Childminder

Childminder

Unique reference number (URN): EY494669 Registered with Ofsted: 16/11/2015 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Curriculum and teaching Strong standard

The childminder demonstrates an in-depth understanding of how children learn. Because of this, learning is consistently sequenced effectively for all children. A well thought out, inclusive yet ambitious curriculum takes account of the whole child and focuses on developing all 7 areas of learning. The curriculum for younger children focuses on physical development alongside developing personal, social and emotional skills and communication. Highly consistent and well-embedded self-care practices enable younger children to manage their basic personal needs independently, such as wiping their nose. Children excel as they are provided with an extensive and highly stimulating range of opportunities to develop their physical skills. In the garden, they demonstrate impressive strength and coordination as they confidently climb onto play equipment with skill and control.

p.2

Curriculum and teaching Strong standard

The childminder prioritises children learning the skills to communicate their wants and needs and developing a positive sense of self. This supports children when they move on to school. Where children face barriers to learning, teaching is effectively adapted in the moment. Expectations for children are precisely in line with the child's current abilities. Ongoing assessment considers areas that children are showing strengths in alongside areas to work on. This means that gaps in children's learning are quickly identified. The childminder implements actions around these gaps that are well considered and highly effective. The childminder regularly completes courses, such as early writing and risky play, to inform her curriculum and ensure that her teaching remains current.

p.2

Curriculum and teaching Strong standard

Children benefit from a rich-language environment with a regular back and forth of conversation. The childminder uses her extensive knowledge to leave appropriate gaps in conversation to give children time to think. Moments of silence are encouraged, allowing children time to explore independently. Mathematics is taught explicitly. Younger children are encouraged to use number language up to 3. They explore a range of resources that encourage developing knowledge in shape, space and measure.

p.2

Inclusion Strong standard

The childminder implements a thoughtful registration and settling-in process that supports her to identify children's individual needs quickly and precisely. Parent partnerships are quickly established through the use of home visits and easily accessible communication methods. Where adaptations to the environment are required to remove barriers to participation, the childminder works with parents to achieve these. Risk assessments and ongoing observations ensure that all children can access the setting safely and engage in all of the learning opportunities available.

p.2

Inclusion Strong standard

The childminder implements support for children as soon as concerns arise. She encourages parents to seek advice from external professionals, such as doctors and health visitors, and takes on board their feedback. This means that referrals to external services happen at the earliest opportunity.

p.2

Inclusion Strong standard

The childminder has recently accessed an enhanced training course in special educational needs and disabilities. This had supported her to implement well-considered and meaningful

p.2

Expected standard

individual targets for children who face barriers to their learning. Targets are sequenced in a way that supports children to achieve. For example, when supporting children with developing speech sounds, the childminder focuses on building muscles around the mouth before focusing on using short sentences.

p.3

Leadership and governance Strong standard

The childminder shows an unwavering commitment to securing the best possible outcomes for children in her care. She has a thorough understanding of the setting, including its strengths and areas for improvement. The childminder is extremely proactive and any identified areas for improvement are actioned quickly and effectively. She takes on board feedback and immediately considers ways to enhance these areas of practice, for example in supporting children to make their own choices around exercise, rest and food. Decisions are taken in the best interest of the children and families. The childminder regularly considers ways to improve her service. For example, she is currently exploring ways to build on her communication with parents even further, such as through the use of online platforms. This would enhance support for parents to understand their children's learning journey even more precisely and how to access external support where needed.

p.3

Leadership and governance Strong standard

The childminder is ambitious for the future and shows a genuine commitment to the children that she cares for. She is mindful of her own wellbeing and workload and finds a balance between this and supporting families. The childminder tirelessly seeks out and engages with professional development opportunities to ensure that her knowledge remains current. This includes accessing training courses to help her support children who face barriers to their learning or wellbeing. Learning from these courses has a clear positive impact on her practice and the learning environment for children. For example, recent training on safe sleep has led to new beds and bedding being purchased to ensure that children of all ages benefit from a safe, comfortable sleep space.

p.3

Achievement Expected standard

All children, including those who face barriers to their learning, make appropriate progress from their starting points. By the time children leave for school, they are able to engage in back-and-forth conversations and make their needs known to adults. Younger children enjoy conversations with the childminder. They repeat single words and use words and/or gestures to make their needs known. Younger children develop skills in self-care. They wipe their hands and nose independently and show an enjoyment in this independence. Older children enjoy making choices on how to adapt activities to meet their own motivations. Older children are not yet consistently supported to make their own healthy choices around food, exercise or rest throughout the day.

p.3

Achievement Expected standard

Children learn to play collaboratively with their peers. Younger children play alongside one another happily. They tolerate minor delays well and demonstrate positive behaviour. All children, including younger children, demonstrate the skills to focus their attention on a task. When they have had enough, they quickly move on to another learning opportunity. Children spontaneously use the language of numbers in their play.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder implements clear expectations for behaviour, and all children typically behave well in her care. Younger children are taught not to take toys from their friends and are developing skills to play alongside one another. Sensory baskets support children to explore and engage with their friends, and children enjoy picking up a variety of objects to shake, tap and feel. The childminder implements a variety of short games with younger children to build on their turn-taking skills in an age-appropriate way. This has a positive impact, and children wait patiently before they press buttons and watch characters pop up, for example. With support, children are developing the skills to manage their emotions effectively. This supports them in developing positive attitudes to learning.

p.4

Behaviour, attitudes and establishing routines Expected standard

Children enjoy spending time with the childminder. They learn to listen, typically follow routines and develop close relationships with her. Younger children bring toys to her, eager to see her response and engage in back-and-forth play with her happily. Even the youngest children show confidence to move around the play space and access toys independently, checking in with the childminder for reassurance where necessary.

p.4

Behaviour, attitudes and establishing routines Expected standard

Effective and well-established parent partnerships support children's attendance. The childminder develops trusting relationships with parents and, as such, understands each child's home life well. This allows her to ensure good levels of attendance for all.

p.4

Children's welfare and wellbeing Expected standard

The childminder prioritises mealtimes as a social occasion. She understands the demands of a busy home life for parents and prioritises providing an opportunity for all children to enjoy the social experience of mealtimes alongside their friends. Children sit around the table together and enjoy conversation while they eat. Highchairs are positioned in such a way that younger children are safe but also included. Parents are supported to provide healthy packed lunches for their children. In the afternoon, children benefit from a healthy, hot cooked meal. They practise skills, such as pouring water into their cups and using cutlery. The childminder teaches children how to safely use knives to spread butter on their toast.

p.4

Children's welfare and wellbeing Expected standard

Children build trusting relationships with this childminder. They enjoy her company. At nappy changing time, younger children eagerly go over, and they enjoy their one-to-one time to engage in conversation and sing songs with the childminder. Overall, routines support children's individual needs well. Children benefit from a dark and quiet dedicated sleep space that is free from disruptions. This supports their emotional wellbeing.

p.4

Children's welfare and wellbeing Expected standard

Children enjoy a range of physical opportunities. In the garden, they enjoy climbing up onto large play equipment. They run around the garden happily, using all of the space available to them. Children benefit from regular walks to the park to challenge their physical skills further. Children enjoy their time spent outside, but the routine does not consistently support children to make their own healthy choices regarding outdoor play or rest.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children demonstrate that they are happy in the care of this knowledgeable and experienced childminder. Children are supported to progress in all areas of learning through high-quality teaching. Younger children benefit from free access to a wide range of

p.5

About this setting

resources and have the freedom to explore these in their own way. While younger children enjoy playing alongside their friends, older children develop close friendships.

p.6

About this setting

The childminder shows a commitment to her job and to the families that she supports. Parent partnerships are highly effective. This supports children's attendance. Thoughtful and well-considered registration and settling-in procedures support this childminder to engage with all parents. Parents feel well informed about their children's learning. Annual parties at the setting have become a tradition. This supports parents to meet one another, and children enjoy spending time in the setting playing alongside their friends.

p.6

About this setting

Children demonstrate a love of learning, and this supports them when they transition to school and beyond. They develop their communication skills well. Children enjoy engaging in conversations and develop the skills to listen to others and respond appropriately. They develop a positive sense of self and are supported to tackle challenges.

p.6

About this setting

Children who face barriers to learning are supported well. The childminder implements adaptations to the environment to encourage participation. Individual targets and interventions are well thought out and draw on this childminder's vast experience and knowledge. Despite any individual needs or barriers to learning, the childminder ensures that all children are included in all aspects of the daily routine and benefit from the same high-quality learning opportunities.

p.6

Next steps

The childminder should strengthen ways to further support children to make their own healthy choices around rest, exercise and food.

p.6

About this inspection

The inspector spoke with the childminder and sought the views of parents during the inspection.

p.6

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): EY494669

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 13:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8