George, Emma Louise

Childminder

Unique reference number (URN): 2776094 Registered with Ofsted: 04/04/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

Children are highly confident and show a deep sense of belonging. They are extremely relaxed and at ease as they enjoy a calm atmosphere as they play and learn. The childminder has a very detailed knowledge of individual children's needs and care preferences. This helps her to be able to tailor individual care and support appropriately. Children learn how to manage their feelings and emotions, such as through calm and supportive discussions with the childminder.

p.2

Children's welfare and wellbeing Strong standard

The childminder builds close warm and caring relationships with children. This shows as they keenly take interest in what is shared with them. For example, children eagerly watch a snail video, following a conversation by the older children about where a snail's mouth is on their body. The childminder helps children to find some space so everyone can join in. Children have positive attitudes towards learning.

p.2

Children's welfare and wellbeing Strong standard

All children enjoy social mealtimes, where they have healthy home-cooked meals. They learn about suitable hygiene routines, such as handwashing. Children show an excellent awareness and capability in managing these tasks themselves.

p.2

Children's welfare and wellbeing Strong standard

The childminder diligently follows children's routines from home. She works closely with parents and carers to keep continuity with changing routines and learning new skills, such as potty training.

p.2

Achievement Expected standard

Typically, children develop well in all areas of learning and build on what they know and can do. They show that they are at least developing well for their age. Children develop a range of skills across all areas of learning that support them to succeed when moving on to school. For example, children show confidence in moving through the routine of the day. They help to make decisions about the order in which they would all like to do things. Children enjoy group discussions and adapt to the changing needs of opinions should they arise.

p.2

Achievement Expected standard

Children enjoy opportunities to broaden their understanding of the world around them. For example, they take part in trips to the local common or to other attractions such as castles. Children play well together, for example, in the role-play café where they pretend to make each other drinks and offer cake.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. There are clear rules within the setting, which children follow well. At times, the childminder has implemented more specific strategies to support individual children, which have been successful. For example, children proudly show off the stickers they have earned and have an accurate understanding of the reward processes in place.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is a consistent role model for children. She promotes kindness and respect. Children respond well, for example, by offering to help each other open a box and take turns using scissors with little input. The childminder plans social experiences for children to build their skills further. For example, she takes part in local trips alongside other childminders to help children to have a range of opportunities to socialise beyond their immediate friends who attend her setting.

p.3

Behaviour, attitudes and establishing routines Expected standard

However, at times, the childminder has not considered further ways of extending her teaching of children's next steps through routines to make the most of learning opportunities throughout the children's day.

p.3

Curriculum and teaching Expected standard

The childminder builds the curriculum on children's interests and plans activities around all areas of learning. Children confidently express what they would like to do. For example, children ask if they can practise their scissor skills more often, and the childminder plans appropriately. Children have the opportunity to explore straight and patterned-edged scissors and see which ones they prefer. The childminder helps children to talk about the patterns they have made and they learn words such as 'wavy'. This supports the language- rich environment the childminder provides. Children experience a wide range of language to support their communication development.

p.3

Curriculum and teaching Expected standard

The childminder skilfully plans activities to ensure that they are inclusive for all children. For example, she adapts craft activities for children's differing abilities so they are all able to create something they are proud of to take home. The childminder offers praise for all of the children's achievements. At times, when teaching children who show an interest in letter awareness, the childminder's teaching of phonics does not consistently reflect up-to-date guidance. This means that children may not develop the skills they need in this area.

p.3

Inclusion Expected standard

The childminder welcomes all children to her setting. She carefully observes them to have a clear understanding of their development. The childminder is quick to identify what it is that children need to learn next. She adapts her practice suitably to ensure that children with special educational needs and/or disabilities or barriers to achievement receive the learning opportunities that they are entitled to. This helps to remove barriers to help all children achieve and thrive.

p.3

Inclusion Expected standard

The childminder plans activities around individual children's developmental needs, such as physical development. For example, she encourages children to walk to collect their older friends from school and they go to the park. These activities are purposefully planned to help build children's stamina and strength.

p.3

Inclusion Expected standard

The childminder shares her observations with parents and carers well for a shared approach. Parents comment that they appreciate her guidance and support. The childminder is aware of advice shared from appointments that individual children have attended with their parents. She values this information and follows any support structures that have been put in place for children. However, at times, the childminder has not consistently made best use of working with a wider range of professionals to seek further guidance about how to further support children's development.

p.3

Leadership and governance Expected standard

The childminder is highly passionate about her role and has a clear child-centred approach to how she runs her setting. She regularly works alongside assistants, and they collaboratively review and discuss the needs of children. The childminder and any assistants she works with access suitable professional development opportunities to help develop their knowledge. For example, they recently attended training about supporting children's behaviour. This promoted a range of discussions about the advice and information given. It also helped to inform any next steps for the setting's overall approach. The childminder ensures that any assistants she works with have manageable workloads to support high levels of wellbeing.

p.4

Leadership and governance Expected standard

The childminder is reflective and responsive to the developing needs of her setting. For example, she has recently completed extensive redevelopment of her garden to incorporate a wider range of learning opportunities, including climbing, messy play in the mud kitchen, and a cosy quieter area.

p.4

Leadership and governance Expected standard

The childminder works hard to build relationships with parents and carers. For example, she holds regular events for children and their families to come together at her setting. Parents are highly complimentary about the service the childminder offers. They appreciate her advice and commitment to their children. The childminder has frequent discussions with other settings that children attend to explore how children behave and compare developmental assessments.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive happy. They settle with ease and feel comfortable in the childminder's home. Children show high levels of confidence and understand that they can share their views. For example, they discuss with the childminder how they would like to do the next activity. This shows a high level of respect that children receive. Children learn positive social skills and enjoy the company of others. For example, they initiate discussions as they play games together. They learn how to take turns and behave well.

p.5

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

Children enjoy the opportunity to make choices regarding dressing up. They practise putting on the outfits themselves and are confident to ask for help if needed. Children enjoy bringing their knowledge from previous learning into discussions. For example, they hold flowers as the childminder talks through how she got them and which type they might be. Children learn about the stems, stalks and petals. They recall the terminology well from previous activities.

p.5

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

Children benefit from high-quality interactions to support their communication and language skills and overall development. For instance, the childminder takes time to carefully explain and talk to children during activities and as they learn. Children show their mathematical knowledge. For example, they confidently count together to try and work out what number comes after 8.

p.5

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

Attendance at the setting is promoted by the childminder to ensure that children receive the many benefits of attending the setting. Children receive a range of positive experiences to spend time with their families at the childminder's setting. For instance, the childminder arranges a range of events, such as summer parties and Christmas celebrations. All children and families are warmly invited, which promotes a sense of community.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Next steps

The childminder should extend her partnership working with other professionals to extend her knowledge to further support children's development. The childminder should refine how she explores children's interests in phonics to ensure that her teaching methods support the most up-to-date information to fully benefit children's development. The childminder should develop further ways of extending children's next steps in learning throughout her teaching to support children's progress more consistently.

p.6

About this inspection

The inspector spoke with the childminder, her assistant, parents and carers and children during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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 .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8