Childminder

Childminder

Unique reference number (URN): EY490435 Registered with Ofsted: 29/06/2015 Registers: EYR, CCR

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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 develop age-appropriate knowledge and skills. They learn to communicate, take turns and play cooperatively. Even the youngest children communicate well. For example, they point, respond with smiles or say 'more' to indicate their needs. Children learn to do things for themselves. They tidy away toys at the end of the session. Children develop the confidence and independence they need for the next stage in their learning, including the move on to school.

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Achievement Expected standard

Older children recognise some letters and numbers and are acquiring the necessary physical skills needed for writing. The youngest children make marks with chalks, while older children draw pictures of their parents. Children are beginning to count and use mathematical language in play. For example, they count how many balls they throw into a basketball net. Children develop appropriate knowledge of early mathematics and literacy skills.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to play and learning. They play together cooperatively, telling their peers when it is their turn during games. Children select toys they want to play with and choose whether to play indoors or outdoors. Older children confidently engage in conversations with the childminder and ask for help when needed. Children understand the daily routines. For example, they take their shoes off and hang their coats up when they come inside.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She interacts with children in a kind and purposeful way. She asks effective questions and gives children time to think and respond. These interactions help children develop their language, confidence and early conversational skills.

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Behaviour, attitudes and establishing routines Expected standard

A particular strength of the childminder is the focus on promoting independence. The childminder encourages children to do things for themselves from an early age. As a result, children put on their own shoes and coats. They persevere when zips or fastenings are difficult. Older children use the toilet independently, wash their hands and clear away the dishes after mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages regular attendance, and children rarely miss a session. She understands the need to follow up any absence promptly.

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Children's welfare and wellbeing Expected standard

The childminder organises the day to ensure that children are able to get the rest they need between physical activities. She carefully adapts what she does to meet all children's care needs. The childminder creates a setting where children feel safe and secure. She supervises children closely and helps them to learn ways to keep themselves safe. Children know to stop, look and listen when crossing roads. They help to sweep the floor to remove any trip hazards.

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Children's welfare and wellbeing Expected standard

Children experience warm, secure relationships that help them feel safe. They form strong attachments with the childminder. She responds sensitively to their emotional needs, offering comfort and cuddles when the youngest children begin to get tired. These nurturing interactions support children to recognise and manage their own feelings.

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Children's welfare and wellbeing Expected standard

Children develop trusting relationships with the childminder and other children. The childminder takes time to get to know each child. Gradual settling-in sessions help children to become familiar with the new environment. Children benefit from healthy food. They go to the local shop with the childminder and choose the fruit they would like at snack time. Children go outside daily for fresh air and exercise. This helps children to develop healthy lifestyle habits.

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Curriculum and teaching Expected standard

The childminder's curriculum offers children a broad range of experiences across all areas of learning. She understands how to adapt the curriculum to meet the needs of children with special educational needs and/or disabilities. The childminder knows children well. She understands what children know and can do and what they need to learn next. Children make typical progress from their starting points and are prepared for their next stage of learning, including the move on to school.

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Curriculum and teaching Expected standard

The childminder plans suitable activities to build on children's starting points and interests. Children learn life skills on shopping trips. They collect the ingredients they need to make dough from the local shop. Children learn how to use real money as they pay the shop assistant and receive the change. Children develop physical and mathematical skills as they make dough later. The childminder uses clear, purposeful language to help children understand their actions. She encourages children to count how many scoops of ingredients they need to add. Most children engage fully in the activities on offer. However, there are occasions when the childminder does not focus planned activities on the needs of younger children. This means that younger children do not benefit from being consistently engaged in activities to fully extend their learning.

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Inclusion Expected standard

The childminder makes regular assessments of children's learning. She uses this information to identify and address any gaps in their development. She understands the need to make any necessary referrals to other agencies without delay. The childminder adapts her curriculum to ensure that all children can access the learning experiences on offer. She uses sign language to support children with speech and communication.

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Inclusion Expected standard

Although the childminder currently has no children with special educational needs and/or disabilities on roll, she understands the importance of providing high-quality childcare for all children. She has a wealth of experience in tailoring care to children's individual needs. The childminder is aware of barriers to learning children may face, including disadvantaged children. She knows how to use a graduated approach to identify any emerging needs and to plan effectively to help children make progress. The childminder understands how to allocate any funding for disadvantaged children to support children to reach their milestones, where appropriate.

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Leadership and governance Expected standard

The childminder has a clear overview of the setting's strengths and areas for development. She tailors her care in the best interests of the children attending. The childminder has a wide range of experience. She is dedicated to supporting children to achieve the life skills they need to succeed. The childminder completes all the mandatory training required. She pursues other relevant training to support children in their learning. For example, she uses training in sign language to support children's communication skills. She typically plans and teaches children well. The childminder has not accessed sufficient professional development opportunities to help her consistently teach at a higher level.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents from the start. She gets to know children and their families well. The childminder learns about children's interests, routines, dietary requirements and any potential barriers to learning, including special educational needs and/or disabilities. She understands how to work with other professionals or agencies involved in children's care. The childminder keeps parents informed about their children's ongoing care and learning. Information is shared regularly through an app or during daily conversations. This ensures that parents receive regular information about how their children are learning and developing in the setting. Parents comment very positively on the quality of care and learning provided and state that the childminder goes 'above and beyond'. They would recommend the provision to others.

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

Children thrive in the warm and welcoming 'home-from-home' environment. They form close attachments with the childminder, who is kind and responsive to their needs. Children demonstrate that they feel safe and are very happy and settled. They enjoy learning alongside their peers and establish firm friendships with other children. Children benefit from a wealth of opportunities in the local community. They enjoy regular outings, which are at the heart of the curriculum. Children join the childminder on visits to local playgroups, soft-play centres and shopping trips. This helps to enhance their social engagement with others. Children extend their mathematical understanding as they count cars during a trip to the local shop. They delight as they hunt for dandelions in grass to take back for the childminder's tortoises. This helps to develop their understanding of caring for living creatures.

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

Children are keen to explore toys and resources indoors and outdoors. Children enjoy building with blocks indoors and taking turns to go down the slide outside. They develop early writing skills as they make marks with pens and chalks. The childminder models language and encourages children to think and solve problems as they play. Strategies such as using sign language help children who are not speaking yet to develop early communication skills. Children hear rich and varied vocabulary throughout the day. They are confident to ask questions and engage in conversations with adults. The childminder asks them questions and values their choices and views. This helps them to feel a sense of belonging and promotes communication skills. Children behave well. They are happy, safe and curious learners who make effective progress and thoroughly enjoy their time at the setting. The childminder works closely with parents to ensure that there is continuity

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

between children's routines at home and at the setting.

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Next steps

The childminder should pursue further professional development opportunities to enable her to raise the quality of teaching to a constantly higher level. The childminder should consistently support younger children to fully engage in activities and experiences.

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About this inspection

The inspector spoke with the childminder 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,Friday : 07:00 - 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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