Childminder

Childminder

Unique reference number (URN): 102543 Registered with Ofsted: 06/08/1998 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, all children, including those with special educational needs and/or disabilities, make progress across all areas of learning in the early years foundation stage framework. They have a positive attitude towards their learning. Children love to sing nursery rhymes. They communicate to the childminder which song they want to sing. Children sing loudly and quietly together and broaden their knowledge of pitch and tone. They clap along to the tune and perform the actions. Children demonstrate their resilience. If they fall over, they quickly get back up and carry on.

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Achievement Expected standard

Children choose to read books often, deepening their understanding of how to turn pages and listen to others. Generally, they concentrate for extended periods while they do this. This helps to prepare children for later learning. Children learn about cause and effect. They show an interest in pushing buttons on technological toys. Children show amazement and say 'wow' when music plays and lights shine.

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Achievement Expected standard

Overall, children are prepared for their next stage of education. However, children could develop further knowledge of similarity and difference to enrich their understanding of the wider world.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from the childminder's calm and kind nature. Typically, she has high expectations of all children's behaviour and supports them to say 'please' and 'thank you'. The childminder considers children's individual stages of development and adjusts her methods of communication to promote the same expectations for all. For example, she uses hand signs as well as verbal prompts. This strengthens the relationship she has with children and teaches them essential social skills. The childminder shares information about children's behaviour and routines with parents and with other agencies as required.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children are independent. They know the routine of the day and what happens when it is time to go outside. Children find their shoes and learn to put them on when ready. At other times, children help to tidy away. They feel a great sense of accomplishment when they are helpful.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder recognises the importance of consistent attendance for children so they can learn about routine and establish positive habits for later in life. She shares her approach on attendance with parents from the start. The childminder offers settling-in sessions for children and gathers information on children's care needs and preferred ways of learning. She makes reasonable adaptations and tailors children's experiences to ensure all children achieve. For example, she provides resources that help children settle and adjusts the routine to suit children's individual needs.

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Children's welfare and wellbeing Expected standard

The childminder implements policies and procedures that promote all children's welfare. She follows children's individual routines. For example, the childminder feeds babies a bottle of milk when they need it and recognises when they need a rest. She monitors children while they sleep to ensure their safety. The childminder is attentive to children's needs and as such, children show high levels of wellbeing and comfort with her.

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Children's welfare and wellbeing Expected standard

Typically, children begin to learn how to manage their personal needs. For example, babies have opportunities to practise feeding themselves. The childminder shows them how to hold and manipulate a spoon so they can master this skill. She works closely with families to encourage them to make healthy options available in children's packed lunches. The childminder cuts and prepares food in a way that reduces the risk of choking. She ensures her practices remain flexible to meet the needs of children with special educational needs or those who have any barriers to their learning. The childminder continues to broaden her knowledge and expertise so she may further support children's welfare and wellbeing.

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Children's welfare and wellbeing Expected standard

Generally, the childminder establishes a culture where children can explore their emotions and learn how to manage their big feelings. She reads books and provides resources that illustrate different emotions. Children explore these with the childminder and learn to communicate how they feel more clearly.

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Curriculum and teaching Expected standard

Following training, the childminder has implemented an ambitious curriculum. It is sequential and progressive for all children. This has had a positive impact on what children learn and experience each day. The childminder considers all children's starting points and teaches them the skills and knowledge they need for their next stage of development.

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Curriculum and teaching Expected standard

The childminder prioritises daily fresh air to enable children to make progress in their physical development. Children practise walking up steps and gain confidence in their balancing skills. The childminder encourages children to watch and listen to the birds in the garden so they can develop their listening and attention skills. She acts as a positive role model and demonstrates how to share. Children copy this. They learn how to take turns and play cooperatively alongside each other.

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Curriculum and teaching Expected standard

The communication and language curriculum is typically taught well. The childminder tailors her approach when communicating with children to ensure they understand. For example, she uses some hand signs to communicate with children with special educational needs. At other times, she speaks slowly and clearly so children have time to hear and absorb new vocabulary. The childminder frequently counts out loud with children, building on their knowledge of numbers.

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Curriculum and teaching Expected standard

Children enjoy hearing songs and stories. However, the childminder does not consistently teach children about the wider world to help prepare them for life in modern Britain. This means some children may not have a rich understanding of different cultures, similarities and differences.

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Inclusion Expected standard

The childminder identifies, assesses and monitors children's progress through regular observation and interactions to determine what they need next. She works closely with other professionals and follows their advice. This supports the childminder to make appropriate adaptations for children with special educational needs and/or disabilities (SEND) and meet their individual needs. For example, she provides equipment for children to jump on because this helps some children to regulate.

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Inclusion Expected standard

Improvements in how the childminder communicates with external agencies mean that children with SEND are better prepared for the next stage in education. Stronger procedures ensure that children with SEND receive timely interventions and targeted support.

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Inclusion Expected standard

The childminder uses early years pupil premium funding to narrow gaps in children's learning. In collaboration with parents, this funding enables children to make progress towards their next steps of learning. The childminder provides a range of hard, soft and malleable sensory resources for children to access. Children begin to become more confident in exploring different textures, and this strengthens their finger dexterity.

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Inclusion Expected standard

The childminder recognises potential gaps in her knowledge for specialist topics. She plans to broaden her knowledge and understanding of specialist educational areas of learning. This will help to ensure she consistently identifies and reduces any barriers to children's learning.

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Leadership and governance Expected standard

Since the last inspection, the childminder has accessed a range of training to improve her practice. She has sharpened her focus on how children learn and how she can facilitate their progress. Following training on how to develop children's communication and language skills, the childminder has observed children to expand their vocabulary and engage in more back-and-forth communication. The childminder's curriculum is typically appropriate for the children in attendance. However, she recognises that she can access other professional development opportunities to embed her knowledge and provide consistently strong practice in all areas of learning within the early years foundation stage.

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Leadership and governance Expected standard

The childminder understands the importance of maintaining effective working relationships with external professionals. She has regular contact with other settings that children attend. The childminder ensures regular communication so that she shares key information and updates about children in a timely manner.

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Leadership and governance Expected standard

The childminder works in partnership with parents to ensure children settle quickly and form positive relationships. She shares information on what children have learned and how to further their learning more at home. For example, the childminder shares which nursery rhymes children particularly enjoy at the setting. Parents comment that they continue this learning at home to build on children's early language skills. They notice their children are more confident interacting with others since attending the setting.

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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 show they feel safe, happy and settled at the setting. They enter with big smiles and are eager to play. Children know the morning routine well. The childminder prepares the environment to match all children's interests for when they arrive. For example, babies show motivation to build and knock down soft blocks. The childminder ensures these are ready for babies, and she plays alongside them. Babies anticipate when the blocks will fall, and they squeal with delight when they do. All children express themselves confidently.

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About this setting

Children with special educational needs and/or disabilities (SEND) feel celebrated and included in all aspects of the setting. Since the last inspection, the childminder has improved arrangements for working with external professionals to appropriately support all children's individual needs. The childminder maintains clear communication with all partners working to support children with SEND. This means children who may face barriers in their learning make the progress they are capable of.

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About this setting

All children enjoy warm and nurturing relationships with the childminder and each other. The childminder knows the children well and has improved the curriculum so that she builds on what children know and need to learn next. Children engage in experiences that motivate them to learn. The childminder introduces opportunities for younger children to practise and strengthen their hand–eye coordination. She recognises that this is a transferable skill that can support how these children use cutlery and feed themselves. For example, children play in the water tray outside. The childminder models how to pour water from one container to another. Babies are curious and copy. They hold up a sieve and watch in awe at the water flowing through it. The childminder extends babies' interests in water further and shows them how to water the plants. Babies persevere and practise their pouring skills independently.

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Next steps

The childminder should consistently teach children about the wider world to help prepare them for life in modern Britain. The childminder should access further professional development opportunities to embed knowledge and provide consistently strong practice in all areas of learning within the early years foundation stage.

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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. Unique reference number (URN): 102543

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About this inspection

Operating hours: Monday,Tuesday,Friday : 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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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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