Childminder

Childminder

Unique reference number (URN): EY316932 Registered with Ofsted: 18/10/2005 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 designs routines well and makes adaptations as needed, depending on the children attending. She makes clear to children what is taking place next and provides clear instructions for children to follow during routine tasks, such as handwashing. The childminder encourages regular attendance to ensure that children gain the regular opportunities and experiences they need to continue their development.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive behaviours and respond well to the childminder's reminders to use their good manners. They understand how to take turns and listen well to the childminder. The childminder gives clear age- and stage-appropriate instructions for children to understand, and they are keen to follow these. For example, the childminder engages young children in using a 'click clack' garage with her. She supports children in taking turns during play. Children quickly grasp this concept and begin to confidently say, 'my turn' and 'your turn'. This helps to build those foundations for playing with others and forming friendships with their peers. Children receive timely praise for their actions, which helps them to understand the behaviour that is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy role play. They use their imagination and show gentle behaviour when putting stuffed toys to bed. They show care and concern as they softly stroke their heads and tuck them in gently.

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Children's welfare and wellbeing Strong standard

The childminder ensures that the welfare of all children is a high priority in her setting. She has built close relationships with children and their families. Parents and carers comment positively about the support their children receive and how well they progress in their time with the childminder.

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Children's welfare and wellbeing Strong standard

The childminder seeks to ensure that any barriers to learning or wellbeing that children may face are reduced so that children feel included and gain the most from their time with her and their peers. She uses opportunities to talk about and name different emotions with children. She uses her knowledge of each child to help build their confidence and self- esteem so that they feel motivated during play. The childminder adapts activities and her interactions with children to ensure that all children can be involved and enjoy learning. She regularly shares information and activities with parents to try at home for children to continue this learning.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe while using equipment. The childminder gives gentle reminders to slow down so they do not hurt themselves. The childminder is vigilant at mealtimes to ensure that children eat safely. Children learn about foods that are healthy for them and the importance of drinking regularly. This contributes towards children's understanding of how to live a healthy lifestyle.

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Inclusion Strong standard

The childminder consistently monitors and reflects on all children's progress. This enables her to quickly identify any emerging delays or concerns about children's development. This includes children with special educational needs and/or disabilities (SEND) and children who may face other barriers to their learning and/or wellbeing. The childminder liaises effectively with parents and other professionals who may be involved to provide precisely what children need to help them make the most progress they can. She draws on her experience to make adaptations to her provision, using innovative methods that support children to engage and have fun while learning. She uses her understanding of children's preferred ways to play and learn, such as by 'doing' alongside her, to consider how to teach new skills, for example for handwashing or building with magnetic toys.

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Inclusion Strong standard

The childminder holds a higher-level training qualification, specific to working with children with SEND, and continues to seek further training to keep her knowledge current. She has positive links with professionals and understands the pathways for referral if required. The childminder engages with local initiatives, such as supporting speech and language development, and includes parents at every step to ensure information is communicated effectively. As a result, children make positive progress from their starting points.

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Leadership and governance Strong standard

The childminder makes informed decisions about the running of her setting, based on her knowledge of children, to always ensure children's wellbeing and welfare. She has links with local authority special educational needs and/or disabilities (SEND) support workers and SEND support in schools, and she liaises with health visitors in relation to the specific needs of children as required. She is flexible in her provision to ensure that children can attend regularly to gain the most from their time with her and their peers.

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Leadership and governance Strong standard

The childminder ensures that she keeps her mandatory training, such as first aid and safeguarding, current. She attends regular forum meetings and meets with other childminders for support and to share ideas, knowledge and expertise. The childminder has a keen interest in learning and regularly seeks additional training to continue to strengthen her knowledge and to enhance the provision to benefit children. She intends to attend a course to deepen her knowledge even further in all aspects of early years provision.

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Leadership and governance Strong standard

The childminder has recently worked on reducing some of her documentation to ensure that her workload is manageable. She holds regular discussions and consults with parents on aspects of her work, including children's progress, to ensure that their needs are met as effectively as possible. She ensures that children attend regularly. This contributes towards building healthy routines.

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Achievement Expected standard

The childminder ensures that all children have opportunities to develop the skills needed for independence. For example, through consistent and repeated routines, children learn and develop their capabilities to manage handwashing successfully and make positive progress in managing their personal care needs. Children successfully feed themselves and learn how to use cutlery in a range of ways. For example, they help to prepare lunch by spreading butter to make sandwiches and chopping fruit. Children generally receive the age- and stage-appropriate experiences they need to make progress and build on their learning.

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Achievement Expected standard

Children show positive behaviours. For instance, they happily tidy away toys and understand this helps to keep the floor clear and safe so that they do not fall. Children communicate their wants and needs, confidently asking for help, such as when dressing baby dolls. They ask for different stories to be read and enjoy being involved to feel the textures and turn the pages. However, children do not yet have regular opportunities to contribute their thoughts and ideas, other than brief responses to questions during stories.

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Curriculum and teaching Expected standard

The childminder has developed a well-thought-out curriculum with ambitious intentions for what she wants children to achieve. She has a secure knowledge of child development and understands the sequence of learning that children need to make progress and move on to their next stages of learning. She gathers useful information from parents at the start to help her know what children already know and can do so that she can prepare effectively for their next learning. She tailors the activities to engage children in play that relates to their interests and preferred ways to play and learn. She considers the differing and changing needs of children with special educational needs and/or disabilities and those who may face barriers to their learning or wellbeing to ensure they feel included in play alongside their peers.

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Curriculum and teaching Expected standard

The childminder uses songs, rhymes and stories regularly to promote children's development of communication and language. She ensures she includes key vocabulary to increase and reinforce the words that children know. The childminder repeats words to ensure that children hear these words said correctly. Children thoroughly enjoy listening to stories. They find animals to match what the childminder reads. The childminder includes mathematical language for size and counting to support further understanding of these concepts. However, she does not yet consistently ensure children have opportunities to share their own thoughts and ideas, using the vocabulary they know, as they respond to her questions, which often require a single-word response.

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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 settled well in the care of the childminder. She knows them well and is nurturing and attentive towards them. Children go to her for cuddles and reassurance, which they regularly receive with warmth. This helps children to feel safe and secure in the environment with the childminder. Children feel welcomed and are listened to in the setting. This is because the childminder takes time to get to know children and their families to understand and provide for their changing needs. This includes children with special

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About this setting

educational needs and/or disabilities and those who face other barriers to their learning and wellbeing.

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About this setting

Children receive the tailored support they need to build on their skills and complete tasks for themselves in preparation for their next learning. They show high levels of interest and fully engage in the exciting activities and experiences that the childminder provides. For example, children show interest in the beach from a recent holiday. They are eager to follow well-structured instructions on how to build sandcastles successfully. Children practise their skills to listen and use one-handed tools to scoop sand into pots, filling them right to the top. They delight in seeing their fully formed sandcastles and excitedly decorate these with seashells. Children show positive attitudes to learning and build confidence in their abilities. They are proud of their achievements and keen to repeat the steps they have learned to eventually build these sandcastles without support. They respond to praise from the

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About this setting

Regular attendance is promoted consistently to ensure that children gain the most from their experiences in learning alongside and building relationships with their peers and other children attending. Children receive regular opportunities to visit the local community shops and the nearby farm. This helps children to understand more about the world around them and to know how to behave in these different social situations.

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Next steps

The childminder should ensure children receive opportunities to think and respond to questions with their own thoughts and ideas, using the vocabulary they have learned.

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About this inspection

The inspector spoke with the childminder and took account of the written views of 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, know as the early years foundation stage. Unique reference number (URN): EY316932

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

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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