Childminder

Childminder

Unique reference number (URN): EY442439 Registered with Ofsted: 06/03/2012 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

Children learn and develop positive attitudes and behaviours in this well-organised and harmonious environment. Clear and consistent routines support children to understand and anticipate the daily flow of the setting. This helps them to feel calm and emotionally secure. All children attend well and are punctual and so are forming excellent habits that will support later learning.

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Behaviour, attitudes and establishing routines Strong standard

There are high expectations for children's behaviour that are embedded within the setting. Children understand and model exemplary behaviour. For example, children listen to instructions and develop good concentration skills as they thread beads. These excellent interactions with the childminder consistently enable children's best possible behaviour. The childminder uses effective strategies for children with barriers to learning when they feel overwhelmed and instinctively understands they need time and space before joining their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models respectful and positive relationships. She consistently encourages and supports children to collaborate and get along with each other. She plans activities that promote sharing and teamwork. Children are respectful and kind to one another. For example, they call each other by name as they interact positively throughout the day and when a child politely asks for something their friends hands it to them. This helps children to interact well socially and build positive relationships with others.

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Achievement Expected standard

All children, including those who face barriers to their learning, make steady progress from their starting points. Children's conversational skills are a clear strength. Children confidently express their ideas in play, recall familiar activities and events using an increasingly wide range of vocabulary during play, routines and group activities. They demonstrate a growing understanding of early mathematical concepts through counting and comparing in play. Children show their physical strength as they follow actions during 'cosmic yoga', developing coordination and accuracy.

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Achievement Expected standard

Children learn how to be considerate to others as they kindly pass toys to their friends when they do not have any. This helps them build on their interactions with others. They are prepared appropriately for school and demonstrate curiosity and the ability to participate in group experiences.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and welcoming environment where children feel safe, secure and valued. She builds warm and trusting relationships, helping children to form secure attachments. As a result, children settle quickly, show confidence and feel emotionally secure. The childminder knows children very well and is responsive to their individual needs and family circumstances.

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Children's welfare and wellbeing Expected standard

The childminder follows inclusive and thoughtful procedures for children's care. This supports children's individual needs and their physical and emotional health appropriately. The childminder adapts practice where needed, such as tailoring toilet training to children's individual needs and stages of development. All children are included.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical development and healthy lifestyles. Young children take part in regular walks, outings and play opportunities that encourage movement and exploration. Generally effective hygiene practices are followed during daily routines, although the childminder does not consistently support children to be independent during self-care routines such as hand washing before snack or after going to the toilet.

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Curriculum and teaching Expected standard

The childminder has designed an effective curriculum that ensures children have the skills needed for their eventual move to school. She plans the curriculum using weekly topics the children enjoy as well as supporting their keen interests. Typically, the planned curriculum helps all children make progress in their development from their starting points. The childminder supports children's communication, language, personal, social and physical development. She makes the most of daily opportunities during play to teach them new words. Early mathematical skills are introduced through counting, number recognition and everyday routines. For example, children count and recognise numbers as they play a number matching game with the childminder.

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Curriculum and teaching Expected standard

Overall, the childminder plans interesting experiences to support children in building on what they know and can do. Generally, the childminder gives children time to respond and join in. However, on occasion, she does not pause long enough for children to answer her questions or is too quick to help with tasks. This limits children's opportunities to process their ideas and develop independent thinking.

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Curriculum and teaching Expected standard

She gathers a range of information from parents at the beginning of the child's journey with her. She maintains regular communication with parents throughout their time at the setting to ensure learning opportunities are communicated and she is kept up to date about the children's progress and development.

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Inclusion Expected standard

The childminder identifies, assesses and monitors children's progress through regular observation and interactions to determine what they need next. She works closely with other professionals and follows their advice. This supports the childminder to make appropriate adaptations for children with special educational needs and/or disabilities and those facing barriers to their learning to meet their individual needs. For example, she understands children's different personalities and gives them the space and time they need to feel ready to join others. At the time of the inspection, no children with additional funding however she understands how to use additional funding if and when this becomes relevant for her setting. She is aware of the graduated approach of 'assess, plan, do, review'. She assesses children's needs, plans and delivers appropriate support, and reviews how effective it has been to

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Inclusion Expected standard

The childminder recognises potential gaps in her knowledge for specialist topics. She plans to broaden her knowledge and understanding of specialist educational areas of learning. This will help to ensure she continues to consistently identify and reduce any barriers to children's learning

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and areas for development. She reflects on her practice and shows a commitment to improving outcomes for children. She is ambitious for the children in her care and takes appropriate steps to maintain the quality of her provision.

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Leadership and governance Expected standard

The childminder engages positively with parents. She communicates regularly, shares information about children's development and routines and supports continuity between home and the setting. Parents value this partnership and feel well informed about their child's progress and care.

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Leadership and governance Expected standard

The childminder engages in professional development, including online training and courses. She uses the knowledge she gains to inform and develop her planning and provision. The childminder reflects on her own practice and identifies some priorities for improvement and is seeking targeted training to support this such as more specialist training to support children with special educational needs and/or disabilities. She understands the importance of supporting children's additional needs and demonstrates appropriate knowledge of when this would be required. This helps ensure all children, including those who may face barriers to learning, would receive appropriate support if needed.

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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 show they feel safe, happy and settled at the setting. They are confident with big smiles and are eager to play. Simple predictable routines help the children understand the childminder's expectations, as a result children's behaviour is excellent. Children show confidence in their learning. They talk with the childminder at length and enjoy sharing their achievements. During a painting activity, they copy a picture of the very hungry caterpillar, they talk about the colours they use and what happens when they mix two. Overall, children demonstrate confident language and imaginative thinking, bringing real-life experiences into their play, as they eagerly show adults the caterpillars they are nurturing.

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

Children move around the playroom confidently, demonstrating a significant sense of belonging and that they feel safe in her care. Warm, positive interactions take place throughout the day. Children talk openly about their families, their day, food, holidays and trips. The childminder listens carefully and uses these conversations to plan their next steps. She builds these ideas into the curriculum to extend learning. Children benefit from clear narration during play. These approaches deepen their engagement and support strong progress.

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

Children develop their small muscle skills during painting, role play, and threading. They use a confident pincer grip to pick up small beads to add to the pipe cleaner, showing secure fine motor control and hand–eye coordination. They show high levels of enjoyment and concentration and ask for help when they need it. All children make secure progress in their learning. Children enjoy regular trips to local parks and playgroups. This supports the children to learn about their local community as well as building larger friendship groups. This prepares children well for the next stage of their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:45

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Facts and figures used on inspection

Children and families are supported by the childminder to attend regularly, she works closely with families to adapt routines to support children's attendance, this significantly support those children who may have barriers to their learning.

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Next steps

The childminder should give children more time to respond during discussions to enable them to share ideas and develop their thinking skills further. The childminder should enrich daily routines to consistently build children's independence skills.

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About this inspection

The inspector spoke with the childminder, children and their parents 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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