Childminder

Childminder

Unique reference number (URN): EY562940 Registered with Ofsted: 25/10/2018 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

The childminder has fully embedded a calm, kind and respectful culture, which mirrors her strong and consistent expectations for children's behaviour. The childminder consistently promotes positive behaviour and role models kindness, respect, teamwork and problem- solving. As a result, children manage their feelings and behaviour and consistently behave in a positive manner. The childminder has embedded a secure routine that ensures children know what is coming next and supports their personal and emotional development and independence. For example, before lunchtime, the childminder says it is time to tidy up. All children help to pack resources away and set the chairs around the lunch table.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is flexible and supportive in her approach to attendance, although parents still deliver home learning, which has been created by the childminder to ensure school readiness and continuous learning opportunities. She has set high expectations that absences should be discussed in a timely manner. As a result, parents notify the childminder of any planned absences. She plans activities to target children's specific next steps once they return so they do not miss out on any focused learning experiences. Children have very positive and consistent attitudes to learning, showing great levels of interest, excitement and eagerness to explore planned activities and child-led play. The childminder understands the setting's children well, and she sets high expectations for behaviour and attitudes that are in line with individual children's own abilities and understanding. This helps to ensure that all

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Behaviour, attitudes and establishing routines Strong standard

children are offered the same routine and behavioural expectations, but an inclusive approach is taken to ensure children with potential barriers to learning are accurately supported and expectations meet their abilities.

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Children's welfare and wellbeing Strong standard

The childminder has a priority focus on healthy lifestyles and consistently helps children to understand healthy choices and the effects on their bodies. For example, the childminder invites a local dentist into the setting to explore dental health with children. As a result, children are keen and eager to brush their teeth daily, which also supports oral health at home. The childminder reviews practice often and seeks advice from her local authority to continually improve provision. This helps her to consistently support the welfare and wellbeing of children.

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Children's welfare and wellbeing Strong standard

The childminder has a secure understanding of each child in her care. She confidently knows how to best meet their individual needs and support their wellbeing. The childminder prepares a healthy range of meals and creates activities that focus on healthy eating habits. As a result, children demonstrate an understanding of healthy choices through play, such as getting the bus to the supermarket during role play to buy bananas for snack. The childminder offers a range of physical play opportunities, indoors and outdoors. She explains to children the importance of movement and healthy choices, such as drinking water after exercise or washing hands before a meal. Due to the childminder's accurate understanding of every child, she adapts her approach and offers alternate options to children to ensure their wellbeing and welfare are met in a way that best supports them. For

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Expected standard

example, younger children in the group are given comforters during quiet time, and she reads them a calm story to help settle them as she knows this is their home routine.

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Achievement Expected standard

Children typically achieve well and develop age- and stage-appropriate skills in all areas of learning. They enjoy their day, and activities are generally ready for their next stage of learning. Children create a map of their community and link individual household characteristics from their home lives. They learn their own address and begin to understand about personal safety. Children typically achieve well from their starting points. Children with potential language delays make noticeable progress in language development.

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Achievement Expected standard

Children can follow instructions well and demonstrate age-appropriate knowledge of the 7 areas of learning. For example, children can use their fine motor skills to cut and stick when they make their maps, while also engaging in conversations about their own experiences and understanding of the world. Children develop skills and build their learning from prior experiences. For example, children engage in healthy eating and nutrition topics, and while engaged in role-play activities, they have conversations about healthy food items they will buy from the supermarket and discuss the benefits of having a healthy diet.

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Curriculum and teaching Expected standard

The childminder aims to provide children with a range of learning experiences that cover all areas of learning. The childminder puts thought into her activities to link different learning areas throughout the day. For example, while children paint a large box as a bus, the childminder adds travel cards to help them link this to their understanding of the world. The childminder adapts activities to ensure children of all ages and stages of development are able to achieve the same learning outcomes. The childminder has a generally accurate understanding of the curriculum and what she wants children to learn.

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Curriculum and teaching Expected standard

The childminder uses children's individual starting points and next steps to deliver learning experiences that are suitable to their needs and abilities. The childminder delivers typically high-quality experiences that support communication and language skills, such as through ongoing narrative during play, stories and rhymes. As a result, children are typically confident communicators with a love for books and engaging in conversation. The childminder offers a range of activities to support physical development. For example, children enjoy large movement games such as dancing, as well as focusing on smaller motor skills by using scissors.

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Inclusion Expected standard

The childminder demonstrates secure knowledge of how to monitor, assess and support children with special educational needs and/or disabilities or barriers to learning. For example, where children have behavioural barriers, she works closely with parents and carers to highlight potential triggers and create effective action plans. The childminder works with other agencies where needed, and she understands how to identify, assess and support any additional needs. Through training and guidance, the childminder identifies techniques and methods to support any additional needs or barriers to learning that children may present with.

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Inclusion Expected standard

The childminder supports children who speak English as an additional language by using their home language alongside English throughout the day. She offers visual support to ensure children are included in activities and discussions. The childminder works closely with the local authority to ensure additional funding is used to benefit children and promote the best outcomes. The childminder adapts activities well, and she is swift at identifying where adaptation is needed to ensure all children achieve. For example, during discussions, she slows language down and uses visuals to ensure every child is able to follow the flow of the activity and discussion and be involved.

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Leadership and governance Expected standard

The childminder understands the setting's context and strives to enhance any areas that could be improved. The childminder provides a high standard of care and education and ensures any assistants she may work with are inducted well to understand the aims and goals for the setting. The childminder works closely with external training agencies and the local authority to ensure herself and any assistants access ongoing learning and development opportunities. The childminder has only recently had assistants join her and has not yet started a programme of supervision and coaching. She correctly recognises that regular supervision sessions will help to ensure that practice standards are maintained, workload is manageable and overall support for the wellbeing of any assistants is effective.

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Leadership and governance Expected standard

The childminder has embedded an open and positive culture with parents and carers. They feel comfortable and able to share any concerns or seek support for any potential barriers to learning they and their children may face. The childminder works with other agencies, where needed, to support the needs of children. For example, she invites professionals into the setting to observe children. She keeps parents up to date with progress, next steps and any ongoing areas for support. The childminder demonstrates a willing and positive attitude towards improvement to provision. She ensures any areas of improvement identified are swiftly followed up. She strives to offer high standards of care and education for all children. Although the childminder has a flexible approach to attendance and offers home learning, she should strengthen strategies to reduce barriers to attendance so children, especially the older ones, become consistently familiar with routinely attending the setting, which will help

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Leadership and governance Expected standard

prepare them for the next stage of their learning journey.

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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 has created a homely environment where children are supported to be calm, kind, independent and caring. Children safely explore and learn and have consistently positive interactions with one another during play. As a result of the childminder embedding behavioural expectations and role modelling positive interactions, children are very sociable and enjoy inviting each other into their play. For example, children work together to create a map of the local area, passing resources around to share with their friends. They listen with

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About this setting

Type: Childminder great attention to each other as they share ideas, such as which vehicles they should add to the map.

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About this setting

Children show positive and eager attitudes to learning. They are very responsive to the childminder and engage well in planned activities with excitement and curiosity. Children achieve well and benefit from a range of activities that build on their learning and development. The childminder's setting is within a small community. She engages well within the local area, which helps children to feel a sense of belonging. For example, children visit local shops and create connections within the community while on outings.

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About this setting

Children show warm and confident attachments to the childminder and are well cared for. Children are settled, secure in the daily routine, independent and happy. Children's individual needs are recognised and met. The childminder pays great attention to each child to ensure they are comfortable, safe, thriving and well supported. For example, during quiet time, the childminder ensures that each child has their own preferred comforter and blanket, as well as their favourite story to explore.

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Next steps

The childminder should introduce ongoing supervision arrangements to support any assistants she may work with in their roles. The childminder should strengthen strategies to reduce barriers to attendance to support children's readiness for school.

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About this inspection

The inspector spoke with 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. Registration date: 25/10/2018

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00,Friday : 09:00 - 12:00

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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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