Caroline Ann Homer

Childminder

Unique reference number (URN): EY433739 Registered with Ofsted: 29/11/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

All children make steady progress from their starting points. Children with special educational needs and/or disabilities (SEND) benefit from the targeted support provided by involved professionals collaborating with the childminder. Children's communication and language skills develop well. They engage with purpose as they talk to the childminder. Children continue to increase their vocabulary and confidently build on what they already know. They join in activities enthusiastically, making up stories and enjoying role play.

p.2

Achievement Expected standard

Children benefit from support to learn early independence skills, such as feeding themselves and developing their own self-care skills. They strengthen their fine motor skills and hand– eye coordination. For example, children squash and squeeze play dough and use hand sprays. However, children do not benefit from more consistent opportunities to practise and consolidate their mathematical skills. Children build their resilience and curiosity. These skills ensure that they are well prepared for the next stage of their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder carefully considers the individual requirements of children, including those with special educational needs and/or disabilities (SEND). She works closely with families to establish children's routines. The childminder communicates with parents and carers regularly about their children's wellbeing. This helps her to adjust the day to support children's individual needs. The childminder recognises the importance of promoting children's positive attendance. She works with families to ensure children attend punctually, which supports their transition to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has clear routines that support her high expectations for children's behaviour. Typically, she communicates clearly with children and encourages them to regulate their behaviour sensitively. This helps children to understand what is expected of them, depending on their age and stage of development. Children receive praise and encouragement during their interactions with the childminder. She gives them gentle reminders to guide their behaviour. For instance, when children are playing, the childminder talks to them about sharing equipment, being kind and using gentle hands. Consequently, children learn how to take turns and enjoy cooperative play. Children follow daily routines well and know what to expect from a young age. In the main, the childminder promotes children's independence by encouraging them to do things for themselves, offering reassurance and guidance when needed.

p.2

Children's welfare and wellbeing Expected standard

Children develop trusting relationships with the childminder. Generally, they thrive in the well-structured environment. The childminder works in partnership with parents and carers to maintain children's familiar routines. Parents and carers speak highly of the setting and highlight 'the rich learning environment' the childminder provides. The childminder takes the time to get to know each child well. She communicates regularly with parents to ensure a shared understanding of children's needs and development. Typically, the childminder allows children to learn at their own pace, particularly children who have barriers to their learning. The childminder establishes an environment where children can explore their emotions and learn how to manage their feelings and emotions. On the whole, relationships are highly positive. Overall, the childminder is attentive to children's changing needs, responding promptly when they need comfort or reassurance.

p.2

Children's welfare and wellbeing Expected standard

The childminder promotes positive manners, hygiene and self-care routines. She is passionate about children having fresh air and exercise. The childminder encourages parents to provide balanced meals in their children's packed lunches. Additionally, children benefit from a range of learning opportunities, such as visiting local toddler groups and playgrounds. Children frequently play with other children from the local childminder network. As a result, children develop confidence in different social situations and develop an understanding of their local community.

p.3

Curriculum and teaching Expected standard

With the support of the local authority, the childminder has worked successfully to address the recommendations from the previous inspection. This has had a highly positive impact on what children learn and experience each day. Teaching is effective. The childminder carefully monitors activities and children's progress to build on their prior learning. For example, children observe the development of butterflies and excitedly recall what they have seen.

p.3

Curriculum and teaching Expected standard

The childminder places an emphasis on developing children's communication and language skills. She narrates children's play and introduces new vocabulary. This broadens children's language and supports their growing confidence in expressing themselves. The childminder promotes a love of books, and children enjoy sharing stories with her. However, the childminder is less confident in supporting children's learning in early mathematics. For example, at times, she does not recognise opportunities to extend and reinforce children's understanding of counting or mathematical ideas as they play.

p.3

Curriculum and teaching Expected standard

The childminder understands the importance of supporting children's physical development and adapts everyday activities to help them to practise new skills. For example, she encourages younger children to use stepping stones to balance and jump. Children learn how to make marks on paving stones with brushes and chalks. This helps children to develop their gross and fine motor skills effectively.

p.3

Inclusion Expected standard

The childminder ensures that every child is valued as an individual. She knows children well and takes time to understand their interests and personalities. The childminder draws on this information to encourage children's further learning. She sets appropriate goals at each stage for children's continued development. Children benefit from the childminder's close collaboration with parents and carers and other professionals. This partnership ensures that support is tailored to each child. This helps children to make steady progress and feel confident in their learning.

p.3

Inclusion Expected standard

The childminder identifies, assesses and monitors children's progress through regular observation and interactions to determine what they need to learn next. She collaborates closely with the local authority and other professionals, and follows their advice. For the most part, this supports the childminder to make appropriate adaptations for children with special educational needs and/or disabilities (SEND) and to meet their individual needs. However, she lacks confidence in this area and is keen to attend additional training to enhance her understanding and expertise. The childminder recognises that this will develop her knowledge of how to support children with SEND. The childminder uses disability access funding to narrow gaps in children's learning. In collaboration with parents, this funding enables children to make progress towards the next steps in their learning.

p.3

Leadership and governance Expected standard

Since the last inspection, the childminder has sharpened her focus on how children learn and how she can facilitate their progress. For example, the childminder's curriculum now focuses effectively on what children most need to learn next. The childminder is reflective in her practice and identifies opportunities to refine activities, routines and planning. This impacts positively on children's engagement in activities and their progress over time. She recognises areas requiring improvement and acts on them effectively. For example, although the childminder has a broad understanding of supporting with children special educational needs and/or disabilities, she plans to access training that will enhance her knowledge and strengthen her practice even further.

p.4

Leadership and governance Expected standard

The childminder has close partnerships with parents. She includes and updates parents at all stages to ensure that they work as a team to gain the best outcomes for their child. Parents comment on the childminder's delivery of an extensive range of learning experiences and can see the significant improvements in their child's learning. They value the communication that they receive and feel supported. The childminder meets with early years professionals, including other childminders, to share positive practice. She is committed to improving her knowledge and skills.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children settle quickly in the childminder's warm and welcoming home. They understand the routines of the day and know what to expect. This helps them to feel secure. The childminder is highly responsive to the children in her care. She recognises when toddlers are hungry or uncomfortable, and swiftly attends to their individual needs. With the childminder's encouragement and guidance, children become increasingly independent. They develop confidence with their self-help skills. For example, older children manage their own personal hygiene without needing support. The childminder is ambitious for what children can achieve. For instance, even toddlers learn to use tools, such as knives, safely as they cut fruit.

p.5

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

Following the previous inspection, the childminder has developed a curriculum that supports children to make secure progress from their starting points. Children benefit from a range of opportunities that support their learning and development. Activities are stimulating and sustain children's attention. The childminder focuses on children's communication and language skills effectively. For example, children sing nursery rhymes and explore words such as 'squish' and 'squash' as they mould play dough. Children listen carefully, respond to questions and express their ideas during conversations. They benefit from thoughtful adaptations and close partnership with families and other professionals. This helps all children, including those with special educational needs or those who have barriers to their learning, to access the curriculum successfully and make appropriate progress.

p.5

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

Through play and daily activities, children develop the knowledge, skills and confidence needed to ensure a positive start in life. All children are socially confident. They enjoy warm and nurturing relationships with the childminder and each other. Children also receive guidance to understand how to keep themselves safe. For example, they learn about the

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

p.6

About this setting

Local authority: Buckinghamshire dangers of fire during fire drills. Children demonstrate positive attitudes towards their learning, behave well and are well prepared for the next stage of their education.

p.6

Next steps

The childminder should access further professional development opportunities to continue extending her skills and knowledge regarding supporting children with special educational needs and/or disabilities. The childminder should strengthen teaching strategies to consistently promote children's early number and mathematical skills even more effectively.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection, and took account of parents' feedback.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8