Childminder

Childminder

Unique reference number (URN): EY266741 Registered with Ofsted: 24/09/2003 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 Expected standard

Children develop their listening and attention skills well, responding appropriately to the childminder's conversations and instructions. Children attempt to repeat new words that they hear, which supports the development of their vocabulary and communication skills. Children participate in a range of different activities that develop their fine motor skills. For example, they carefully select small pieces of fruit at snack time. They develop their finger strength and control as they push small buttons on a toy. Children are developing their understanding of mathematics. As they sort stacking cups, they spend time working out how to incorporate more of the cups. They recognise that they need a smaller cup to fit inside another. When they are stuck, they watch intently as the childminder models how they might do this and then continue to persevere. Children, including those with barriers to their learning, are developing the skills they need for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is an effective role model. She is very attentive to what children say and helps them learn how to develop positive relationships with others. The childminder helps children to recognise when someone is kind to them and to demonstrate that kindness to others. She ensures that children receive praise and recognition for positive behaviour, for example, when they share the toys, which also supports their well-being.

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Behaviour, attitudes and establishing routines Expected standard

Children are caring and show respect for each other during activities. This is well supported by the childminder, who helps children begin to recognise the needs of others. She encourages children to play together during games. She also helps children to develop patience and tolerance when, for example, another child joins in with their play and knocks their tower over.

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Behaviour, attitudes and establishing routines Expected standard

The childminder successfully helps children to understand the expectations. For example, she is skilful in encouraging children to help to tidy away, and together they achieve this quickly and easily. The childminder gives children extra support when required and offers reassurance with routines such as handwashing. The childminder has a clear procedure in place to encourage and check on children's attendance at the setting.

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Children's welfare and wellbeing Expected standard

The childminder is caring and considerate of all children's individual needs in relation to their care. For example, she structures daily routines to ensure that children have adequate rest and sleep. She ensures that children receive individual attention and, if needed, additional support during daily routines.

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Children's welfare and wellbeing Expected standard

The childminder is effective in supporting children's well-being. She is calm and reassuring, and children build warm attachments with her. Any minor upset is quickly dissipated by the childminder's sensitive interventions. Ongoing conversations with parents and carers enable the childminder to keep up to date with children's circumstances outside of the setting and provide additional support when needed.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn about a healthy lifestyle, for example, by discussing healthy foods during mealtimes. She sits with the children and supports their social skills as they learn to share their ideas and feelings. The childminder teaches children about the importance of good hygiene routines to help keep them fit and healthy. Recognising the importance of children's physical development, the childminder has adapted her outdoor environment to enable children to have more opportunities to play outside in all weathers.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the quality of the curriculum and teaching and is reflective in identifying what she can do to improve further. She plans a curriculum that takes into account what children can already do and how she can best support them to progress. She focuses on the key skills children need for their next stage of learning, such as expressing themselves, building relationships with others and developing independence. The childminder uses her knowledge of children's current stage of development to identify where she needs to adapt the activities to provide focused support so that all children, including those with special educational needs and/or disabilities, make good progress from their starting points.

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Curriculum and teaching Expected standard

The childminder is skilful in the way she communicates with children, using language that is appropriate for each child's stage of development. This helps children to develop their vocabulary. When giving children instructions, the childminder is also clear and effective, providing them ample time to think and respond. The childminder supports children's understanding of early mathematics effectively .

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Curriculum and teaching Expected standard

The childminder usually has a clear idea of what she wants children to gain from the learning opportunities she organises for them. However, on occasion, she attempts to include too many elements in an activity, which results in the children losing focus.

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Inclusion Expected standard

The childminder carries out an initial assessment when children start so that she understands their current level of development. She undertakes regular ongoing observation and assessment to identify whether children are making progress in their learning and uses this information to shape the curriculum so that she can focus her teaching where children need it most. This is adapted for each child to ensure that they receive the focused support they need.

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Inclusion Expected standard

The childminder has regular ongoing discussions with parents and carers and signposts them to helpful external guidance. For example, she shares information with parents from the NHS regarding bottle feeding and diet. The childminder implements strategies for children who face barriers to their learning. For example, she seeks information to develop her knowledge and skills regarding techniques to support speech development and agrees with parents ON how they will work together to support children's vocabulary development.

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Inclusion Expected standard

The childminder understands the importance of information-sharing with parents, carers and external professionals, where relevant. She makes sure she prepares information in a timely manner to inform any discussions and partnership working with external professionals. However, greater collaboration with external professionals would ensure that barriers to learning are supported and adapted to make a sustained difference.

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Leadership and governance Expected standard

The childminder prioritises her professional development to improve her knowledge of how to better support the children she is caring for. This includes how she can further reduce any barriers children have to learning. For example, she gathers information from other professionals about additional teaching strategies she can use to provide a sharper focus on what children need to learn next. The childminder shares information with other settings that children attend to agree on consistent support for their care, learning and development.

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Leadership and governance Expected standard

The childminder evaluates her practice to identify where she can improve. For example, she reflects on her practice and recognises what she needs to change to ensure that her teaching is of a consistently high quality. The childminder identifies how she can further develop her information-sharing with external professionals to consistently support children who need additional support to thrive in their learning.

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Leadership and governance Expected standard

The childminder regularly seeks the views of parents and carers to gather ideas and suggestions on how she could improve. Recent feedback notes that parents value the range of activities, the progress their children make and the information the childminder shares with them about children's development.

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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 settled in the childminder's home. They show patience and respect for other children as they share the toys. The childminder is very positive and friendly in her interactions with children. She teaches them to be aware of the feelings of other children. For example, she helps them to recognise when another child wants to play with a particular toy by themselves, redirecting them to avoid disagreements. This happens infrequently and is quickly resolved. The childminder recognises what interests individual children and adapts her interactions accordingly.

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

Children make sound progress in their social skills and develop the confidence to be around others, including new people or situations. The childminder ensures that all children are

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Inspector:

Justine Ellaway included in the activities and gives every child her attention during their play and shows that she values their input. Children show enthusiasm when they join in with the activities. They are keen to try new things and show high levels of interest in new resources that the childminder introduces. They have great fun exploring the realistic props the childminder puts together relating to stories they enjoy.

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Inspector:

The childminder places importance on children developing their independence and self-care skills in preparation for their next stage of learning. There is a well-established routine that children understand and follow, which results in smooth transitions between play and mealtimes. Children conduct themselves in a way that demonstrates they understand how to keep themselves safe, for example, by taking care when they use the step to wash their hands. The childminder provides sensitive support, where needed, to ensure that barriers to learning and well-being are reduced and that every child and their family feels valued. This helps all children to enjoy the experiences on offer. The childminder understands how a consistent routine and regular attendance have a positive impact on children's early education.

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Next steps

The childminder should further develop curriculum planning to ensure that teaching is of a consistently high quality. The childminder should work more collaboratively with other professionals to ensure that children's barriers to learning are consistently supported.

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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.

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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 setting

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