Childminder

Childminder

Unique reference number (URN): EY427563 Registered with Ofsted: 10/06/2011 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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Inclusion Expected standard

The childminder has a clear overview of each child's development. She completes observations and assessments to identify children's learning needs and set appropriate next steps for their development. The childminder ensures that children who need extra help receive it at the earliest opportunity. She works closely with parents and other professionals to put appropriate support in place for children with special educational needs and/or disabilities. The childminder considers how to organise her provision to meet the care and wellbeing needs of children such as providing children with a safe space for them to regulate their emotions.

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Inclusion Expected standard

The childminder ensures that additional funding that children receive such as early years pupil premium is used appropriately. She seeks advice from other professionals and parents when making decisions about how to best use the money. This ensures that the funding is used to meet the individual needs of the children and has a positive impact on them.

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Achievement Needs attention

At times, children do not make consistent progress in their development. For example, they do not always gain the listening and attention skills they need to help them concentrate well at group time or listen to stories. However, children who face barriers to their communication and language skills are learning the correct pronunciation of words and their vocabulary is developing. Children are progressing well in their physical development. They develop their coordination and spatial awareness as they ride and steer wheeled toys, learning how to change direction and avoid obstacles. Children are gaining some of the skills that they need to become appropriately independent in their self-care. For example, they are learning to put on their own shoes and coats.

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Behaviour, attitudes and establishing routines Needs attention

Although the childminder has clear expectations for children's behaviour, her approach to managing challenging behaviour is not always appropriate for the age and stage of the individual children. Children mostly behave well. However, when children take toys from each other, the childminder does not explain to them why certain behaviours are unwanted or help them understand the consequences of their behaviour. This means that children do not always understand what is expected of them. That said, the childminder uses praise well to reward children. Children show pride when she praises them for their drawings and when she thanks them for helping her to tidy toys away.

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Behaviour, attitudes and establishing routines Needs attention

The childminder provides an environment where children feel secure. They demonstrate the confidence to ask for help when they struggle to do something and to request toys that they want to play with.

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Behaviour, attitudes and establishing routines Needs attention

The childminder works with parents to ensure that children have good attendance at the setting. She puts strategies in place quickly when she identifies that there are issues with attendance, helping ensure that all children can access the early education that they are entitled to.

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Children's welfare and well-being Needs attention

The childminder does not keep her knowledge of guidance to support children's welfare and wellbeing fully up to date, such as safe-sleeping guidance for young children. When this was discussed at the inspection, she quickly rectified this by providing a travel cot for children to sleep in rather than being seated in a pushchair. She is aware of the need to conduct ongoing checks on children as they sleep to ensure that they remain safe.

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Children's welfare and well-being Needs attention

The childminder encourages children to develop a healthy lifestyle. She provides daily opportunities for children to access the outdoors for physical exercise. She supports children to learn how to keep themselves safe when riding on, pedalling and steering wheeled toys and when using equipment such as trampolines. The childminder supports children to learn good hygiene practice. For example, she explains to them why they need to wash their hands after using the toilet and before eating. She recognises that some children are reluctant to try new foods and works with parents to introduce new food to them slowly so that they are not overwhelmed. The childminder talks to children about the food that they are eating and the benefits that nutrition has on their body.

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Curriculum and teaching Needs attention

Although the childminder has a clear curriculum intention and a clear understanding of children's individual stage of development, there are inconsistencies in the way that the curriculum is implemented. The childminder adapts activities to ensure that children with special educational needs and/or disabilities are fully included. However, during group story times, the childminder does not adapt her teaching well enough to take into account the age range of the children taking part. This means that some children lose concentration because what is expected of them is too advanced. Children have opportunities throughout the day to develop their understanding of maths and mathematical language. The childminder supports them to recognise and name shapes. Children delight in being able to draw the shapes themselves and show pride in their achievement. The childminder supports children to problem-solve. When completing puzzle

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Curriculum and teaching Needs attention

games, she helps then recognise that some of the pieces are too big or too small for the hole that they are trying to fit the pieces into.

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Curriculum and teaching Needs attention

When playing alongside children, the childminder engages them in conversations. She models new words in both English and in children's home language. She encourages children to copy the words and use this new vocabulary.

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Leadership and governance Needs attention

The childminder does not routinely reflect on her own practice. Although she undertakes regular development opportunities, the programme of training is generic and does not precisely identify the gaps in her knowledge and understanding. For example, she has not kept up to date with changes to the early years foundation stage framework. That said, the childminder ensures that any assistants complete mandatory training and she actively supports them in gaining a recognised childcare qualification. The childminder regularly reviews any assistant's performance. She helps them identify the strengths in their practice and areas where they need additional support in order to develop their knowledge and skills.

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Leadership and governance Needs attention

The childminder communicates well with parents and other professionals to ensure that when children start at the setting she can quickly meet their individual care needs; this includes support in place for children with special educational needs and/or disabilities. When children leave her setting to move on to nursery or school, the childminder ensures that she shares information with the new setting to help support the child's transition.

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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

The childminder has not kept up to date with changes in relevant guidance that promotes children's welfare and does not always identify improvements that are needed quickly enough. However, she knows the children she looks after well. Children show that they are happy, comfortable and settled in her care. They laugh as she plays with them and go to her for cuddles and reassurance. The childminder understands the needs of the individual families that use her service. She works with parents and other professionals to ensure that children can attend regularly.

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

Children are developing some of the skills they need for their future learning, such as appropriate independence skills. With support from the childminder, children learn to dress themselves for outdoor play. Children have formed friendships and for the most part play well together. However, the childminder does not consistently support children to learn how to share and take turns. This sometimes leaves children confused about why they are being asked to share toys and equipment.

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

Overall, the childminder supports children's communication and language skills well. She engages in conversation with children and pays close attention to what children tell her. The childminder has an awareness of how to provide appropriate activities to support children's individual development when working one to one with children. This includes using support and advice from other professionals to ensure that she understands how to adapt activities to include children who have special educational needs and/or disabilities. That said, the childminder does not always use the assessment information she gains about most children well enough when implementing large group activities. This means that some activities are too challenging for the age range of children taking part. Younger children become distracted, and their behaviour impacts on the older children's ability to concentrate and listen to stories that are being read to them.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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About this setting

Local authority: Nottinghamshire County Council

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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 standards 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 standards 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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