Childminder

Childminder

Unique reference number (URN): EY554178 Registered with Ofsted: 12/12/2017 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 Strong standard

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, achieve well in all areas of the curriculum. They make progress across all areas of learning and demonstrate strong communication skills. Children talk confidently about what they are doing and share their ideas. Their language is developed through play and engaging in extended conversations. Mathematical skills are embedded naturally through play. For example, when children count candles on a birthday cake. Children develop their physical skills as they confidently run and climb outdoors. They show high levels of concentration and engagement, persevere when tasks are challenging and interact positively with others. As a result, children develop the knowledge and skills they need to be well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

There is a respectful and positive culture within the setting. The childminder is kind, courteous and considerate towards all children. This is reciprocated through children's interactions with the childminder and each other. Each child receives time and attention to be listened to, worked alongside and engage in meaningful play. The setting provides a calm and settled environment where children feel secure and confident. As a result, children demonstrate positive attitudes towards their learning and play and engage enthusiastically in their experiences.

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Behaviour, attitudes and establishing routines Strong standard

Positive behaviour is consistently modelled by the childminder, and children respond positively to these expectations. There are no instances of undesirable behaviour choices, which contributes to the calm and respectful nature of the setting. Routines are very well established. Children show a clear understanding of what is expected and what will happen next. They are increasingly confident in preparing themselves for different parts of the day. For example, children help to prepare the sleep area at nap time. Children are supported by their peers to follow these high expectations as they talk to them sensitively about what they should be doing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is proactive in identifying and addressing barriers to attendance. She works closely with families to provide support, such as providing transport to the setting.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a clear priority within the setting. The childminder demonstrates a secure understanding of each child's individual background, needs and any barriers they or their families may experience. For example, she provides guidance where support networks for parents and carers may be limited. Children are supported to understand the importance of making healthy lifestyle choices, such as eating well, being physically active and taking care of their health. For example, children learn of the benefit of outdoor exercise. The childminder works with parents and carers to promote these healthy habits, such as providing information and examples of healthy lunches. Since the last inspection, the childminder has strengthened her procedures for safer eating at mealtimes. She has taken additional steps to prevent children from accessing known allergens. As a result, the risk of children being exposed to allergens is minimised.

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Children's welfare and wellbeing Strong standard

Children's care routines are well established. They understand the importance of looking after themselves and maintaining effective personal hygiene routines. For example, they talk about why they wash their hands before eating. Children are encouraged to develop their independence and complete tasks for themselves, such as getting their own chairs to sit on during learning. As a result, children develop confidence and self-esteem. Children learn how to communicate respectfully and care for others through the childminder's positive example. They confidently recognise and talk about their feelings, such as sharing what has made them happy. Children know that their views are listened to and feel confident expressing themselves. As a result, they develop emotional awareness and confidence to seek support when needed.

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Curriculum and teaching Strong standard

The childminder has developed a clear and purposeful curriculum that builds on children's interests and focuses on what they need to learn next. Regular assessments help her to identify children's next steps and plan meaningful learning opportunities. As a result, the curriculum is tailored to each child, building on what they already know and can do while supporting their continued progress. As the childminder has taken time to get to know each child, adaptations are quickly made to ensure they can access learning. Different starting points are identified, and the curriculum is tailored to this. Learning opportunities are identified throughout the day, such as counting the correct number of chairs for each child, meaning that there is no lost learning.

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Curriculum and teaching Strong standard

Children develop language skills throughout their time at the setting. The childminder commentates on play and extends children's sentences. Children learn to enjoy stories as they enthusiastically retell familiar stories using actions and phrases. Mathematical skills and language are embedded through play. For example, using 'big' and 'small' to describe the size of bears. Children develop problem-solving and critical-thinking skills from an early age. For example, they attempt to work out how to safely remove toys that have become stuck.

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Curriculum and teaching Strong standard

The childminder works closely with parents and carers, sharing ideas to continue learning at home. This means that children access continuous learning and support.

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Leadership and governance Strong standard

Since the last inspection, the childminder has strengthened her knowledge of safer recruitment practice. Furthermore, since the last inspection, the she has introduced a rigorous monitoring system to track attendance. Therefore, she can monitor low attendance and address this where necessary, meaning that children regularly attend the setting. Additionally, the childminder understands how to refer concerns about children's welfare and wellbeing to relevant agencies.

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Leadership and governance Strong standard

The childminder has a secure knowledge of the strengths of the setting and the barriers she faces. She has a clear plan to bring about improvements which are focused on providing high-quality care. Training has been sought to improve outcomes for children with special

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Expected standard

educational needs and/or disabilities. The childminder has high expectations and keeps children at the heart of everything she does. She works tirelessly with parents, offering advice, support and keeping them informed of their children's learning and development. Comments from parents are positive. They report the childminder is 'amazing' and appreciate the experiences she provides beyond the setting, such as attending playgroups. The childminder's attentive leadership ensures children access nurturing care where their wellbeing is put first.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities (SEND) at the setting, the childminder wants to extend her knowledge and skills in this area to best support them. Typically, the childminder demonstrates a clear understanding of the steps she would take to meet the needs of children with SEND. She understands when and how to make appropriate referrals if concerns arise. She uses regular observations and assessments to monitor children's development meaning she can identify emerging gaps in learning. For example, she completes the progress check at age two and works collaboratively with health visitors to share concerns and agree appropriate next steps. As a result, children's individual needs are typically identified and supported. However, the childminder's knowledge of the range of barriers to learning is not yet fully developed. This limits her understanding of how to adapt learning experiences to meet children's differing

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Inclusion Expected standard

The childminder understands the different barriers to learning that children may face and knows how to change her approach to teaching to overcome these. For example, allowing extra time for children who speak English as an additional language to respond to questions and instructions. The childminder shares feedback from assessments and keeps parents informed of their child's development. Parents are appreciative of these updates and speak positively of the support they receive. The childminder uses additional funding effectively to support children's development. She considers the wider impact funding can have, such as providing experiences to develop social skills for children who do not always interact with other 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 are welcomed into a warm and caring environment where they thrive. There is a respectful culture within the setting meaning that children develop positive relationships with a passionate childminder. They develop positive social skills with each other. Children model positive behaviours. They learn to share, take turns and consider how each other are feeling. Children are valued as the childminder takes time to get to know each child. Each child's needs are fully understood and met by an attentive childminder. They seek comfort and reassurance from a familiar adult, which makes them feel safe.

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About this setting

Registration date: 12/12/2017 Children are happy and settle quickly into learning and play based on their interests. They access a well-planned curriculum which targets their next steps. Children with barriers to learning are supported. The childminder understands the various barriers children may face and provides opportunities beyond the setting to overcome these. For example, children go on trips to the farm. They are included in experiences beyond the setting, such as playgroups and soft play, which means they access learning beyond the setting. Children benefit from daily routines which mean they learn to become increasingly independent as they tidy away without prompts. They learn to keep themselves healthy through food choices and hygiene practice. These routines mean that children are well prepared for the next stage in their learning, including pre-school and school. Children learn about and

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About this setting

celebrate children's cultures as they explore products from other countries during play.

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About this setting

Children benefit from a consistent approach to care and learning as the childminder invests time working with parents and carers, giving advice and support to help at home. Attendance is promoted as the childminder works with parents to overcome barriers that prevent regular attendance, such as collecting children from their home.

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Next steps

The childminder should strengthen her knowledge of the different barriers to learning that children may face and adapt learning experiences for them.

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About this inspection

The inspector spoke with 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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