Childminder

Childminder

Unique reference number (URN): 2604902 Registered with Ofsted: 18/12/2020 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 Strong standard

Children keenly join in creative activities. They use paint, collage and malleable materials to learn about different colours and textures. Children enjoy outdoor play. They run around and show good coordination while using a range of wheeled toys. Children and babies confidently use the slide with the close supervision of the childminder. Older children keenly use stepping stones, accurately counting them as they go round. They develop strong balancing skills and show consideration for younger children as they encourage them to join in the game.

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Achievement Strong standard

Children show their love of books and stories as they enthusiastically join in the key words during stories read by the childminder. They enjoy looking at books independently and actively sing familiar songs. This successfully promotes their early literacy skills. Children show pride in their achievements, showing the childminder what they have done or made, and enjoy the praise they receive in return. Children show good social skills as they cooperatively join in the daily routines and help each other. They develop their self-care skills, such as putting their coats on, and older children use the toilet independently. This helps them to be ready for when they move on in their education.

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Behaviour, attitudes and establishing routines Strong standard

Children follow well-established routines. They help to tidy away toys after use and sensibly walk or crawl to the quiet room ready for circle time together. Babies jig while older children enthusiastically sing familiar songs with the childminder. They sing a welcome song, enabling all children to say how they are feeling today. This successfully helps children to learn about their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well. They actively share and take turns during play and understand about expectations of their behaviour. The childminder talks to children if they get upset and helps children to learn to regulate their behaviour. As a result, children express their feelings and quickly settle again during play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gently reminds younger children to keep safe. For example, they talk to them about how to get onto chairs and sit down safely. Children follow well-established routines during mealtimes and toileting. The childminder promotes safer eating routines. For example, they remind children not to get up from the table until they have finished the food in their mouths. They supervise children closely, ensuring that children take turns to use the bathroom in a calm and safe way. Consequently, children successfully adopt these routines and enjoy a calm and supportive learning environment.

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Children's welfare and wellbeing Strong standard

Children enjoy a balanced diet of freshly prepared meals. The childminder works closely with parents to ensure that children's dietary needs are met, including when babies are weaning. Mealtimes are relaxed and sociable, creating a family atmosphere. Children help to set the table and talk about the foods they like to eat. Younger children are supported well in developing their skills in feeding themselves.

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Children's welfare and wellbeing Strong standard

Children show secure attachments to the childminder and positive relationships with each other. Children freely approach the childminder for support if they are upset or need help. They enjoy lots of cuddles and praise for their achievements. This helps to build their confidence and promotes their wellbeing.

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Children's welfare and wellbeing Strong standard

Children have ample opportunities for fresh air and exercise throughout the day. They enjoy outdoor play in all weather and talk about the wind and clouds. Children learn about their good health as the childminder talks about brushing their teeth and blowing their noses appropriately. They know to help themselves to water and are supported well in toilet training. The childminder helps children to express their feelings during play. Children show kindness to their friends and a sense of belonging as they say goodbye when they go home.

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Curriculum and teaching Strong standard

The childminder plans a broad range of interesting activities that reflect children's learning needs and interests. They use topical themes to incorporate activities that promote all areas of learning. For example, when learning about dinosaurs, the childminder plans creative activities, sings songs and rhymes and reads stories that capture children's interests in dinosaurs effectively and successfully consolidates their learning. Children listen well to stories read by the childminder and keenly answer when the childminder asks questions about the story. The childminder holds the children's attention well, successfully promoting their love of stories and books. Children carefully use stencils and paints to create their own dinosaur pictures and add their features. They show pride as they show the wide range of artwork displayed to their parents.

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Curriculum and teaching Strong standard

Activities are very well planned to specifically promote children's individual learning needs. For example, during sand play, children of all ages play together. Older children are encouraged to use their fingers to write letters of their names in the sand and draw lines and shapes, while younger children's vocabulary is extended well as they learn the meaning of new words such as 'full' and 'empty', which they repeat while using spoons to fill their tubs with sand and tip it out again. As a result, all children concentrate well and enjoy their play together.

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Inclusion Strong standard

The childminder shows high regard to promoting inclusion. Keeping up to date with relevant training ensures that they know the procedures to follow to support children in the early identification of any special educational needs and/or disabilities. The childminder is experienced in working with other agencies to ensure that appropriate support is in place for any children who face barriers to their learning. The childminder works closely with parents and regularly shares information about children's progress. The childminder considers children's individual needs and makes adaptations that support the child and their family, for example changes to the times that children attend. This promotes children's regular attendance and consistency of care effectively. The childminder knows the children well. Many siblings attend, enabling the childminder to build close relationships with families over time and provide effective support where it is needed most.

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Leadership and governance Strong standard

The childminder has reflected on their practice since the last inspection and made effective progress to successfully meet all actions raised. The childminder has embedded routines to promote children's health and safety, including daily risk assessments. The childminder has attended relevant training and established consistent ways of working with assistants. As a result, the quality of teaching has improved, enabling all children to continuously develop skills across all areas of learning. The childminder has introduced a key-person system, enabling assistants to take more responsibility in supporting children's care and learning. Together, the childminder and assistants have devised effective methods for regularly assessing children's progress. This enables them to review what children already know and what they need to learn next. They use this information to inform their activity planning and

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Leadership and governance Strong standard

promote effective information-sharing with parents. As a result, children benefit from a broad range of exciting activities and outings that support their individual learning needs and interests effectively.

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Leadership and governance Strong standard

The childminder has established methods of ongoing support and coaching with assistants, so they identify any training needs that promote their continuous professional development. The childminder evaluates the quality of their service and seeks parents' views to help to identify any areas for further improvement. Parents are kept well informed about their children's progress and are encouraged to ensure that their children regularly attend. The childminder and assistants successfully promote consistency of care and learning for all children.

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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 have close relationships with the childminder and each other. Babies and younger children enjoy lots of cuddles that help them to feel safe and secure. Older children express their feelings well with gentle support from the childminder. They show caring friendships and learn about expectations of their behaviour, as the childminder embeds consistent daily routines. As a result, children play cooperatively and are eager to learn. They fully participate in a broad range of interesting activities during indoor and outdoor play that promote all areas of learning. Consequently, all children make steady progress, improving their skills from their starting points effectively.

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

Children engage in lots of meaningful discussions with the childminder during play and daily routines. For example, they talk about what they are making, what they like and their families. This promotes their social skills and their communication and language skills effectively as they speak well in group conversations and listen to others.

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

Children are able to play in a safe learning environment. The childminder has made significant progress since the last inspection by ensuring that risk assessments are now embedded in their daily practice. Younger children actively learn about safety as the childminder reminds them to use outdoor play equipment carefully and sit appropriately on their chairs, for example. Children's progress is closely monitored by the childminder, who regularly shares information with parents. This ensures a consistent approach in meeting children's care and learning needs and successfully helps prepare children for when they move on in their education, including to school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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 continue to develop the curriculum to raise teaching to an even higher standard.

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About this inspection

The inspector spoke with the childminder, assistants and parents 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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