Childminder

Childminder

Unique reference number (URN): EY385984 Registered with Ofsted: 23/06/2009 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 Expected standard

Overall, children generally behave well and have positive attitudes. They have a secure awareness of the setting and are comfortable in their environment. The childminder ensures that the setting is a home-from-home experience, where children are relaxed. Overall, the childminder has high expectations for children. She places a priority on manners and respectful attitudes. Children independently use manners in their interactions and respond well to reminders.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally embeds routines into practice. She allows flexibility in the daily routines, such as timings for mealtimes. This allows children to make decisions. However, at times, this creates inconsistences in continuity between the settings children additionally attend, such as school. The childminder largely focuses on positive behaviours. She offers consistent praise to children, creating a feeling of pride and value.

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Behaviour, attitudes and establishing routines Expected standard

Children play games collaboratively and well. The childminder actively engages with children throughout the day. She enhances children's play ideas by asking a range of purposeful questions. This asserts children's curiosity and extended thinking. Children of all ages play well together. The childminder encourages older children to teach younger children skills, such as football and imaginative puppet shows. She ensures that activities on offer are understood and stimulating for all ages of children, which minimises unwanted behaviours.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has an effective system in place to monitor children's attendance. She ensures communication between parents and carers and schools is secure. Parents state that children particularly enjoy themselves with the childminder and are comfortable in her care. They praise the flexibility of the childminder's hours to support their personal circumstances. As a result, this supports regular attendance.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are paramount. The childminder ensures that children's needs are fully met, emotionally secure and safe. Children explore their understanding of emotions and positive attitudes through well-thought-out role-play activities and discussions. For example, the childminder creates stories delivered through puppet shows to identify different emotions and how actions can make each other feel. Children confidently approach the childminder when they need support in tasks, refuelling and for comfort. This shows the secure bonds they build and maintain.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children build on their independence skills through everyday routines. For example, children tidy away their toys and resources and help to set up the table at mealtimes. The childminder generally promotes healthy lifestyles through encouraging children to decide what fruits or vegetables they want with their meal. Children also receive the option to prepare some meals, such as cutting bananas and buttering crackers. The childminder is aware of safe eating practices and supervises children well. Children benefit from outdoor activities and local outings, where they explore the local park and ball games. As a result, they build on their physical skills and understanding of exercise. The childminder ensures that hygiene routines, such as handwashing, are fully embedded. Children recognise the importance of washing their hands before and after mealtimes, which they complete independently. Children also role play washing hands during toilet breaks of

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Children's welfare and wellbeing Expected standard

theatre shows, detailing the steps taken to ensure cleanliness.

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Inclusion Expected standard

The childminder works closely with parents and carers and communicates well. This generally helps her to understand each child and their families individually. This particularly supports children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. The childminder is aware of strategies that work well to support children's behaviour and provide emotional support. As a result, children's needs are well met, and they build secure bonds with the childminder.

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Inclusion Expected standard

The childminder has high expectations for all children, including those with SEND and/or other barriers to their learning. She supports families and children with external meetings, ensuring continuity of care after the school day ends. The childminder makes adaptations for individual children to suit their needs. For example, she gives children additional time to finish activities of their interest, in a calm and quiet space. Children gain self-confidence through this and indicate independently to the childminder.

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Inclusion Expected standard

The childminder is nurturing and takes time to truly understand each child. Typically, if the childminder identifies that children may need additional support, she works well with parents' and children's schools to devise appropriate support. The childminder is very knowledgeable of children's additional needs and various ways to support, which she prioritises and delivers professionally and effectively. The childminder supports children with their homework and extra-curricular activities outside of her provision. This ensures that children gain positive experiences.

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Leadership and governance Expected standard

Since the last inspection, the childminder has developed a secure understanding of her strengths and areas of improvements to ensure the best outcomes and opportunities for all children. This ensures that she continues to develop in a purposeful way. The childminder has since engaged in professional development through training, discussions with others and engaging in a full oversight of the provision. This generally has helped to enhance her understanding and make effective improvements. For example, she has updated her knowledge of new requirements and is now only offering out-of-school hours care. The childminder typically identifies the importance of her role, especially maintaining consistency in safeguarding, wellbeing and record-keeping.

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Leadership and governance Expected standard

The childminder creates positive relationships with children's schools through effective communication. This supports all children's wellbeing, especially those with special educational needs and/or disabilities and those who may face barriers to their learning. As a result, continuity of care and the support strategies in place are consistent. The childminder maintains secure parent partnerships and engagement. Families have longstanding connections with the childminder. They speak very positively about the extensive difference she has made to their lives over the years. Parents praise the home-from-home setting, contributing to their children feeling secure and comfortable.

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Leadership and governance Expected standard

The childminder, through discussion, generally demonstrates a secure knowledge of how to support children with special educational needs and/or disabilities and others who may face barriers to their learning. She explains how she has has supported families in identifying and creating strategies to support children's individual needs well. The childminder actively supports families in external meetings when asked. She offers emotional support to parents when needed. As a result, children gain continuous support from home to setting.

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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 calm, nurturing and welcoming environment. They explore the play space freely and receive various opportunities to make decisions. For example, children choose from a range of well-thought-out activities that are planned and based on individual children's interests. This ensures that children build on their self-confidence and self-awareness.

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

The childminder has robust knowledge of all children attending her out-of-school provision. This means that children build secure bonds with her and feel understood. Children with special educational needs and/or disabilities and who face barriers to their learning benefit from this, as adaptations to routines and strategies are made to suit all needs of all children.

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

Children thrive from exploring indoors and outdoors. They build on their physical skills, understanding of the world and awareness of safety. The childminder encourages children's understanding of road safety and identifying risks when on local outings. Children have regular access to a range of activities in the garden. Older children are considerate of younger children. They model independence skills to younger children. Older children show younger children support, such as by listening and watching their role-play activities. The childminder ensures that activities offered to children are appropriate for their age and stage. This helps children to learn from each other effectively and build bonds.

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

The childminder forms positive relationships with families. Parents and carers praise the childminder for communication, which ensures that they are aware of how to support their children further. The childminder has built secure partnerships with schools, which additionally supports continuity of care for children.

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Next steps

The childminder should continue to embed consistent routines into practice to allow all children to be aware of what is coming next, in preparation for their next stages of life.

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About this inspection

The inspector spoke with the childminder, parents and carers 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.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Tuesday : 15:30 - 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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