Childminder

Childminder

Unique reference number (URN): EY303357 Registered with Ofsted: 07/04/2005 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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Behaviour, attitudes and establishing routines Strong standard

Children have developed meaningful friendships and demonstrate care and kindness to one another. The childminder has high expectations and rules for behaviour in her home. Children learn to respect one another and develop a secure understanding of rules and boundaries. This helps them to foster excellent interactions and play well together.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from positive interactions with the childminder. She supports children to express their emotions and make requests in their play. The childminder gives children time to respond to questions and talk about their ideas. She patiently speaks to children with clear instructions. For example, children use tweezers to pick up and manoeuvre resources. This helps them to persevere with tasks and develop a 'can-do' attitude.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has effective partnerships with parents and carers. There are robust processes in place to ensure that all children's attendance is consistent. The childminder has regular communication with parents and works in close collaboration to adapt and create secure routines for all children. This helps children to access learning to support their individual needs.

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Children's welfare and wellbeing Strong standard

Children learn to become independent from a very young age. They carry out hygiene practices and demonstrate how to thoroughly wash their hands. For example, children demonstrate stages of how to wash their hands and effectively guide this by singing 'the handwashing song.' The childminder offers reassurance when needed, supporting children with their self-esteem and health through the day.

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Children's welfare and wellbeing Strong standard

The childminder embeds safety practices as children learn to cut their own food. Children follow instructions and use age-appropriate tools to slice their bananas. They learn the impact of what food has on their bodies. For example, children explain that 'yellow food helps their bodies to heal cuts'. The childminder teaches children about positive health at mealtimes and the positive impact of making healthy choices from a young age.

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Children's welfare and wellbeing Strong standard

Children explore the outdoors. The childminder promotes physical activity through a range of experiences both at the setting, and beyond. Children attend other playgroups and learn about the world around them. The childminder ensures that all children have privacy during care routines. She supports all children with their individual needs and makes adaptations when necessary. This helps children to feel a deep sense of belonging and maintain positive physical health.

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Curriculum and teaching Strong standard

The childminder provides all children with a broad and ambitious curriculum to meet their individual needs across all areas of learning. This is based on her careful assessments of their abilities. The childminder is expressive in her teaching as children learn new

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Expected standard

vocabulary to describe what they see. The childminder's high-quality teaching enhances children's communication skills as they become confident communicators.

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Expected standard

Children demonstrate a love for reading. They select books of their choice and point to characters and talk about what they see. Together, they develop small discussions and encourage one another to look at books they have chosen. For example, children learn about dinosaurs and their characteristics. This helps children to develop an understanding of what makes creatures different.

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Expected standard

Older children help younger children to play games. They explore with picture dominos and learn how to match images of animals. When children are ready to tidy up, the childminder helps them to understand where toys belong. Children take pride in their efforts and the childminder celebrates their achievements. This helps children to become confident in their own abilities.

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Achievement Expected standard

Children access a wide range of activities to develop their curiosity and become confident learners. They learn to become independent from a young age as they demonstrate self- care tasks and feed themselves. Children show an increasing ability to make choices when they eat, and talk about the positive impact this has on their bodies.

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Achievement Expected standard

Children share their ideas during play. They explore the home corner and demonstrate sharing and turn-taking as they express their imaginations in role play. They use tweezers to grip resources and build their strength and coordination. This helps children to sustain concentration and positive social skills with their peers. All children make progress.

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Inclusion Expected standard

Children thrive in the childminder's home environment. They access various activities to help build their understanding and learning and what they need to learn next. The childminder proactively identifies and makes adaptations to children's individual needs, to remove any barriers to their learning and wellbeing. This helps children to feel involved and experience a sense of belonging in their play.

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Inclusion Expected standard

The childminder collects information about children to carefully create assessments from their starting points. She identifies early support that children need to make progress in their learning. The childminder works in collaboration with parents and carers to implement effective approaches and strategies. This helps to ensure that children have access to targeted support and gaps are closing in their learning.

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Inclusion Expected standard

The childminder is aware of additional funding and the use this could have. It is an an area of development at her setting to ensure all eligible children are identified in a timely way. The childminder undertakes training to ensure that she has relevant and up-to-date knowledge to work with other professionals and make timely referrals. The childminder is responsive to children's needs through high-quality interactions. This supports children to regulate their emotions and feelings, having a positive impact on their behaviour and experiences.

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Leadership and governance Expected standard

The childminder is committed to provide high-quality teaching for all children. She uses a reflective approach to identify areas of development and to support continuous improvement. The childminder identifies there is scope to elevate her practice to enhance children's experiences further and proactively enhance her professional development. While she is aware of additional funding to support some children's learning, currently, she does not proactively support parents to access the funding.

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Leadership and governance Expected standard

The childminder monitors the quality of teaching and has a clear vision that considers the best interests of all children. She considers children's individual needs and incorporates this into planning and daily decisions to create an inclusive environment for all children to thrive.

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Leadership and governance Expected standard

The childminder knows children very well and is responsive to their needs. She works collaboratively with parents and carers to build trusting partnerships. Parents speak highly of the regular communications they receive and feel well informed of their children's progress. They talk positively of the diverse experiences their children have and the activities on offer. Parents report that children have made significant progress and benefit from a joined-up approach in their children's learning.

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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 settle well and thrive in the childminder's home. They arrive happily and ready to start their day. The childminder provides children with a nurturing environment to help them feel safe, secure and benefit from positive relationships. Children show a deep interest in reading books. They confidently choose books and point to pictures and recite what they know and see. This helps them to become confident communicators and make requests. The childminder prepares activities that benefit children's interests. Children make choices in their play as the childminder supports their individual needs. This helps children to adopt a positive attitude to learning, as the childminder nurtures them to flourish in their development.

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

The childminder embraces children's ideas. Children explore light and shadows using flashlights and coloured blocks. They develop their fine motor skills to build towers and structures, and describe key features they have made. The childminder supports children with problem-solving and helps them to learn new skills in age-appropriate activities. She introduces new words to extend children's vocabulary and repeats words, such as 'taller' and 'wider.' This builds on children's interests as they engage through play and develop positive social skills.

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

Children enjoy spending time with their peers. They become confident as older children help younger children with tasks. The childminder organises regular outings, so children make friendships beyond the setting. For example, children attend local groups where they socialise and demonstrate positive behaviour. The childminder supports children to take turns and become involved in tidy-up time alongside their friends. This helps children to become prepared for their next stage of learning and receive the reassurance they need, to make progress.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 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 strengthen her knowledge and proactively support the accessing of funding for eligible children to continue to remove barriers to children's learning.

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About this inspection

The inspector spoke with the childminder 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

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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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