Childminder

Childminder

Unique reference number (URN): 2520342 Registered with Ofsted: 16/05/2019 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

Children develop the appropriate levels of independence required for their next stage of learning. All children confidently use cutlery at mealtimes and put their shoes on for sessions of outdoor play. They are familiar with expected routines and behaviours, such as tidying up after their play and helping their friends.

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Achievement Expected standard

Children generally communicate confidently with adults and are able to express their needs. In addition, most children use language to navigate relationships with their peers and resolve disputes over resources appropriately.

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Achievement Expected standard

All children, including those who may experience barriers to their learning and those with special educational needs and/or disabilities, have a positive attitude to their learning. They are eager to engage in all the activities that the childminder offers. Children talk positively about their learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate close and secure bonds with their childminder. She has a deep understanding of children's early experiences, unique personalities and the impact this may have on their emotions and development. The childminder uses this knowledge to provide individual learning experiences to promote children's development. For example, she ensures that children who may need additional nurturing have one-to-one time with her that focuses on their choice of play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance closely. She understands and shares with parents and carers the positive impact regular attendance and punctuality has on children's learning, wellbeing and their ability to adjust to the routines they will follow when at school.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy the company of their peers and engage well together during collaborative play. For example, children share chalk and create pictures together on the garden patio. Older children show compassion to their younger friends, helping them in tasks and encouraging them to join in play.

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Behaviour, attitudes and establishing routines Expected standard

Children understand and generally follow the childminder's expectations of their behaviour while in her home. All children tidy away resources independently after their play. They demonstrate positive manners and follow instructions that are in place to support their safety, such as using outdoor play equipment appropriately.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children sleep in a safe environment and monitors them closely during periods of rest. She adapts equipment to ensure that it is appropriate for the different ages of children who attend. Children learn the importance of essential hygiene routines. They know to wash their hands before meals and after messy play. Children learn to use tissues to wipe their noses independently. The childminder works closely with families to support children in toilet training. This further promotes children's independence and wellbeing prior to starting school. In addition, the childminder uses mealtimes as an opportunity for children to further practise essential skills. Children help to prepare lunches, learn about safe use of equipment and appropriate behaviours. The childminder encourages children to develop strategies to keep themselves safe. For example, children understand the importance of drinking plenty

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Children's welfare and wellbeing Expected standard

Children are generally able to recognise and express their emotions. The childminder encourages children to discuss their feelings and reflect on their experiences and the emotions that they felt. However, on occasion, the childminder does not provide children who do not yet have the required language skills with sufficient time and support to express their emotions.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum that considers children's individual needs well. Children learn about mathematics in fun and age-appropriate ways. For instance, they count and identify the colours of balloons. Children have access to extensive outdoor play opportunities where they develop their physical skills. For example, children use toy hammers to break up ice and explore toy animals hidden inside. They navigate age- appropriate play equipment.

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Curriculum and teaching Expected standard

The childminder adapts and sequences activities to build on children's individual needs. For example, when exploring sensory play, she encourages children who may struggle with certain textures to use tweezers and scoops to pick up the slimy spaghetti. Once confident in doing this, children relish in exploring the new textures with their hands and feet.

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Curriculum and teaching Expected standard

The childminder generally promotes children's communication skills during play. Children enjoy singing songs throughout the day and explore new words during activities. For example, young children learn that ice 'melts' into water. However, the childminder does not consistently encourage children to practise their emerging conversational skills during discussions. As a result, children are not always able to articulate their feelings verbally.

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Curriculum and teaching Expected standard

Children's interests are central to the childminder's teaching as she understands that this is how they learn best. For example, children delight at finding plastic bugs that are hidden in the garden. The childminder then encourages them to explore their unusual features more closely by referring to them in books.

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Inclusion Expected standard

The childminder allocates additional funding well. She focuses on allowing children to access enriching learning experiences that they may not otherwise receive. For example, children engage within their local community at various structured play sessions. They enjoy trips out to the local zoo where they explore animals and enjoy space to develop their physical skills further. The childminder assesses the needs of children from the start and uses this to monitor their progress closely. She uses her findings to build on children's individual learning needs and regularly shares vital developmental information with families. This communication and collaborative approach typically supports children who may experience barriers to their learning, including children with special educational needs and/or disabilities (SEND), to make appropriate progress from their starting points.

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Inclusion Expected standard

The childminder fosters positive relationships with parents and carers and other professionals involved in children's development. Her vast experience of working with children with SEND allows her to support families through the referral process and beyond. The childminder accesses additional help and advice to promote children's development.

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Leadership and governance Expected standard

Relationships with families are effective and respectful from the start. They promote the development and emotional wellbeing of children. The childminder instigates appropriate means of communication with parents and carers regarding children's routines and progress. Parents acknowledge the positive impact the childminder has on the entire family with the support and information that she provides.

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Leadership and governance Expected standard

Relationships with other professionals are supportive. Children with special educational needs and/or disabilities (SEND) benefit from a collaborative and multi-agency approach to supporting their needs. This enables them to make appropriate progress from their starting points. The childminder builds relationships with staff at other settings children may attend, including those at local schools. These relationships support the progress and wellbeing of children when they make the transition to their new school environment.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice and environment to ensure it meets the ever-changing needs of children. For example, she has created a quiet area for older children with SEND and those who may struggle regulating their emotions and behaviours. This space gives them an area to relax and reflect on their busy and sometimes overwhelming day at school. However, the childminder does not place the same sharp focus on evaluating her own professional development. Although she completes all mandatory training, she does not always consider additional ways to enhance her own knowledge and the positive impact this will have on her teaching.

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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 enjoy the time they spend with their childminder, who has a deep understanding of their unique personalities and early experiences. This awareness allows her to provide experiences that children may not otherwise receive. Children who face barriers to learning, including those with special educational needs and/or disabilities (SEND), enjoy trips out within the local community. The childminder uses these experiences to enhance children's knowledge of their environment and further develop their confidence in social situations.

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About this setting

The childminder embraces children's observations and interests and uses this to extend their learning. Following a recent trip to the zoo, children show a keen interest in bugs. Back in the home environment, children explore books about the various creatures they saw. They enthusiastically tell visitors about different spiders, which ones are dangerous and the countries that they are found in.

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About this setting

Children develop the skills and understanding that will support them in their future learning. The childminder promotes effective routines, such as ensuring punctuality and attendance. Children develop an understanding of appropriate behaviours around mealtimes and hygiene. They are independent and confident. Children understand and adhere to the clear boundaries that the childminder sets. For example, all children work together to tidy away resources and sweep-up after sessions of messy play.

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About this setting

Children who may face barriers to their learning, including those with SEND, receive opportunities and experiences that support their specific emotional and developmental needs. For example, the childminder recognises when children may require additional time with her individually. She makes herself available to work with these children, focusing on their interests and learning.

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Next steps

The childminder should ensure all children have sufficient time and opportunity to develop and practise their communication skills during activities. The childminder should evaluate her knowledge and skills, in order to access appropriate professional development programmes and support her to enhance the quality of her teaching further.

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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. Unique reference number (URN): 2520342

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About this inspection

Operating hours: Monday,Tuesday,Thursday,Friday : 07:00 - 17:30,Wednesday : 07:00 - 09:00,Wednesday : 15:00 - 17:30

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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

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 .

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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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