Childminder

Childminder

Unique reference number (URN): EY338602 Registered with Ofsted: 29/12/2006 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, children achieve well at the setting. They all make progress from their starting points. Children develop secure communication skills. Babies are beginning to babble and point to say what they want. Young children develop a range of sounds and simple words. They are exposed to a range of new vocabulary each day, which they are keen to repeat and proud to use. Children demonstrate they are becoming increasingly confident in their independence. Babies receive consistent encouragement to develop their physical skills and learn to independently move around the setting. Young children exhibit a 'can-do' attitude towards tasks, such as removing their shoes, feeding themselves and washing their hands.

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Achievement Expected standard

Children focus intently during their learning. They concentrate and persevere with tricky tasks. Children are beginning to regulate their emotions, knowing when to ask for help and when to seek comfort. They are able to follow instructions well and are developing the skills they will require for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive and welcoming environment, where children understand her expectations for their behaviour. She models kind and respectful behaviour, responding warmly while setting clear boundaries. As a result, children show respect, listen to instructions and behave well throughout the day. Children develop a close bond with the childminder. They demonstrate they feel safe and secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to work together and develop social skills. Typically, she supports them to share resources, take turns and play cooperatively. For example, children take turns to add shapes to the shape sorter, play roll the ball and work together collaboratively on large-group paintings. The childminder praises helpful behaviours and encourages children to try new ideas. For instance, she celebrates as children try something new, such as making marks on paper and babies being able to pull themselves to a standing position.

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Behaviour, attitudes and establishing routines Expected standard

Routines are generally well established and adapted in line with children's ages and stages of development. For example, children instinctively know the routine to prepare for meals and nappy changing. The childminder follows babies' home routines to support their personal and emotional development. She promotes attendance and punctuality through engaging daily routines, helping children to settle quickly and feel secure.

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Behaviour, attitudes and establishing routines Expected standard

The childminder carefully considers children's individual needs. Children feel safe, valued and confident. The childminder has established links with other settings children attend to ensure continuity of learning and behaviour expectations.

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Children's welfare and wellbeing Expected standard

The childminder strives to provide quality care and education within a homely environment. She invests time in getting to know children and their families before they attend. The childminder recognises that if children feel safe, secure and settled they will learn well. Therefore, she gives a priority to supporting children's emotional wellbeing. Children have established very close and trusting bonds with the childminder. For example, when they feel tired or unwell, they snuggle together and enjoy cuddles as the childminder soothes them and provides reassurance. Settling-in sessions are tailored to meet children's needs, particularly for those children who face barriers to learning. In the main, the childminder takes time to ensure that she has appropriate resources and information to support children who speak English as an additional language. She ensures that parents are reassured their children's needs are met.

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Children's welfare and wellbeing Expected standard

Children are made comfortable in cots and can sleep peacefully when needed. The childminder responds sensitively to young children who need a nap. She makes them comfortable and soothed when they are tired. The childminder manages routines around the children's individual needs. She promotes lots of outdoor-play experiences as she recognises the importance of keeping children healthy and active. Children routinely enjoy their time at the local play parks. They develop their physical skills as they run and climb. Children learn about nature and enjoy time in the fresh air. The childminder works closely with parents and carers. She provides them with useful information and guidance on healthy meal choices.

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Curriculum and teaching Expected standard

The childminder plans a broad, well-sequenced and interesting curriculum. She includes children's current interests in her planning to support their engagement and focus. For instance, the childminder uses children's interest in space and planets to support their mathematical development. The childminder uses assessment effectively to tailor her teaching to reflect what children need to know next. She knows each child well and ensures that activities are accessible to all, including those with any identified barriers to learning. For example, the childminder uses gesture and visual cues to support children's understanding. Typically, the childminder is evaluative of her practice and considers what she could strengthen within her curriculum. For instance, she recognises at times, she could extend children's learning more when planning activities.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development and understanding of the concept of size and numbers. For example, she encourages children to notice the different sizes of animals. The childminder introduces language, such as 'bigger' and 'smaller' and counts animals as children line them up. The childminder focuses on providing an environment rich in language for children to learn in. Children hear new words to enhance their vocabulary. They enjoy cosy times with the childminder as they listen to stories.

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Curriculum and teaching Expected standard

Children develop their physical skills. They build coordination and strength on equipment in local parks. The childminder encourages children to be independent and make choices in their play. At times, she sometimes does not prepare the environment to enable children to do this consistently. Although there are plenty of resources available, these are not easily accessible to the youngest children. Therefore, this impacts children's ability to make their own choices in their play.

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Inclusion Expected standard

The childminder creates a warm and inclusive culture, where every child's unique needs are a priority. She knows children and their families very well. The childminder tracks children's development carefully through regular observations and ongoing assessment. She gathers information about children's learning during daily activities and uses this knowledge to build a clear picture of their progress. The childminder carries out the required progress check for children aged between 2 and 3 years. This helps her to identify children's strengths and recognise areas where further support may help them make progress.

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Inclusion Expected standard

The childminder keeps parents and carers well informed about their children's development. She shares information about children's achievements, interests and next steps in learning. This helps parents to understand how their children are learning. Parents value this communication and speak positively about the support they receive. They comment that their children have made progress since starting at this setting and are prepared well for nursery.

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Inclusion Expected standard

When children need more help, the childminder works in partnership with parents and other professionals. This helps to make sure that every child receives support to remove any barriers to learning. The childminder attends professional forums to strengthen her knowledge. The childminder understands how to use any additional funding effectively to support all children. Overall, her inclusive practice has a clear and positive impact on children's outcomes.

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Leadership and governance Expected standard

Overall, the childminder is a reflective practitioner. She is committed to providing children with high-quality care and education. Since the last inspection, the childminder has strengthened her support for other staff that may work with her and completed mandatory training.

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Leadership and governance Expected standard

The childminder is well organised and identifies the strengths of her provision, such as the relationships she has with families and building a secure bond with children, who she knows well. She understands the areas she wants to improve further, such as continuing with her professional development. The childminder understands that focusing her professional development more precisely will support her knowledge and confidence to promote outcomes for children even further. She is reflective in her practice and is keen to continue learning to provide the best experiences for children. The childminder makes decisions with children's interests in mind and to support all children, particularly where they may have learning barriers or be otherwise disadvantaged. For instance, the childminder plans training to promote a more inspiring curriculum.

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Leadership and governance Expected standard

The childminder has built secure relationships with parents and carers. She has a detailed understanding of families' circumstances. Parents know what children are learning and are included and involved in their progress. The childminder supports children's learning at home learning well. She has contact with staff at other childcare settings attended by children. The childminder plans activities to complement children's learning at other settings they attend.

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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 demonstrate a sense of belonging in the warm and welcoming environment that the childminder creates. They build trusting relationships with the childminder. Children develop positive social skills as they communicate with others, take turns and play cooperatively with the childminder and their peers. Through these positive interactions, children build confidence, learn to respect others and develop increasing independence in their play and learning.

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About this setting

Children show high levels of engagement during activities. They actively participate in experiences that capture their interest. Children listen as the childminder shares books and stories with them; youngest children babble as they respond to the language they hear. Older children excitedly engage in conversations about their day as they walk to pre-school with the childminder. As a result, children make typical progress, particularly in their communication and language development.

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About this setting

Children feel safe and secure because familiar routines are consistent throughout the day. They understand what happens next and respond positively to daily expectations. Children develop independence as they wash their hands, help tidy away toys and manage simple self-care tasks.

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About this setting

Children benefit from regular opportunities to explore the local community and outdoor environment. They enjoy regular trips to the local playgrounds and parks to use outdoor equipment. Children develop confidence, physical skills and curiosity about the world around them. The childminder maintains positive relationships with parents and carers. Overall, children demonstrate positive attitudes towards learning, behave well and are well prepared for the next stage of their education.

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Next steps

The childminder should support children to freely access resources to enhance their curiosity and develop their independence further, such as by reviewing the organisation of her environment. The childminder should focus on professional development to enhance specific aspects of the curriculum, to extend her skills and knowledge to secure excellence for all children.

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About this inspection

The inspector spoke with the childminder, parents and carers 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. Unique reference number (URN): EY338602

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,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

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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