King, Robert

Childminder

Unique reference number (URN): EY558605 Registered with Ofsted: 30/07/2018 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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Achievement Expected standard

Children are making consistent progress from their starting points, particularly in communication and language. The curriculum is adapted to meet the age and stage of development of all children, including those with special educational needs and/or disabilities. Children's achievements are recognised and celebrated. Children receive praise so that they feel valued and their progress is shared with parents.

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Achievement Expected standard

Children develop physical skills in outdoor play. They ride wheeled toys, play ball games and enjoy the natural world. Children learn about nature, for example as they water plants. Children listen to instructions, take turns, count and speculate about how much water the plants need.

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Achievement Expected standard

Children are well prepared for the next stage of learning and transitions to school are smooth. Children are confident, cooperative and active learners. They express their needs, listen to instructions and are playful. Parents say that their children are happy and making progress and that older children are well prepared for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a homely and positive environment where children have a sense of belonging. The childminder values children and knows them well. As a result, their behaviour is good. Children are interested, engaged, friendly and polite. The childminder spends time with the children observing play and supporting them so that they are involved and included. Children are kind to each other. They offer each other turns and invite others to join in as they dress up and role play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and his co-childminder work closely together. They speak clearly and model effective communication. They share information and observations of children throughout the day so that they recognise progress and can adapt to meet the needs of children, especially those with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance and adapts daily practice to suit the needs of families for example, the changing shift patterns of parents. The childminder knows children well. Children are kind and helpful. They use language to express their ideas and make choices.

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Behaviour, attitudes and establishing routines Expected standard

On the whole, routines are effective, the childminder creates a calm and pleasant environment. However, on occasions, some routines are less effective such as snack times. Some children are left waiting and some children start to eat before others are at the table. As a result, they do consistently benefit from the social aspects of mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder gets to know children and families well so that he can adapt activities and support children appropriately. For example, he provides babies with safe, calm places as they learn to crawl. He recognises children's challenges and develops strategies to support individual children. For example, he repeats back children emerging language so that they feel valued and can hear the correct pronunciation. He is calm, consistent and available so that he can help children recognise their emotions, communicate their feelings and self- regulate as they play.

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Children's welfare and wellbeing Expected standard

The childminder offers support to all children, particularly those with special educational needs and/or disabilities. Children develop close bonds with the childminder. Parents say that children love attending and that babies are visibly excited when they hear his name.

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Children's welfare and wellbeing Expected standard

The childminder has developed routines for sleeping and weaning. He works closely with parents to offer consistency of care and to promote healthy lifestyles. Information is shared with parents to encourage a healthy, nutritious diet. Overall, children learn to make healthy choices. They are physically active, well cared for and feel valued. Children develop independence as they learn to pour drinks. However, on occasions, the childminder offers dilute juice rather than water. This does not consistently promote healthy lifestyles or support good oral health.

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Curriculum and teaching Expected standard

The childminder focuses his curriculum on the prime areas of learning and on children gaining the skills they need to be ready for school. The childminder offers a range of activities and experiences both indoors and outdoors. Children develop independence and physical skills as they dress up as favourite characters. Children develop their language skills as they narrate their play and describe their characters. The childminder adapts and develops activities so that all children are included, particularly those with special educational needs and/or disabilities. For example, babies are seated where they can see, hear and enjoy the interactions.

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Curriculum and teaching Expected standard

The childminder models language well. He speaks clearly and at a pace that children understand. Children engage in conversation about their interests. Children talk about their families and favourite football teams. The childminder listens to children and gives them time to think and respond. As a result, children are confident and engaged. They communicate effectively and use language to express their ideas and needs.

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Curriculum and teaching Expected standard

The childminder observes children, monitors their development, identifies possible needs and uses assessment to check what children know and can do. He follows children's interests and tailors learning to meet the age, stage and different starting points of children. He identifies next steps for each child. For example, babies learn to crawl, older children count on their fingers and children going to school use pencils and identify the letters in their name. The childminder makes learning fun. Children are engaged and narrate their play as they draw saying, 'I am writing'.

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Inclusion Expected standard

The childminder identifies children's individual needs promptly. He makes assessments and reviews children's progress. He shares information sensitively with parents and visiting professionals so that they can work together to learn more and support children with special educational needs and/or disabilities. The childminder makes referrals and helps parents to access other services such as a 'talk together' group. The childminder observes children carefully and monitors their progress. He identifies children's strengths, interests and areas where they need additional help so that engaging play experiences can be planned effectively. He works closely with his co-childminder to plan activities and implement appropriate support. This helps to ensure that children receive consistent help that meets their individual needs.

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Inclusion Expected standard

The childminder gets to know children well. He spends time alongside them as they play. He recognises children's specific interests and needs. He identifies and prioritises areas for development, such as self-regulation, and adapts his practice using specialist sensory aids and strategies to help children understand and manage their emotions. For example, he models calm reassuring instructions and stays close by. As a result, barriers to participation are reduced and children are supported to fully take part in the life of the setting.

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Leadership and governance Expected standard

The childminder and his co-childminder work closely together to organise and run the setting. They develop positive relationships with families so that information is shared freely to support individual children, particularly those with special educational needs and/or disabilities (SEND). They share information with each other throughout the day so that they can reflect on children's progress and adapt activities to meet the needs and moods of children. For example, he offers tired children opportunities to enjoy restful activities in a calm environment. The childminder recognises indicators of illness and contacts parents promptly.

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Leadership and governance Expected standard

The childminder's policies and procedures are comprehensive and regularly reviewed and updated. He identifies strengths and prioritises creating a positive, happy environment where children feel safe. The childminder engages with other professionals and local schools to support smooth transitions. He observes children, monitors their progress and identifies next steps in learning for each child. The childminder creates reports and shares children's progress with parents.

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Leadership and governance Expected standard

The childminder ensures that mandatory training is completed and engages with parents and other professionals to understand the specific and changing needs of individual children, particularly those with SEND. He has developed strategies to sensitively support children to develop the prime areas of learning and the skills needed for their next steps. Parents speak highly of the childminder. They say that the childminder is approachable and that they appreciate the care and consistency that he offers.

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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 arrive happily and are greeted warmly by the childminder. They settle quickly into this welcoming setting, where they feel safe, valued and treated as individuals. Children confidently make choices about their play and move freely between a range of activities indoors and outdoors. They enjoy unhurried opportunities to explore their interests and remain engaged in activities for sustained periods.

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

Children develop positive relationships with the childminder and with one another. They are kind and considerate, inviting others to join in their play and using language to share their

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Inspector:

Caroline Brooks ideas. Children communicate confidently and express their thoughts, explain their creations and negotiate during play.

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Inspector:

The childminder models language effectively. He speaks clearly, listens carefully and gives children time to think and respond. Younger children benefit from clear language models and delight in learning new words and sounds. They gleefully experiment with language, repeating phrases such as 'oh no'. Older children proudly recognise letters, make marks for a purpose and talk about what they are creating. Children use language confidently in their play and interactions. The childminder recognises their achievements and offers praise and encouragement.

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Inspector:

Children enjoy a rich variety of experiences that support their curiosity and imagination. They explore play dough, construction materials, dressing-up clothes and creative resources. Children enjoy sitting together as they draw pictures and construct model trucks. Children learn about the natural world. They watch pigeons, water herbs and notice changes as plants grow. Children share watering cans, take turns, count and speculate about how much water to use. Children, including those with special educational needs and/or disabilities, are included fully in the life of the setting. The childminder knows children well and adapts support to meet individual needs. As a result, children participate confidently alongside their peers. Children are happy, interested and eager to learn. They develop independence, confidence and positive social skills as they play, explore and learn together in this caring environment.

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Next steps

The childminder should improve routines and organisation, particularly at mealtimes, so that all children can eat together and benefit fully from the social aspects of mealtimes. The childminder should consistently support children to make healthy choices to develop their understanding of good oral health.

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About this inspection

The inspector spoke with the childminder, co-childminder, parents 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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