Childminder

Childminder

Unique reference number (URN): EY260154 Registered with Ofsted: 19/05/2003 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's setting is a relaxed and calm environment. Children laugh and smile often. The children confidently speak to adults, initiating conversations and sharing their ideas and feelings. Children consistently behave well and understand the expectations for behaviour set out by the childminder. Routines are embedded throughout the day, and children know what to expect within their day at the setting. For example, children wait for their name to be called to wash their hands at snack time.

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Behaviour, attitudes and establishing routines Strong standard

Children respect each other, and adults respond quickly and calmly when there are minor behaviour incidents, such as sharing toys. Children have a positive approach to their learning. They are encouraged to take turns and play alongside their peers. The children establish positive and respectful relationships with their peers. For example, the children work together, using wooden planks to build bridges in the garden. Regular praise is given to children for demonstrating positive behaviours, such as patience and sharing. Listening and attention skills are taught during carpet-time activities, such as story time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a consistent approach to promoting good attendance, and supports families to understand the importance of attending consistently. Children have warm relationships with their key person, supported by regular communication with parents.

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Children's welfare and wellbeing Strong standard

The childminder consistently ensures that policies, practices and procedures for supporting children are embedded in to their practice. For example, the childminder records injuries, nappy changes and sleep times. Children are supported to be independent when taking care of their hygiene needs. For example, children wash hands before lunchtime and ask to go to the toilet confidently.

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Children's welfare and wellbeing Strong standard

A safe and welcoming environment ensures that children are relaxed and ready to learn. The childminder ensures daily access to outside play and encourages children to learn about the environment around them. For example, children laugh and smile when they play with bubbles and observe the birds, butterflies and tortoise in the garden. Children have access to a safe space outside with a range of equipment to promote physical development. For example, these include slides, building resources, bikes and climbing spaces. These daily opportunities promote children's curiosity and supports a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Children experience a healthy, balanced diet and snacks throughout the day. The children also grow vegetables in the garden, prompting conversations around a healthy diet and where food comes from. Mealtimes are used to encourage children to be sociable with their peers and good manners are role modelled consistently by the childminder.

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Inclusion Strong standard

The childminder uses her knowledge to support children with special educational needs and/or disabilities (SEND) to make good progress within the setting. There are high

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Expected standard

expectations for all children. Adapted support given to disadvantaged children and those with SEND encourages interaction and engagement. This makes sustained difference to children's learning. Children's individual needs are well planned for, and interventions are put in place to create an inclusive space for all children to thrive. The childminder has a good understanding of the skills needed to provide increased support for vulnerable children, such as those known to, or previously known, to social care.

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Expected standard

The childminder effectively monitors progress, intervention and support for children in a systematic way. By using a good understanding of potential barriers to learning, they make appropriate referrals to other professionals if required. For example, the childminder works with the local authority to provide medical care and adapted routines. Children who may face other barriers to learning are identified quickly and accurately, ensuring that appropriate support and adaptations can be made. The impact of interventions is monitored consistently, allowing for the impact on learning to be evaluated.

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Expected standard

The childminder works closely with parents and external agencies to embed consistent approaches for individual children, such as monitoring health needs. This supports well- established relationships with parents.

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Achievement Expected standard

Children progress through the curriculum, building on what they know and extending their knowledge further. Children are generally confident communicators, and are ready to engage in conversations with their peers and adults. The children develop language skills through storytime and group times. The childminder generally promotes the development of children's language skills during one-to-one interactions. For example, she asks questions and extends children's vocabulary. This encourages children's curiosity, and exposes them to new language. The childminder should consider using group time to further embed their language curriculum, and expose children to a language-rich environment throughout the day. Children who speak English as an additional language are supported to make good progress in their learning.

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Achievement Expected standard

Children's achievements and progress are carefully monitored through the children's unique learning journeys, to ensure that they are making good progress through the curriculum. Children with special educational needs and/or disabilities benefit from targeted support to reduce barriers to learning.

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Achievement Expected standard

Babies benefit from opportunities to develop their physical skills. For example, they have space to crawl, areas to pull themselves up to standing, and opportunities to learn to walk in a safe space.

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Achievement Expected standard

Children are well equipped for the next stage of learning, such as moving on to school.

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Curriculum and teaching Expected standard

The childminder has a good understanding of her curriculum, and aims to celebrate learning outdoors and from the natural environment. Through recent self-evaluation, the childminder identified that maths needed more of a focus. The childminder had recently created new resources and implemented their use consistently in their curriculum. The impact of this is beginning to be seen in the children's learning. For example, the children match numbers in the garden during playtime.

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Curriculum and teaching Expected standard

Children approach learning enthusiastically and are keen to take part in all activities. Children are happy to learn and have a positive attitude towards all aspects of their day. Children with special educational needs and/or disabilities benefit from targeted support and monitored interventions, promoting individual progress in learning.

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Curriculum and teaching Expected standard

The childminder has a good understanding of the children's developmental stages, and plans activities to support individual children's progression. The childminder extends the children's learning, building on what they already know. The childminder effectively monitors children's learning and development through visual learning journeys; celebrating the children's successes and monitoring progress. This is shared with parents often, encouraging continued learning at home.

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Curriculum and teaching Expected standard

The childminder has not yet fully considered how she can support children's independence. Children have fewer opportunities to do things for themselves, such as selecting utensils at mealtimes. The childminder does not consistently use group times to further support children's learning. As a result, some children lose interest when they are waiting a long time for their turn.

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Leadership and governance Expected standard

The childminder has a good understanding of the setting's unique strengths and areas of development. The childminder and staff meet regularly to reflect on their practice and the curriculum, and discuss the children's needs.

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Leadership and governance Expected standard

The childminder and assistants regularly attend training and network meetings to ensure that their knowledge and skills are kept up to date. For example, since the last inspection, both assistants have completed level 3 childcare training. The childminder values the input of their assistants, and supports their wellbeing through effective line-management practice.

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Leadership and governance Expected standard

The childminder has effective systems in place to reflect on the quality of the setting, and engages with support from the local authority. This contributes to effective support for vulnerable learners and those who may face barriers to learning.

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Leadership and governance Expected standard

The childminder engages positively with parents and works alongside other professionals, such as those in other settings and schools, to support children's transitions. As a result, families are well supported and have well-established relationships with the childminder. This enables children to feel comfortable and move between settings well, for example, as they transition on to school.

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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 at this setting are happy and settled in the setting's daily routines. The children have positive relationships with the childminder, and this ensures a relaxed and caring atmosphere. The children are safe and well cared for, and are supported by the childminder who responds to their individual needs and personalities. The childminder adapts their plans to extend children's unique interests. This contributes to embedding children's learning.

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Inspector:

Fran Dando Children enjoy learning, playing and interacting positively with their peers. The children behave well and demonstrate good manners, such as saying 'please' and 'thank you'. Children understand when to listen and focus their attention, for example at story time. This prepares children well for the next stages in learning. Children with special educational needs and/or disabilities are supported to make progress alongside their peers. The childminder works with parents and other agencies to support their health and wellbeing alongside their academic achievement. The childminder has a good awareness of how to support those who may face barriers to learning. For example, she adapts session times for those who are known to social care.

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Inspector:

Children are curious about the setting's natural environment and observe and comment on birds, butterflies and the other animals. There are daily outdoor opportunities for the children to develop their physical skills through climbing, running, building and transporting materials. The children laugh and smile often. For example, the childminder blows bubbles for the children to chase.

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Inspector:

The children are well prepared for school, and demonstrate emerging independence skills. Children are proud to share their learning, and can speak about their time at the setting; sharing the games they play and activities they enjoy. Children are supported to keep themselves healthy through a balanced diet and healthy snacks. Positive attendance is monitored consistently, and prepares children for their next stages, such as school attendance.

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Next steps

The childminder should consider how group times support children's learning further. The childminder should consider how to further embed independent learning opportunities into their curriculum.

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About this inspection

The inspector spoke with the childminder, their assistants, parents and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 5- 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: Tuesday,Wednesday,Thursday : 07:45 - 17:00

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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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