Childminder

Childminder

Unique reference number (URN): EY411080 Registered with Ofsted: 31/08/2010 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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Behaviour, attitudes and establishing routines Strong standard

The childminder and her assistants are positive role models. They are patient, calm and interact very positively and politely with children. Children consistently have opportunities to manage their own feelings, express their emotions and increasingly learn how to regulate these. For example, they talk about how they are feeling and have quiet time to relax. The childminder has high expectations for children's behaviour. She carefully considers children's developmental stages, and any barriers children may face, when setting clear and consistent expectations and boundaries.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well for their age and stage of development. They listen carefully and consistently follow instructions. Children learn about the impact of their behaviour on others, through gentle reminders. This helps children to develop respectful relationships and an understanding for each other's needs. They consistently have positive attitudes to their learning and each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder shares behaviour management strategies and the importance of routines, punctuality and regular attendance with parents and carers. This helps to provide a consistent approach and support children's learning. Children share respectful and trusting relationships with each other and the adults who care for them. These positive relationships help children to feel safe and confident to join in and achieve.

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Inclusion Strong standard

The childminder is very inclusive and supportive of all children, including those facing barriers to their learning. She has a deep understanding of children's needs. The childminder continually monitors and assesses children. This enables her to quickly identify and reduce any gaps in children's learning. The childminder and her assistants follow an agreed approach to identifying, planning, setting targets and reviewing children's individual needs to ensure no child is left behind. The childminder works closely with parents and carers and other professionals involved in children's care and learning. This helps to provide continuity in children's care and learning. It also ensures children rapidly receive any support they need.

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Inclusion Strong standard

The childminder completes training to support children. She meticulously follows advice and guidance provided by professionals. For example, the childminder offers small-group activities, such as 'What is in the box?', to support children's developing language skills. She helps children to recognise and name objects. She provides frequent opportunities for children to practise these key skills. The childminder knows how to identify families who may be entitled to additional funding. The childminder understands how to use any additional funding when required, to ensure this is targeted to improve outcomes for children.

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Achievement Expected standard

All children, including those who face barriers to their learning, typically make steady progress from their starting points across all areas of learning and development. Overall, children are well prepared for their next stage and eventual move to school. However, occasionally, they do not receive encouragement to do things themselves. This does not help children to develop their independence even further, such as pouring their own drinks.

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Achievement Expected standard

Children typically benefit from age-appropriate activities that engage them. Younger children show resilience as they become increasingly confident in walking and handling tools. Children concentrate. For example, they match insects to pictures and talk about the insects they observe on walks.

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Achievement Expected standard

Children receive praise and encouragement. This helps children to develop confidence and a sense of pride in their achievements. Children develop social skills and have fun playing together. They receive support to develop their communication and language skills, including those who speak English as an additional language. They benefit from conversations throughout the day and using picture cards to extend their language and understanding.

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Children's welfare and wellbeing Expected standard

Children share trusting relationships with the childminder and her assistants. The childminder recognises children's unique needs. She provides a safe, secure and homely environment, where children can play and flourish. Children benefit from a wealth of opportunities for outdoor play. They make use of the childminder's garden and go on bug hunts, take nature walks, run and climb as part of their daily routines. This helps children to develop their physical skills and love of nature.

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Children's welfare and wellbeing Expected standard

The childminder meets children's individual care routines effectively. Suitable sleep and nappy changing procedures are in place. The childminder knows and adheres to children's individual dietary requirements. Children receive encouragement to wash their hands before eating. However, they sometimes share the same towel, which may increase the risk of cross-infection and reduces the opportunity for children to learn about the importance of positive hygiene.

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Children's welfare and wellbeing Expected standard

Children enjoy nutritious meals and learn about the benefits of healthy eating through discussions at mealtimes and develop social skills. Children have some opportunities to develop their independence. However, young children are not always seated effectively at lunchtime. This does not enable them to reach their cups and food on their own. This occasionally reduces younger children's opportunities to do things by themselves.

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Curriculum and teaching Expected standard

The childminder is ambitious for all children. She provides an interesting curriculum that meets the needs and interests of all children. The childminder values children and generally builds well on what they know and can do. She observes children and identifies when they may need additional support and takes appropriate action. The childminder makes adaptations to ensure all children are included. She recognises children develop at different rates and in different ways. The childminder adjusts her teaching accordingly. All children make progress and are prepared for their eventual move to school.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development through daily activities. Children learn about the size and shape of things they see. They talk about position as they excitedly watch a puppet show and guess if the puppet is 'above' or 'behind' the curtain. The childminder supports the development of children's language. She asks open questions and introduces new words during play. Children are confident communicators. They join in at story time and express their imaginative ideas as they pretend to shop during role play. They generally have opportunities to develop their independence.

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Curriculum and teaching Expected standard

Children develop an understanding of the world around them. They are curious to explore the natural world and recall the wildlife they see during walks. The childminder teaches children about the lives and beliefs of others. This helps children to gain respect and understanding of others.

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Leadership and governance Expected standard

The dedicated and experienced childminder has made significant improvements since the last inspection and has addressed all the previous actions. She works closely with early years advisers to make improvements. Ongoing professional development opportunities ensure the childminder and her assistants understand their roles and build on what they know. The childminder provides her assistants with regular support and weekly meetings. They say they are well supported, enjoy working in this happy setting and that their workload is manageable.

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Leadership and governance Expected standard

The childminder understands the setting's strengths and areas for further development. She reflects on her practice to continually develop the service she provides. Recent training has included safeguarding and supporting children's communication and language. This has made a positive impact on outcomes for children.

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Leadership and governance Expected standard

The childminder is ambitious for all children. She is responsive to children's needs, particularly those with special educational needs and/or disabilities or those who face barriers to learning. The revised curriculum has improved opportunities and outcomes for children. For example, activities are typically planned to meet children's developmental stage.

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Leadership and governance Expected standard

The childminder works in partnership with parents and carers. She shares information verbally and electronically with parents and other agencies when required. This supports continuity in children's care and learning. Parents say they are happy with the care their children receive. They report their children are happy to attend and that their children have grown in confidence. Parents like the outdoor learning opportunities. They appreciate the ideas they receive of ways to manage their children's behaviour.

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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 thrive in this nurturing and inclusive environment. Children share close bonds with the warm and friendly childminder and her assistants, who support their individual needs well. This helps children to develop a real sense of belonging and feel emotionally secure. Children quickly form friendships with their peers and play together harmoniously.

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

Children confidently explore the exciting and accessible activities available. Activities engage children well, as these are based on their unique interests. Overall, children are

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Inspector:

Deborah Orchard beginning to develop their independence. For example, they try to put on their own shoes before going out. Children are eager to join in and try new things. They thoroughly enjoy digging and pouring in trays filled with sensory materials. Children investigate sea creatures and insects. They use magnifying glasses to study these carefully. Children benefit from the improved curriculum, which covers all areas of learning and takes account of children's developmental stage.

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Inspector:

All families in the setting are welcome. The childminder values their contributions. For example, she provides questionnaires to encourage their regular feedback. Children's regular attendance is promoted well through structured routines and discussion with parents and carers. Children benefit from focused activities and tailored support. This helps to ensure that any gaps in their learning are quickly identified and closed. All children are achieving and make progress from their starting points, including those who face barriers to their learning and/or wellbeing.

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Inspector:

Children know what is expected of them. They behave very well, use positive manners and know to take turns and show kindness to each other. Children benefit from frequent praise and encouragement. This helps to develop their self esteem. Children are secure and safe. They are well supervised by the childminder. Children learn about potential risks while exploring local nature areas. They know what they are allowed and not allowed to touch and why. This helps children to learn about personal safety.

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Next steps

The childminder should enrich daily routines to encourage children to consistently learn about the importance of hygiene routines so that they form foundations for their own self- care and physical health. The childminder should provide further opportunities for children to develop their independence.

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About this inspection

The inspector spoke with the childminder, her assistants, her early years adviser 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 : 09:00 - 15:00

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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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