Childminder

Childminder

Unique reference number (URN): EY285107 Registered with Ofsted: 06/07/2004 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 generally develop the knowledge and skills needed for their next stage of learning across the areas of learning and development. Younger children develop growing confidence in communication and language and increasingly express their needs and wishes through words, gestures and familiar routines. Children recognise when they need support and are motivated to attempt tasks for themselves, such as putting on their shoes. They show they can preserver.

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Achievement Expected standard

Children who face barriers to learning, including children with special educational needs and/or disabilities, generally make progress from their starting points. They become increasingly confident in social situations, develop awareness of others and develop confidence in joining in with familiar routines and experiences alongside their peers, such as when hey are using wheeled toys outdoors. The childminder's planning for children's learning is not consistently precise enough to maximise and deepen the knowledge and skills children need to learn next. As a result, progress information is not always used sharply enough to ensure all children make the best possible progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically establishes calm and familiar routines that help children feel emotionally secure and understand what is expected of them throughout the day. The childminder and her assistants build caring relationships with children and provide reassurance and comfort when needed. The childminder generally promotes regular attendance and continuity for children, helping them become secure within familiar routines and experiences over time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally supports children to develop positive attitudes towards play and learning. She encourages children to join in with shared experiences, develop awareness of others and participate alongside their peers. For example, children enthusiastically join in with familiar songs and rhymes and increasingly learn to take turns and interact positively during group experiences. The childminder uses praise and encouragement effectively and children begin to model this within their play and routines, for example celebrating and saying, "I did it."

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Behaviour, attitudes and establishing routines Expected standard

While the childminder generally promotes positive routines and expectations, opportunities for children's engagement and sustained involvement in learning are not consistently embedded throughout all parts of the day. For example, younger children are not always supported to access routines and experiences as independently as possible because the organisation of some activities and mealtimes does not consistently provide enough space and opportunity for them to sit at the table independently and fully participate. As a result, opportunities for children to further develop independence, engagement and understanding of routines and boundaries are sometimes reduced.

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Children's welfare and wellbeing Expected standard

The childminder generally prioritises children's welfare and wellbeing effectively. She creates a caring and nurturing environment where children form secure attachments and feel emotionally safe. The childminder and her assistants are sensitive to children who are new to the setting and gradually help them build confidence within routines, relationships and new experiences over time.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children to develop healthy lifestyles and appropriate self-care skills through daily routines and experiences. She encourages children to make healthy food and drink choices and makes snack times enjoyable and engaging. For example children squeeze their own orange juice and help prepare snack tables. The childminder supports hydration well and provides adapted cups with different features to help children at different stages of development drink independently and feel included. She also follows safer eating practices appropriately, including preparing food in ways that reduce risks for younger children. The childminder knows about safe sleep arrangements.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children's wellbeing appropriately during warmer weather. For example, she creates shaded outdoor areas, encourages children to wear sun hats and applies sun cream to help protect children when outdoors. Children also benefit from opportunities to play with cool water outdoors, helping them remain comfortable and refreshed during hot weather.

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Curriculum and teaching Expected standard

The childminder has designed a broad curriculum that typically supports children's communication and language, physical development, and personal, social and emotional development through daily experiences and routines. She generally understands what she wants children to learn and thoughtfully organises the learning environment around children's interests, curiosity and developmental needs. The childminder plans activities linked to planting, sensory exploration and interactive play, to help children explore textures, movement and early language in meaningful ways. She generally promotes communication and language throughout the day. She introduces new vocabulary, sings with children and encourages them to respond, join in and communicate their needs and wishes.

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Curriculum and teaching Expected standard

The childminder plans a variety of experiences beyond her home. For example, she takes children to a soft play centre to provide opportunities for more adventurous physical play than can be provided within the home environment. Children develop confidence in social situations and interact with a wider circle of children and adults.

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Curriculum and teaching Expected standard

The childminder does not consistently use observations and assessment sharply enough to adapt planning and teaching to children's differing starting points and stages of development. At times, activities focus more on the planned experience rather than what individual children specifically need to learn next. As a result, opportunities to extend children's learning and independence during routines and activities are not consistently maximised.

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Inclusion Expected standard

The childminder generally identifies and supports children who face barriers to learning appropriately, including children with special educational needs and/or disabilities. She works closely with parents and external professionals, including the health visitor and local authority special educational needs coordinator, to share information and support children's care and development. The childminder works persistently with other agencies to help children and families access appropriate services and interventions.

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Inclusion Expected standard

The childminder generally understands children's individual needs and adapts aspects of the provision to support their engagement and wellbeing. For example, she has thoughtfully adapted the learning environment and resources around children's sensory interests and developmental needs. She has used additional funding appropriately to develop sensory and interactive resources that support children's engagement, communication and exploration.

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Inclusion Expected standard

While the childminder uses observations and assessment appropriately to identify when children are not meeting developmental milestones, assessment information is not consistently used precisely enough to tailor support and next steps for children who require additional help. For example, the progress check at age 2 does not fully reflect some aspects of children's developmental needs accurately enough to support sharply focused next steps and professional discussions. As a result, information shared with outside agencies is not always as precise as possible to support highly targeted interventions and support strategies.

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Leadership and governance Expected standard

The childminder reflects on her practice and has taken positive steps to develop the quality of care and learning experiences provided for children since the last inspection. She has worked closely with the local authority and accessed additional training, including training linked to special educational needs and/or disabilities, to continue developing her curriculum knowledge and practice. The childminder also works collaboratively with other childminders within the local community, and helps lead a local childminding group to broaden children's experiences and opportunities. The childminder generally works positively with parents and external professionals to support children's care, learning and wellbeing. She shares information with parents regularly and provides ideas and resources to help families continue supporting children's learning at home, including children who attend term time only.

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Leadership and governance Expected standard

The childminder generally supports the wellbeing and workload of her assistants appropriately. She provides ongoing coaching, guidance and modelling within daily practice to help assistants develop confidence in their roles, and understand expectations for children's care, learning and wellbeing. While the childminder has suitable systems to monitor aspects of practice, monitoring and evaluation systems are not robust enough to identify all areas that require further development to maximise the benefits of children's early education and experiences.

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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 are happy, settled and generally confident within this welcoming childminding setting. They form caring relationships with the childminder and her assistants and seek reassurance and comfort from them when needed. Children who face barriers to learning, including children with special educational needs and/or disabilities, are welcomed and included in all aspects of the setting.

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

Children benefit from a learning environment that has been thoughtfully designed around their interests and needs. Younger children confidently explore the stimulating indoor and outdoor learning environments, which are organised to support their curiosity, sensory exploration and physical development. Children enjoy investigating water play, musical instruments, sensory lighting and interactive resources. They show enjoyment in their learning and are motivated to explore independently, and return to familiar resources with interest and confidence. Children benefit from learning experiences that are designed to support a variety of areas of learning. For example, children use scoops and containers during sensory play to explore filling, pouring and emptying, helping them begin to develop early mathematical understanding and physical skills. Children also use balancing resources and water play equipment that encourage them to explore movement, size, capacity and

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

problem-solving through play. Children benefit from opportunities to explore technology and interactive resources as part of their daily play and learning. For example, they independently choose characters from interactive story resources and listen to familiar stories as they play.

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

Children generally benefit from a variety of opportunities to develop positive social skills and learn alongside others. They enthusiastically join in with action songs and rhymes, share experiences with their peers and respond positively to the childminder's calm expectations and routines. Children benefit from regular attendance. They become increasingly familiar with social routines, develop growing confidence around others and learn to take turns and join in with group experiences. The childminder supports children to make choices and develop independence through daily experiences, such as mealtimes.

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Next steps

The childminder should strengthen the accuracy and precision of the progress check at age two and assessment information so children's developmental needs and next steps are identified more sharply. The childminder should ensure planning, teaching and routines consistently support children's stages of development so opportunities to deepen children's learning, independence and engagement are fully maximised. The childminder should strengthen monitoring and evaluation systems so all areas requiring further development are identified and addressed.

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About this inspection

The inspector spoke with the childminder, assistants, children 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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