Childminder

Childminder

Unique reference number (URN): EY489141 Registered with Ofsted: 04/06/2015 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

Most children make positive progress from their starting points, including children with special educational needs and/or disabilities. Children known (or previously known) to children's social care are sensitively supported to join in. Overall, children typically develop the knowledge and skills needed for their next stage of learning. Babies develop their physical and communication skills as they babble and explore the environment. They pull themselves up, cruise around furniture and practise stepping with encouragement.

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Achievement Expected standard

Toddlers develop their speaking skills and early mathematics through songs, stories and play. They begin to name familiar objects, repeat words and join in with action rhymes. They develop physical skills as they balance, dance and move in different ways.

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Achievement Expected standard

Older children begin to communicate more confidently and speak in simple sentences. They talk about their drawings, say numbers and develop counting skills. Children learn to use tools with increasing control, such as chalks, pencils and glue spreaders. They develop independence skills through daily routines and practical tasks.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and assistants help children to understand the routines of the day and to happily move between activities. They provide consistent, age-appropriate expectations that generally help children to feel secure. Children respond well to the expectations, and on the whole enjoy taking part in daily routines. The childminder promotes children's regular attendance. She quickly follows up children's absences with parents. This way, she ensures children are safe and that they benefit from the learning opportunities available at the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and develop positive attitudes towards learning. Typically, the childminder and assistants model respectful behaviour and encourage polite manners. Children learn to take turns and wait patiently during games and activities. They enjoy exploring the environment and show increasing confidence when trying new experiences. For example, children persevere when bouncing on space hoppers and readily try again after falling off.

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Behaviour, attitudes and establishing routines Expected standard

Children develop close bonds with the childminder, assistants and other children at the setting. They benefit from warm interactions, praise and encouragement. Children with barriers to learning are included in activities and daily routines. They are given emotional support and reassurance when children need help to join in with others. As a result, children generally start to develop confidence, feel valued and learn how to behave positively in the setting.

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Children's welfare and wellbeing Expected standard

Overall, the childminder promotes children's welfare and wellbeing through caring relationships, healthy routines and close attention to children's needs. She works alongside her assistants to typically provide consistent care and support throughout the day. The childminder and assistants make regular risk assessments in the setting and before going on outings. They have introduced robust measures to reduce risks in the garden. This ensures all children stay safe as they play and learn.

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Children's welfare and wellbeing Expected standard

Children develop healthy habits at the setting. For example, they enjoy nutritious home- cooked meals and healthy snacks. The childminder and assistants talk with children about different foods and encourage good hygiene practices, such as washing hands before meals. Children learn to use cutlery and develop increasing independence skills during mealtimes, such as pouring their own drinks. Children enjoy daily outdoor experiences that encourage movement, exercise and active play.

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Children's welfare and wellbeing Expected standard

The childminder and assistants respond sensitively to children's care and welfare needs. Children with special educational needs and/or disabilities and those who need extra support are helped to participate fully in the life of the setting. However, opportunities to help children recognise and understand their emotions are not fully developed. For example, the childminder and assistants do not consistently help children name feelings when they become shy or overwhelmed. As a result, support for children's emotional understanding is still developing.

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Curriculum and teaching Expected standard

Overall, the childminder and assistants provide a broad curriculum that supports children's speaking skills and physical and personal development. The childminder is ambitious for children, and she has a clear understanding of the knowledge and skills she wants them to learn before starting school. The childminder typically prioritises developing children's communication and language skills and nurtures a love of books. Children enjoy listening to stories, talking about pictures and sharing books with adults.

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Curriculum and teaching Expected standard

The childminder and assistants use stories, songs and play experiences to support children's learning and development. They engage children in chats and encourage them to talk about their ideas. The childminder and assistants use books effectively to develop children's language and understanding. For example, they help children to learn about different people, families and places through books and outings. Children develop early mathematical skills through play and practical activities. For example, they count small world figures, match dominoes and recognise numbers excitedly when carrying out number hunts.

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Curriculum and teaching Expected standard

Children benefit from a range of experiences that support different areas of learning. They enjoy creative activities, music, movement and outdoor play. These experiences help children develop independence skills and confidence with adult support. The curriculum is implemented more effectively during adult-led planned activities and indoor play. At times, during free play and outside learning, the childminder does not ensure that teaching is consistently developed. As a result, opportunities to extend children's learning and thinking are not fully maximised at these times.

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Inclusion Expected standard

The childminder is passionate and committed to inclusion and meeting children's individual needs. Typically, she works closely with parents and other professionals to support children who require additional help. Parents speak positively about the support their children get and the progress they make. The childminder has identified further professional development in aspects of special educational needs and/or disabilities (SEND) for herself. She is keen to continue to develop her knowledge and understanding.

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Inclusion Expected standard

Generally, the childminder adapts experiences so that all children can join in and engage in activities and daily routines. This helps children play and learn alongside their friends most of the time. Sometimes, children have individual sessions to help them learn more, gain confidence and develop self-esteem.

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Inclusion Expected standard

The childminder understands how to use additional funding to support children's learning and development. The childminder works well with other professionals, including speech and language therapists and social workers, when required. This helps her identify and respond to children's individual needs. Children with SEND and those known (or previously known) to children's social care participate fully in the setting and make progress from their starting points. As a result, children generally receive the support they need to access learning, increase confidence and feel included in all aspects of the setting.

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Leadership and governance Expected standard

Overall, the childminder provides effective leadership and management of the setting. She works with a co-childminder and assistants. The childminder has established clear policies and procedures that support children's welfare, safety and learning. These help ensure the setting runs smoothly. The childminder reviews practice and makes changes when needed.

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Leadership and governance Expected standard

The childminder works effectively with parents and other professionals. Parents speak positively about communications and support they receive. The childminder works with schools and other professionals when required. These partnerships help children's learning, development and welfare.

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Leadership and governance Expected standard

The childminder supports the professional development of assistants through supervisions, coaching and discussions. She monitors practice throughout the setting and identifies areas for improvement. She is aware of assistants' workload and provides time for them to complete their assessments during the day. She provides ongoing support for their wellbeing and development. Overall, she is aware of the strengths of her team and identifies areas for further development. She tries to seek training to support their needs. The childminder reflects on her own professional learning needs to extend her knowledge. As a result of their work, children benefit from a well-organised setting where the childminder and assistants work together to meet their needs.

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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 feel safe, secure and valued at this welcoming setting. They form close bonds with the childminder and assistants, who know them well and, overall, respond sensitively to their needs. Children enjoy a range of play and learning activities indoors and out. They choose activities that support their development across the curriculum and encourage them to explore their interests. Babies develop their physical skills as they explore the setting, while older children gain confidence through increasingly independent play. Children play and learn alongside their friends. Most join in group activities, share experiences and develop a sense of belonging. They learn to take turns, share toys and start to consider others. Children behave well and develop positive attitudes to learning. Children develop their speaking skills through songs, stories and chatting. Typically, most are eager to join in with familiar rhymes and enjoy sharing books with adults. Overall,

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

children listen attentively, talk about their ideas and build their vocabulary at the setting. They develop early mathematics through counting and everyday play experiences.

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

Children enjoy being active outdoors. They run, balance, bounce and explore the garden. They learn about different people and places on outings. Children start to build resilience, such as trying again when falling off the space hoppers.

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

Children benefit from nutritious home-cooked meals and healthy snacks. They learn important social skills and hygiene routines and develop independence skills through everyday responsibilities. For example, they help at snack time and clear away afterwards. They remember to say 'please' and 'thank you', after hearing the childminder and assistants model polite manners.

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

Children benefit from positive partnerships between the setting and their families. Parents share information about children's interests and stages of development, which the childminder uses to plan activities from which to support their learning. This way, children's interests and learning needs are valued. Children with special educational needs and/or disabilities or other barriers to learning are supported as they play and learn. Children generally make positive progress from their starting points. This, along with regular attendance and consistent routines, helps children prepare for school.

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Next steps

The childminder should ensure that opportunities for children's learning are maximised throughout the provision, particularly during outdoor and free play. The childminder should provide more opportunities for children to name, recognise and learn about their emotions and feelings.

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About this inspection

The inspector spoke to the childminder, co-childminder, assistants, children and 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.

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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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