Childminder

Childminder

Unique reference number (URN): 205054 Registered with Ofsted: 01/09/1998 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 make steady progress from their starting points and develop key skills across all areas of learning. All children independently make choices about what they would like to play with and explore. This supports the development of their self-confidence and independence. Children learn and enjoy playing collaboratively with each other. They show excitement as they work together to earn points as they throw beanbags. They show genuine delight and clap for one another when they land the beanbag in the hoop.

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Achievement Expected standard

Though children are encouraged to follow their own interests and make decisions about their learning and play, they do not always benefit from focused support for their individual next steps. This can sometimes result in less focused support for their learning. Children make smooth transitions to their next educational stage. For example, children are well equipped when it is time to move on to school. They develop skills to aid their independence to ensure a confident start to school.

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Behaviour, attitudes and establishing routines Expected standard

Routines, such as snack time are well embedded. All children demonstrate their understanding of these routines. For example, they know to wash their hands before eating and independently wipe their hands and mouth when they are finished. Well-established routines also support children to make healthy choices. For example, the childminder encourages children to choose healthy options from their lunch box and praises their healthy choices. Children enjoy attending the setting and this is further demonstrated by their positive behaviours and attitudes towards their learning. They are typically eager to participate in all activities and support each other to achieve within each task.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to support regular attendance and punctuality. She is a positive role model to all children, offering specific praise to reinforce positive behaviour. Children play harmoniously together and enjoy each other's company. For example, older children show younger children how to fix their magnetic shapes together to make a structure. Children of all ages come together to sing 'Ring a Ring o' Roses' and take part in the accompanying circle game. They show increasing enjoyment as they skip around the circle with their friends, developing their confidence, coordination and sense of belonging within the group.

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Children's welfare and wellbeing Expected standard

The childminder develops warm, nurturing and secure relationships with all children in her care. This is evident as children are happy, settled, and demonstrate that they feel safe and comfortable within the setting. For example, children confidently engage in conversations with the childminder, who shows a genuine interest in what they have to say. The childminder responds sensitively to their individual needs and interests. As a result, she knows the children very well. This means that she provides personalised support that promotes their emotional wellbeing, builds confidence, and supports their ongoing learning and development. The childminder ensures that children typically make healthy choices and praises them when healthy choices are made. She promotes healthy habits as she embeds hygiene practices into daily routines. For example, children wash their hands before eating, and the childminder ensures she washes fruit before giving it to them. Mealtimes are used effectively

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Children's welfare and wellbeing Expected standard

to develop children's social skills. For example, the childminder makes conversation with children as they eat. Mealtimes are also used to promote good manners. Children are praised for saying 'thank you' when they are given their snack. The childminder further promotes healthy habits by providing outdoor learning experiences. Children develop a range of physical skills. They enjoy the fresh air and spending time in the outdoor environment. For example, children enjoy hula hooping and develop their core strength, balance and total body coordination as they learn to keep the hoop in motion.

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Curriculum and teaching Expected standard

The childminder provides a varied curriculum that supports all areas of learning. Children develop their fine motor skills through a variety of experiences. For example, they delight in squeezing and squashing the modelling clay to make their own fridge magnet monsters. Children benefit from access to fresh air outdoors. They develop their gross motor skills as they use the strength in their arms to climb up the slide and develop their core stability on balance bikes.

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Curriculum and teaching Expected standard

Children are supported to develop their mathematical knowledge and skills. Mathematical language is woven through interactions to expose children to new vocabulary and concepts. For example, the childminder uses mathematical language to describe the size of the trees that children place into their house gardens they have made from small building bricks. The childminder uses interactions to focus children's attention on what they are learning. However high-quality interactions are not consistently used to enhance experiences and move learning on. As a result, opportunities to extend and deepen children's development may occasionally be missed.

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Curriculum and teaching Expected standard

Children develop their communication and social skills through opportunities to play collaboratively with one another. Older children act as positive role models for younger children, supporting them to create magnetic shape structures and introducing new vocabulary. They describe how shapes can be joined and secured together. Children further develop their social skills as they cooperate, share ideas and take turns. They work together to solve problems, building positive relationships and confidence when interacting with their peers. The childminder plans learning based on children's next steps. However, this is not always evident within the activities provided. This means that learning opportunities are not always used to focus specifically on what she would like children to achieve next.

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Inclusion Expected standard

The childminder provides an inclusive environment for all children, including those with special educational needs and/or disabilities (SEND) and those with additional barriers to learning. Although no children with SEND currently attend, the childminder demonstrates a secure understanding of how to meet individual needs. For example, she can explain how she would suitably adapt activities for children to meet their learning goals and targets. The childminder demonstrates her dedication to ensuring that children with SEND or those with additional barriers to learning would be effectively supported in her care. She would assess children's needs and put tailored support in place. Through attending additional training courses, she will continue to further her knowledge and skills. The childminder has professional working relationships with external agencies, such as speech and language therapists and occupational therapists. This ensures that her setting will provide tailored

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Inclusion Expected standard

support for children, and parents will receive relevant support and guidance.

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Leadership and governance Expected standard

The childminder leads her setting with commitment and care. She places the best interests of the children at the heart of her setting and every decision she makes. While the childminder promotes learning through interactions, these are not consistently effective in extending children's learning and development. The childminder keeps up to date with training and professional development opportunities. She demonstrates a commitment to continually improving her knowledge, skills and practice. The childminder is reflective of her provision. She takes time to reflect on what went well and what she could have done better. She plans to further equip herself with the skills and knowledge to better support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder promotes positive relationships with parents and carers through open communication, daily records and progress reports. She supports the continuity of learning between home and the setting. Parents speak very positively about the childminder and the high quality of care she provides for their children. Many parents report that they chose the setting based on recommendations from others and are delighted that they did so. They highly value the nurturing environment and the positive experiences their children receive in the childminder's care.

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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 a warm, nurturing and inclusive environment where they feel safe, valued and confident to be themselves. They are supported to develop positive relationships with adults and other children and enjoy spending time together. Children of different ages play collaboratively, with older children acting as positive role models and supporting younger children to learn new skills. Children show genuine enjoyment in each other's company and confidently join in with shared activities, taking turns, sharing ideas and celebrating each other's achievements.

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

Children have opportunities to make choices about their play and learning and are encouraged to follow their interests. They enjoy a varied range of experiences indoors and outdoors that support their development across all areas of learning. Children particularly enjoy creative and physical activities, including colouring, building with magnetic shapes and Lego, riding trikes and scooters, and taking part in games. They develop their independence through well-established routines and confidently complete tasks, such as washing their hands before eating. Children benefit from a focus on their emotional wellbeing. The childminder knows the children well and responds sensitively to their individual needs and interests. Children confidently talk with her and know that their ideas and feelings are listened to. They receive specific praise and encouragement, which helps them develop confidence, positive attitudes and a sense of belonging. Children enjoy attending the setting

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

and eagerly participate in activities, showing that they feel secure, settled and happy. The childminder promotes regular attendance.

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

Children develop healthy habits through everyday routines and experiences. They are encouraged to make healthy choices at mealtimes, practise good hygiene and enjoy regular opportunities to be physically active outdoors. Mealtimes provide opportunities for children to develop their social skills and manners through conversations and positive interactions. Children make steady progress from their individual starting points and develop skills that prepare them well for their next stage of learning. They become increasingly independent

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 and confident, developing the skills needed for smooth transitions. Children with additional needs would be supported through an inclusive approach, with activities adapted to meet their individual needs and close partnership working with parents and carers and relevant professionals.

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About this setting

Overall, children experience a caring and supportive setting where they are happy, included and encouraged to learn through their interests. They develop confidence, independence and positive relationships. Children who attend this setting benefit from a range of experiences that support their learning, development and wellbeing.

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Next steps

The childminder should develop planning to focus on enhancing learning opportunities that enable children to focus specifically on their next steps. The childminder should develop consistently high-quality interactions to further enhance the learning experiences of all children.

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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. A quality assurance visit by an additional inspector was carried out at this inspection. Local authority: Worcestershire

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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. 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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