King, Alison

Childminder

Unique reference number (URN): EY224437 Registered with Ofsted: 01/08/2002 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 individual starting points. Children enjoy opportunities to develop their learning as they follow their interests and make connections. This means that children are engaged and interested in their play and activities. As a result, they are making progress towards their next steps in learning. Children use language well and are confident communicators. They explain their ideas, make choices and ask for help when needed. Children with special educational needs and/or disabilities communicate their emotions and needs effectively.

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Achievement Expected standard

Children are engaged and happy. They are well prepared for the next stage of learning. Older children learn about school and excitedly count and draw. Babies are learning to crawl and gurgle. Children are kind and sociable. They help each other, make choices and engage in activities and play. Children chat together and narrate their play, saying, 'I am writing' as they practise their skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and homely environment where children feel welcome and have a sense of belonging. Children are confident and use language well to express their needs and ask for help. The childminder and co-childminder work closely together throughout the day to ensure that children are safe, supervised and engaged. They share information, observations and duties throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder's routines are effective. She has clear expectations of children. They listen to and follow instructions and know what is happening now and next. The childminder creates a calm and welcoming environment at snack and meal times. However, on occasions, some children have to wait whilst the childminder completes preparation and routines. Whilst this does not impact on children's behaviour, some children are left waiting and some children start eating before all children are settled at the table. This means that children do not consistently benefit from the social aspects of sharing mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed close relationships with parents and knows them well. She monitors attendance and adapts to meet their needs, for example changing shift patterns so children can benefit from consistent routines.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and adapts to meet the changing needs of each child, particularly those with special educational needs and/or disabilities. For example, she makes sure that resources are accessible so that children can choose where to play. She finds out about children's home lives and achievements from parents in daily conversations. She adapts the routine and environment, for example by creating a safe area for a baby who is starting to crawl. She develops close bonds with babies through cuddles, eye contact, and sharing soothing songs and rhymes. Parents say that they know from children's expressions and body language that they are delighted to visit the childminder. Sleeping babies are monitored carefully. The childminder recognises changes in behaviour and possible indicators of illness. She follows her policy and contacts parents promptly so that they can collect a sick child if required to ensure children's welfare. The childminder has

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Children's welfare and wellbeing Expected standard

developed routines for sleeping and weaning. She finds out about children's allergies and dietary preferences and shares information with parents to promote healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Children develop physical skills and confidence as they play outside and explore. Children learn to do things for themselves and develop independence, for example as they pour drinks. However, children are offered dilute juice rather than water and this does not promote consistently good oral health.

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Curriculum and teaching Expected standard

The childminders curriculum focuses on the prime areas of learning and on children gaining the skills they need to be ready for school. She adapts the curriculum and expectations to meet the starting points and learning needs of children especially those with special educational needs and/or disabilities. For example, she uses symbols, reassurance and sensory resources such as bubbles to help children remain calm when there are distractions. She identifies next steps in learning for each child. She recognises children's progress and offers praise.

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Curriculum and teaching Expected standard

She recognises what children are learning in the experiences and activities they choose. She follows children's interests so that she can extend their learning. For example, children remember seeing a caterpillar and gather around to see the photograph. The childminder speaks clearly so that children can hear and understand. They learn new vocabulary such as pupa and practice making sounds. Children are engaged and interested, they remember the story and later they make a book about a caterpillar.

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Curriculum and teaching Expected standard

The childminder listens to children so that they know they are valued, she uses story, song and rhyme to promote communication and language. Children are engaged and physically active. They develop physical skills in outdoor play and learn about the natural world as they grow plants and water herbs.

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Inclusion Expected standard

The childminder recognises and identifies individual needs promptly and shares information sensitively with parents and other professionals so that they can work together to gain support and to make referrals. The childminder knows children well and adapts activities so that all children are engaged and involved whatever their age, stage of development or special educational need and/or disability (SEND).

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Inclusion Expected standard

The childminder monitors children's progress and works well with the co-childminder and other professionals to review progress, support children and explore the availability of funding. The childminder networks with other professionals to identify focus areas for improvement and so that she can learn more. She finds out about support groups for parents and shares information so that support is consistent. The childminder recognises children's personal social and emotional needs and supports them as they learn to socialise, interact and self-regulate their emotions. She identifies situations that are challenging and finds support strategies for children with SEND. She uses these to promote self-regulation and to maintain a calm environment.

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Leadership and governance Expected standard

The childminder works closely with a co-childminder to ensure the smooth running of the setting. They share observations throughout the day so that she can adapt and develop practice to meet the needs of individual children, especially those with special educational needs and/or disabilities. For example, using sensory resources and familiar routines to support children as they learn to regulate their emotions.

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Leadership and governance Expected standard

The childminder has developed comprehensive policies, and these are regularly updated to reflect changes both locally and nationally. She has completed mandatory training and works with other professionals to improve her knowledge and develop the support she offers. This includes learning about the children in her care and gathering information from health visitors. The childminder has developed positive relationships with parents and shares information and ideas. For example, she signposts them to other organisations and groups for additional support. Parents say that children love coming to the childminder and that they appreciate the care and support she offers to them and their children.

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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 and settle quickly in this kind and welcoming setting. Children arrive eager to play and separate confidently from their parents. Younger children are delighted to see the childminder. They are greeted warmly and passed into her arms. Children know what to expect and settle quickly into a wide range of activities. They make choices about how they spend their time and move confidently between indoor and outdoor play spaces. Children benefit from warm and secure relationships with the childminder. She knows them well and values them as individuals. Children feel safe and develop a sense of belonging. They are kind and considerate towards one another, inviting others to join in as they dress up and using language to share their ideas. Children communicate confidently and enjoy conversation with the childminder, she listens and gives children time to think, respond and use language.

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

Children are engaged in their play and have opportunities to return to activities such as modelling with play dough so that they can practise and extend their skills. Children are physically active. They create role-play scenarios, play ball games and explore with wheeled toys. Children show curiosity about the world around them. They use their knowledge, imagination and creativity as they draw and make books about what they have learned. For example, they learn about the life cycle of a caterpillar and chat as they remember and draw pupae and butterflies.

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

Children develop language and communication skills throughout the day. Children hear clear language modelled by the childminder so that they hear the correct pronunciation of new words and sounds. Older children confidently share their ideas and explain what they are doing. Children, including babies and those with special educational needs and/or disabilities, are included in all aspects of the setting and communicate their thoughts and preferences with confidence. Children enjoy a calm, well-organised environment where they have space to explore, play and learn. They are interested, engaged and eager to

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About this setting

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

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Facts and figures used on inspection

participate, helping them to develop confidence, independence and positive relationships with others.

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Next steps

The childminder should improve organisation at meal and snack time so that all children benefit 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. 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. 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 .

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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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