school is well established. The childminder shares information and supports families in working with the school. This ensures that children make progress with their learning and are prepared for their transitions to school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Next steps

Leaders should continue to develop the setting's curriculum to ensure that all opportunities to develop children's learning are recognised and acted on.

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About this inspection

The inspector spoke with the childminder and her assistants 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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