Childminder

Childminder

Unique reference number (URN): 300647 Registered with Ofsted: 19/04/2000 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

Children are suitably prepared for the next stage of their learning, including school. They enjoy activities that help to develop their communication and language skills, such as painting, role play and shared conversations. Older children and some young children express their knowledge clearly, such as their understanding of colour. Older children talk excitedly about going to school, their new friends and the colour of the uniform they will wear.

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Achievement Expected standard

Children who speak English as an additional language watch, listen, mirror actions and explore. They show how they understand the words spoken to them by others and communicate with their friends and adults through gestures and eye contact. However, they do not typically experience the same level of interaction as their peers. Children with special educational needs and/or disabilities show consistent progress in their speech until targeted intervention is no longer deemed necessary.

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Achievement Expected standard

Children develop secure attitudes to healthy eating. They demonstrate increasing independence skills. For instance, children independently, where possible, wash their hands before food. They sit at the table or in appropriate high chairs to enjoy the social aspect of mealtimes. Children feed themselves and eat with good manners in a group.

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Achievement Expected standard

Children develop early skills in mathematics. They understand words that describe direction. Children count their fingerprints up to 4 as they paint.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes punctuality and attendance and supports families to develop routines and positive habits for children's learning. She speaks with parents about the importance of attendance as part of the settling-in process and after joining to support children's future success.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and her assistants are positive role models. Children typically build warm, trusting and respectful relationships with all adults. They get along very well together. Older children freely walk over to babies and give them a kiss on their head. Children show kindness and respect to their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and nurturing environment where children feel emotionally secure. All children receive consistent care and reassurance, which supports their developing emotional regulation. Behaviour expectations are typical to children's ages and stages of development. This helps them to cooperate fully with daily routines. Children demonstrate motivation and positive attitudes to learning, which are important factors for later educational success.

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Children's welfare and wellbeing Expected standard

The childminder implements typical practice that supports children's welfare and wellbeing. She creates a safe, welcoming home-from-home space where children enjoy play and learning. Children have daily access to outdoor play in the garden. They also enjoy outings to local parks and places further afield, such as seaside resorts. The childminder understands the value of taking children on these outings for regular fresh air and physical exercise.

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Children's welfare and wellbeing Expected standard

The childminder supports children to become increasingly independent in managing their personal needs. She helps children to make healthy choices about food, rest, exercise and screen time. Nappy changes are carried out discreetly and respectfully. The childminder provides a balanced diet to children. Children take part in the 'brush club', where they brush their teeth to understand further the importance of dental hygiene.

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Children's welfare and wellbeing Expected standard

Children love to sit with the childminder. While they do this, the childminder continues their learning. For example, she asks young children to find their nose and eyes, which they point to correctly. The childminder and her assistants respond promptly to children's cues. They offer physical comfort and reassurance so that children's needs in that moment are addressed.

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Curriculum and teaching Expected standard

The childminder implements a sequential curriculum that builds on what children already know and can do. She ensures that she uses assessment to prevent children from falling behind. The childminder makes sure that the curriculum meets the needs of all children who attend. She is committed to supporting children's personal, social and emotional development and physical skills.

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Curriculum and teaching Expected standard

The childminder places a typical emphasis on developing children's communication and language skills. She and her assistants introduce new words to children during planned play to extend children's conversation. For instance, assistants say words such as 'reverse', 'left' and 'right' as children play their driving game. The childminder and her assistants link mathematical concepts throughout play. They give meaning to the words they use with actions. This helps children to develop a deeper understanding of what is being taught. However, more consideration needs to be given to the curriculum for communication for children who speak English as an additional language to encourage their speaking further.

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Curriculum and teaching Expected standard

The curriculum recognises and promotes equality and diversity. Children learn about different cultures and religious events. However, there is scope to enhance this learning further to reflect on similarities and differences and to understand what makes children unique.

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Inclusion Expected standard

The childminder identifies children's individual needs when they start at the setting. She observes children's play and finds out what they already know and can do from parents. The childminder understands children's routines at home and their interests. This information is used to support emotional security and to typically reduce any barriers to learning for all children settling into the setting.

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Inclusion Expected standard

The childminder has high expectations for all children, including those with special educational needs and/or disabilities (SEND). She ensures that early and accurate assessments of children's needs are prioritised. The childminder supports parents to make referrals to other professionals, such as speech and language therapists, where emerging concerns are identified. The childminder's approaches, including the use of funding, have a positive impact on children's achievement and wellbeing.

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Inclusion Expected standard

The childminder reflects on her own knowledge and experience and that of her assistants when supporting children with SEND. She prioritises ongoing training to enhance her skills and improve outcomes for children.

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Leadership and governance Expected standard

The childminder has established positive relationships with families. Parents speak highly of the childminder and value the care and learning afforded to their children. They explain that information is shared daily through discussion, photos and online messages. This thoughtful and positive engagement of parents between home and the setting helps to secure effective outcomes for all children. The childminder also supports parents and children through times of change. For example, she prepares children well for the move on to school.

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Leadership and governance Expected standard

The childminder brings a broad range of experience in working with children. She is reflective and has met actions from the last inspection. The childminder understands her strengths and areas for development. She regularly reviews her professional development and that of her assistants to identify areas of improvement. The childminder and her assistants plan to build on their knowledge for children with special educational needs and/or disabilities, particularly for children's medical and/or genetic conditions that they have not supported before. The childminder offers an inclusive provision that supports all children's individual needs.

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Leadership and governance Expected standard

The childminder and her assistants work professionally and collaboratively. They have regular discussions about children and practice. The childminder and her assistants consider each other's workload and wellbeing. Morale is high.

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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

The childminder offers a very welcoming home-from-home environment. Children enter the home confidently. They leave their parents with ease, even after a short time away for some. This shows how they feel safe, secure and ready to start their day. Children quickly engage in play of their choice and purposeful experiences. For example, they enjoy songs and rhymes outdoors. Children show their language development, gross motor skills and an understanding of cause and effect through repetitive, action-oriented play. They show how they can correlate words with actions, such as 'swish' for the windscreen wipers.

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About this setting

Unique reference number (URN): 300647 The childminder and her assistants set up a chair-based 'bus' where children act as passengers and drivers. This promotes their social interaction and turn-taking skills. Children hold a paper plate and pretend they are driving. They listen to and follow directions to 'stop', 'go', 'turn left', 'turn right', 'go forwards' and 'go backwards'. Children laugh as they pretend to crash their vehicle, and some say 'beep, beep'. They independently take the lead in their play and take it in turns to give out the directions to their peers and the adults. Children show their mathematical achievement as they achieve most directions correctly.

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About this setting

The childminder and her assistants extend play through creative experiences. All children, including babies, make marks in paint with their hands, fingers and 'cars'. They talk about patterns, and older children name colours correctly. Children count up to 4, showing their number skills. Conversations with older children move from topic to topic. For instance, older children talk about a parent's car, how many windows it has and the colour. Children are curious. When they discover that their paper plate makes a sound when scraped with their finger, the childminder extends this spontaneous learning further. She shows how the plate can be used as other musical instruments, such as a tambourine and a drum.

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Next steps

The childminder should consider the curriculum for communication, particularly for children who speak English as an additional language, to enhance their spoken language. The childminder should support children to further develop their understanding and knowledge of their similarities and differences and what makes them unique.

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About this inspection

The inspector spoke with the childminder, assistants, parents 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 20:00

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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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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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