Childminder

Childminder

Unique reference number (URN): EY473970 Registered with Ofsted: 28/04/2014 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children benefit from consistently strong relationships with the childminder and any assistants she employs. The childminder establishes clear routines and children know and respond to these routines. This is evident when children sit on the carpet in anticipation of a story or make their way through to the other room for lunch. She has clear age-appropriate behaviour expectations that she shares with children. For instance, she talks to younger children about using kind hands and demonstrates sharing and taking turns. Children demonstrate high levels of respect for each other. The childminder teaches children how they can manage their own emotions. She consistently helps children to understand how other children feel and the consequences of their behaviour on children's feelings and emotions.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's attendance so that all children can thrive from the provision that is offered. She discusses with parents the importance of good attendance to help children to benefit fully from her provision. The childminder consistently organises her environment to support children's learning and development. For example, children access resources, such as books or blocks independently. The childminder and her assistants are always on hand to play alongside and extend children's learning further.

p.2

Inclusion Strong standard

The childminder identifies children's individual needs swiftly. She consistently uses assessments to identify any gaps in learning. She works effectively with parents to plan any adaptations to the routines or curriculum to help children to thrive. Recently, the childminder has been reviewing how she can help all children to enjoy the outdoor learning environment. She has adjusted her routines and resources to help all children access the outdoor classroom with confidence. The childminder works effectively with a range of professionals to support children's individual needs. She works consistently well with the local authority to provide appropriate support and information. They meet regularly to monitor children's progress and to identify how to support children further. The childminder plans appropriate interventions to help children progress towards their next steps in learning. She uses additional funding effectively to help her provide additional staffing to provide children with

p.2

Inclusion Strong standard

high-quality support. This supports all children, including those who are disadvantaged, to achieve their full potential and develop in confidence. Her assistants receive support and

p.2

Expected standard

training to help them understand how they can meet children's needs. She has effective strategies for sharing information with professionals and incorporates targets into her planning to help children make the progress of which they are capable.

p.3

Achievement Expected standard

All children typically develop a range of skills that prepare them for their future learning due to the childminder's proactive approach to reducing barriers to learning. Children persevere as they learn to stack blocks. They keep trying as they work out which blocks fit on top of each other. Younger children watch with eager anticipation as the towers wobble and fall. Children develop their mathematical skills as they learn to count with numbers in order. Older children begin to use number lines to help them to recognise numbers. Children typically enjoy listening to stories. Children listen with enjoyment and join in with repeated refrains and actions. Children develop a love of books. They enjoy selecting books to look at in the den they have created. From a young age, children learn how to handle books with care. Older children enjoy making up and telling their own stories. Children communicate

p.3

Achievement Expected standard

confidently and use their rapidly growing vocabulary to express their thoughts and ideas.

p.3

Children's welfare and wellbeing Expected standard

The childminder develops warm and positive relationships with all children. Children are very happy and demonstrate a real sense of belonging. They manage their emotions with support. Babies develop secure attachments to the childminder and her assistants. The childminder creates a warm and nurturing environment, where children are able to thrive. This is a view supported by parents.

p.3

Children's welfare and wellbeing Expected standard

Children learn to manage their own personal hygiene. They remember to wash their hands when they have used the toilet. The childminder finds out detailed information about children when they first start. This includes information about any specific health or care needs and about children's routines at home. The childminder finds out detailed information when babies first start and pays particular attention to children's individual needs regarding sleeping, and weaning. Children learn how they can keep themselves healthy. They understand that they need to wash their hands before eating. The childminder provides a balanced diet and provides a range of meals across the different food groups. She takes children's individual needs and dietary requirements into account when planning meals. For example, she plans menus to support different stages of development, such as weaning. Children benefit from daily access to the garden, where they can be physically active. The

p.3

Children's welfare and wellbeing Expected standard

childminder helps children to understand how they can keep themselves safe. For instance, they learn the importance of holding the childminder's hand when outside.

p.3

Curriculum and teaching Expected standard

The childminder typically plans motivational activities. For example, children thoroughly enjoy using the play dough to make a bear face. Older children use pom-poms to copy the pattern on the face. The childminder's curriculum is generally well designed with a sharp focus on developing children's communication and language. The childminder uses stories and songs effectively to help children to develop their vocabulary and language. She organises her environment so that children are able to access and look at books independently. She places a high priority on helping children to develop their social skills and develop effective relationships. The childminder plans opportunities to help children to learn about numbers and counting. For example, she reinforces counting as younger children stack blocks. The childminder provides a range of opportunities for children to develop their physical skills. They have a range of opportunities to develop their small and

p.4

Curriculum and teaching Expected standard

large muscles, both inside and outside. The childminder uses her assessments to identify what children need to learn next. However, although the she knows what she wants children to learn, she does not consistently focus on how some aspects of the routine, such as story time or group sessions, support children's individual stages of development. As a result, some children occasionally lose focus.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of the context in which she works. She knows her strengths and areas for development. For example, she has identified that she wants to ensure any assistants she employs benefit from regular professional development to help develop their knowledge and skills. She has improved her program of professional development since the last inspection. This has improved her knowledge and skills. Her priorities for improvement support all children, including those in receipt of funding, to make progress. The childminder ensures that her assistants enjoy their role and that they feel valued. They feel like the childminder really appreciates the work that they do. She checks their workload is manageable.

p.4

Leadership and governance Expected standard

The childminder has a positive relationship with parents. She shares valuable information about children's learning and development. However, she has not considered how she can share information with parents about latest government guidance, such as safer sleeping, to ensure children thrive in all aspects of their development. The childminder works well with staff from the local schools. She finds out how she can complement children's learning in school.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children welcome the calm nurturing environment that the childminder provides. They settle quickly in a morning and choose toys to play with. Clear routines help children to feel secure and develop their independence. Children eagerly anticipate stories and songs before lunch. They choose which toys they would like to play with and quickly engage in purposeful play. For example, older children pick the farm set to play with the childminder as younger children sleep.

p.5

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

The childminder knows children well and knows all children's individual next steps. She typically adapts her provision and plans a range of opportunities to support children's learning across the whole curriculum. Younger children learn to count with numbers in order

p.5

Inspector:

Elizabeth Fish as they build with blocks. Two-year-old children make very good progress from their starting points in communication and language. The childminder understands children's individual care needs and goes out of her way to help them to access all aspects of her provision. For example, she uses a range of resources to help children to express their emotions. She gathers information from parents about how children have been at home so she can adjust her routine to let tired children sleep.

p.6

Inspector:

Children form strong relationships and a clear sense of belonging. They thrive on the praise the childminder gives them as they complete their 'bear' faces in the play dough. The childminder, and any assistants she employs, help all children to feel valued as they listen to all children and make time to talk to children as they play. She notices when children need support or reassurance. The childminder provides the necessary comfort to help children to thrive. She encourages consistent attendance so that children benefit from the stability her setting provides.

p.6

Next steps

The childminder should consider more precisely how all aspects of the routine support children's age and stage of development. The childminder should share more detailed information with parents about recent guidance, such as safer sleeping to help all children to thrive.

p.6

About this inspection

The inspector spoke with the childminder and her assistants during the 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.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8