Childminder

Childminder

Unique reference number (URN): EY342385 Registered with Ofsted: 18/09/2006 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 understands how to promote positive behaviour with children. She understands and is alert to how behaviour may arise and be formed. The childminder consistently models respectful and kind behaviours towards children, and uses appropriately thought-through strategies that consider the needs of individual children. This supports them to understand how to behave well. For example, she provides gentle reminders for children to be careful not to stand on toys or to hurt their friends. She provides clear explanations for children to understand the reasons for this. The childminder has strong intentions for children to form close and positive relationships with each other. Children receive lots of praise for their positive behaviours. For example, when children show care and concern for others and are kind to their friends, giving them toys that are out of their reach, she praises this behaviour, which makes children smile. This helps children know the behaviours that

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Behaviour, attitudes and establishing routines Strong standard

Children show excitement when the childminder sits to engage in activities with them. They give her resources and are eager to collect other toys to use during activities. For example, children climb to sit in her lap, ready to listen and follow instructions about what they need to find or count. The childminder uses daily routines that support children's developing needs. She has built close and positive relationships with children, who listen and respond well to her. Children know when it is time to tidy away toys and to wash their hands before eating. Regular and consistent attendance at the setting has become a positive part of children's lives. This contributes towards future routines when children move on to school.

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Children's welfare and wellbeing Strong standard

The childminder has built secure relationships with children and their families. She ensures that she is alert to any changes that may create barriers to their learning or emotional wellbeing, and acts swiftly to help remove those barriers. This helps the childminder to meet children's emotional needs alongside their care needs. The childminder places high emphasis on observing what children are interested in and makes amendments to ensure that these interests are catered for and included in the learning for each child. This includes children with special educational needs and/or disabilities. For example, she knows clearly that some children show a particular interest in the textures of items or the sounds that they make. She demonstrates how to make sounds with toys, such as blocks, while also encouraging the development of children's coordination as they bang 2 items together. Children follow her actions and smile broadly when they hear themselves make the sounds.

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Children's welfare and wellbeing Strong standard

The childminder supports children to understand about living a healthy lifestyle. She talks about the foods they eat at mealtimes, ensuring that fruit and other foods are cut into suitable sizes and that children eat safely. The childminder helps children to learn about healthy routines, and supports children's understanding of how to manage their personal care as soon as they are capable of doing so. This helps children to become increasingly independent and develop a willingness to complete tasks for themselves. The childminder works with parents and carers to share information about children's current and ongoing

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Expected standard

development, as well as other areas of their care, such as additional information about healthy eating, oral health and online safety.

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Inclusion Strong standard

The childminder demonstrates an overall inclusive attitude when considering what children can do, and where possible barriers are identified. She is proactive and committed to adapting and amending her practice, and the environment, to ensure that all children feel included and have stimulating opportunities to engage in varied, purposeful activities and experiences safely and in line with their stages of development. For example, she has adapted the play environment precisely to meet children's current needs. Children can move between furniture and fully explore the resources that are specifically positioned within their reach. The childminder is alert to changes that may impact children's wellbeing, and is vigilant to ensure their emotional wellbeing with consistency in the setting.

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Inclusion Strong standard

The childminder develops positive professional relationships with parents and carers, and other agencies who may be involved. This ensures that she has the considerable required knowledge of children to enable her to provide the right support, so that their care and learning needs are effectively met and she provides timely updates as needed. Due to her completed training, the childminder has a strong understanding of the processes for referring and reviewing the impact of her work with children. The childminder knows how to ensure that children directly benefit from additional funding that may be received. This means that children receive the right support when they need it. As a result, these children make positive progress from their starting points.

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Achievement Expected standard

Children have time to access and explore resources to build on their interests, practise their skills and, at times, lead their own learning. They develop the physical skills they need to confidently move to access the range of toys available to them. For example, children show a particular interest in small-world play, using their imaginations to move toy furniture and people figures around a toy house. Smiling and giggling while they play, they show an interest in the different textures of balls, squeezing and throwing them. Children move skilfully back across the room to collect the balls and repeat this. Children develop increasing independence, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. They feed themselves successfully, manage their personal care and know how to wash their hands correctly with little guidance required.

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Achievement Expected standard

The youngest children and those with SEND develop increasing physical skills to move rapidly across the play space with determination. Children respond well to the childminder during activities. However, there are times when, due to the way questions are structured, children provide limited single-word responses, rather than responding with their own thoughts and ideas and drawing on the vocabulary they have. That said, children develop the skills they need to prepare them for the next stage of their learning.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum for children's learning. She has made amendments as needed to ensure that the curriculum includes learning for all children. The childminder has a secure knowledge of child development and ensures that she uses information gained from parents and carers, about what children show interest in, know and can do, to decide what children are ready to learn next.

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Curriculum and teaching Expected standard

The childminder tailors and adapts her interactions to ensure that all children can access the experiences on offer. For example, while older toddlers are keen to name colours of toys to reinforce their knowledge, the childminder adapts activities to support the learning needs of others to practise their physical skills through grasping and lifting the toys. The childminder regularly praises children's achievements and efforts, which raises their self-esteem and confidence in their abilities, and children show a willingness to keep trying.

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Curriculum and teaching Expected standard

The childminder uses repeated songs and stories to support children's developing speaking skills. She is expressive and engages children in some talk at these times. However, during other activities, she does not yet consistently provide children with the time they need to think and respond to her questions with their own ideas. This, at times, hinders children's thinking skills.

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Leadership and governance Expected standard

The childminder knows the children and families well. She makes decisions about the running of her setting based on the learning and care needs of children. She consistently considers the needs of all children, including those of children with special educational needs and/or disabilities and children who may face other barriers to their wellbeing. The childminder evaluates her setting appropriately. She consults with parents and carers and considers their views when making plans for her setting. She spends regular time with parents, and provides additional updates about children's learning progress and how she will support them with what they will work on next. This helps parents know what they can support their children with at home.

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Leadership and governance Expected standard

The childminder works together with a group of childminders to share support and ideas. She ensures that she keeps her knowledge of changes within early years practice and legislation current. The childminder completes mandatory training, such as for paediatric first aid and safeguarding, to ensure her knowledge is up to date. However, she has not yet reflected on or sought additional training to help further deepen her skills and build on her expertise. Consequently, this does not consistently help children to gain the most benefit in their development from highly effective learning experiences.

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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 content in the childminder's care. For example, babies snuggle in, and others go to her for cuddles, comfort and reassurance when needed. The childminder knows children well and is kind and attentive to their emotional needs. This helps children to feel safe and secure in her care.

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

Children receive abundant opportunities to make choices about what they play with and how. The play environment is well considered to ensure that all children, including those who have special educational needs and/or disabilities and those who may face other

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About this setting

barriers to their learning, can independently access toys and resources that interest them and are appropriate to support their development. Children receive daily opportunities to access the outdoors in the safety of the childminder's garden and while visiting local wooded areas and other play spaces. These visits include working with other childminders to build children's confidence and social skills in larger groups. This broadens their knowledge and understanding of their local area and how to behave in different social situations. For example, children enjoy a weekly visit to a local care home, where they play and sing songs with the residents.

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About this setting

Children are keen to engage in enjoyable learning activities with the childminder. For example, they bring a set of coloured cards to the childminder to play a game. Children excitedly find bricks to match the colours and begin building towers. They receive timely praise for their efforts and achievements. The childminder encourages children to attend regularly to gain the most from their time at the setting. Children gain the knowledge and understanding they need to prepare them for the next stages of their learning and their eventual move to school.

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Next steps

The childminder should provide more consistent opportunities for children to think and respond to questions with their own thoughts and ideas. The childminder should seek professional development opportunities that build on her existing skills and understanding and enhance the provision for children's learning even further.

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About this inspection

The inspector spoke with the childminder and considered the views of parents from written information provided 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. Unique reference number (URN): EY342385

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About this inspection

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

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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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