Childminder

Childminder

Unique reference number (URN): EY467544 Registered with Ofsted: 11/03/2014 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 are thriving at this inclusive and inviting setting. Their social and emotional development is particularly well supported. Children show that they are making progress in all seven areas of the early years foundation stage. The childminder builds secure relationships with all children, which gives them a firm foundation and sense of belonging.

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Achievement Expected standard

Children are calmly and consistently supported to manage their own feelings and how to regulate themselves. This has a positive effect on their relationships with each other. Children with special educational needs and/or disabilities and those who have other barriers to their learning, are making progress from their different starting points. Parents are well informed about their children's needs and development.

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Achievement Expected standard

Children's gaps in learning or strengths are effectively assessed and strategies are used to support or extend them. The childminder works well with local nurseries and schools to ensure that children make a smooth transition on to their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder offers a warm and inclusive environment, where children show that they are calm and happy. She has high expectations for children's behaviour and all children show that they understand the rules. Consequently, children's behaviour is positive. Children consistently demonstrate positive attitudes to learning. Children's independence skills are encouraged throughout the day. The childminder encourages all children to carry out routines and activities by themselves. For example, children squeeze paint onto their paper and cut their own fruit at snack time. This has a positive effect on their confidence, independence and their self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive relationships with children and their families. She adapts her interactions with children who have special educational needs and/or disabilities and other barriers to their learning. This supports children who need extra time to settle into the childminder's home and those who require sensitive support to engage. She helps children to learn social skills so that they develop secure relationships with each other. This creates a respectful and harmonious environment, where children show that they feel at home.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents and carers to establish routines and maintain good attendance. She understands that good attendance helps children to form good habits, which supports their future outcomes. The childminder shares these positive messages warmly with parents.

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Children's welfare and wellbeing Expected standard

Children are gently welcomed into the setting. The childminder has a calm manner as she greets the children by name. She builds nurturing and secure relationships with children. Children show that they are happy and engaged in their learning as they explore the activities on offer. They squeal with delight as they share books and receive praise from the childminder. The childminder is reflective and intentional about providing an environment that promotes children's welfare and wellbeing. For example, she observes children as they play, and adapts her provision to ensure that their positive wellbeing is maintained. The childminder signposts families to local support if needed and this further enhances children's welfare.

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Children's welfare and wellbeing Expected standard

The childminder supports children's care and hygiene practices well, and helping children to begin potty training is a particular strength. The childminder also supports families with this process to ensure that children get consistent messages and start to understand their own self-care needs. She consistently supports children's routines, such as sleeping and feeding, according to their fluctuating needs. Children with special educational needs and/or disabilities are particularly well supported to regulate their emotions and begin to understand them. This has a positive effect on their wellbeing and their emotional development.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that supports all seven areas of the early years foundation stage, with a focus on learning about the local community and beyond. The childminder does this through trips to the local parks, woods and ponds. Children's understanding of the world is consistently supported. Opportunities for older children to develop their communication skills are consistently implemented, and consequently, they are developing well in this area. However, the opportunities for younger children to practise their language skills are not fully embedded. As a result, children do not always make the best progress they could in communication and language.

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Curriculum and teaching Expected standard

Children are making appropriate progress in their physical development. The childminder ensures that activities and experiences are consistently available to support children's gross motor skills, such as walking, running, jumping and balancing. She does this in the large garden in her setting and while out on visits. The childminder understands how to support children who need extra support with their physical development, and she makes sure they are given extra time and practise to gain confidence. This inclusive approach is consistent across her interactions and provision.

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Curriculum and teaching Expected standard

The childminder effectively reviews children's learning to ensure that they are making good progress. She adapts her teaching and the activities to enable each age group to engage and learn. She interacts with all children in a calm and warm way that promotes their sense of belonging.

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Inclusion Expected standard

The childminder has established a warm, welcoming and inclusive environment. She knows children well and observes them to find out what they know and can already do. The childminder regularly observes and assesses children's learning and development to make sure they are meeting their milestones or if they need additional support. She regularly reviews any support in place and adapts it if necessary.

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Inclusion Expected standard

Consequently, children's changing needs are swiftly identified and barriers to learning are reduced. This includes children with special educational needs and/or disabilities and other barriers to their learning. Children who do need extra strategies to help with their learning are well supported in the childminder's care. The childminder understands what children need when they become frustrated and implements strategies to help calm them down. If children need further support, the childminder swiftly communicates with parents and makes referrals to specialist agencies. This approach supports children's learning well and reduces barriers to their learning.

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Inclusion Expected standard

The childminder meets regularly with parents and carers and sensitively communicates if children have delays in their learning and need further support. She shares up-to-date information with parents, including strengths and special achievements. Parents report that they feel well informed about their children's development.

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Leadership and governance Expected standard

The childminder has secure knowledge of child development and how children learn best. She provides a calm and purposeful environment where children feel safe and are valued. However, the childminder has failed to notify Ofsted of a significant event which is a requirement of her registration. Ofsted is not taking any further action at this time.

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Leadership and governance Expected standard

The childminder continues to access relevant training courses to improve her understanding of child development. She keeps her safeguarding knowledge up to date. She uses the knowledge gained to adapt her provision and support the children in her care. The childminder is dedicated to providing an inclusive environment, to ensure that children who have special educational needs and/or disabilities, or other barriers to their learning, are well supported and able to thrive. She effectively adapts activities and interactions to remove barriers and enable children to flourish. Consequently, all children progress well.

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Leadership and governance Expected standard

The childminder understands that this is one of the strengths of her provision and she communicates this well with families. She has a clear idea of what else she needs to do to further strengthen her curriculum. The childminder works in partnership with local schools, nurseries and other agencies to share information about children's needs and progress. She also communicates sensitively and effectively with parents and carers about their child's development and needs. This has a positive impact on maintaining the best education and care for children.

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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 excitedly engage in the activities on offer in this inviting setting. For example, younger children squeal and giggle with delight as they play a game of finding items in a box. Older children enjoy making necklaces and bracelets from coloured pasta. Both activities support children's physical and social skills effectively. Children's mathematical understanding is extended with comments and questions related to the size and length of the jewellery. Younger children are encouraged to develop their physical skills, as they pull themselves up to the toy kitchen to begin to explore the resources.

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About this setting

Unique reference number (URN): EY467544 Children, especially those with special educational needs and/or disabilities and other barriers to their learning, develop secure attachments and a sense of belonging. Children are warmly encouraged to interact with the childminder and with each other. This has a positive effect on their social and emotional development. The childminder talks to children about things they have been doing at the weekend. This helps children to feel valued and promotes their self-esteem.

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About this setting

Children explore toys and activities that the childminder has purposefully chosen according to their needs and interests. For example, children enjoy playing with different types of vehicles and moving the wheels and elements, such as scoops. This has a positive effect on their physical development and understanding of how things work. She gains this knowledge from frequent observations of the children and makes sure that resources and activities are changed to support children's fluctuating needs and interests. The childminder expertly moves between the three different age groups of children, adapting activities and interactions to support their learning.

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About this setting

Children show that they feel safe, valued and calm in the childminders care. Parents report that they feel confident leaving their children in the childminder's care and that she updates them regularly about their day and their development.

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Next steps

The childminder should strengthen opportunities for younger children's language skills to be encouraged throughout all care routines and learning activities.

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About this inspection

The inspector spoke with parents, children and the childminder 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. Type: Childminder

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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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