Childminder

Childminder

Unique reference number (URN): 135546 Registered with Ofsted: 10/12/1992 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 generally achieve well from their starting points. They make progress as they become more able to do things for themselves and learn to be independent. For example, children are now toilet trained and older children independently put on their coats and shoes. Children gain a range of physical skills, both large- and small-muscle control. Generally, children make secure progress with their communication, language and literacy development by sharing stories, singing songs and learning new words. All children typically achieve well. Overall, they learn useful skills to support their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has warm, positive relationships with children. Children eagerly take part in activities and concentrate well. The childminder encourages children to learn to share, for example, by asking them to share paint pots during a creative activity. She helps them to learn about and respect each other by talking about their past experiences and interests. The childminder sets high expectations for children's behaviour and uses praise to motivate children to act in positive ways. Overall, she manages their behaviour effectively according to their stage of development. All children act in positive ways, for instance they show awareness of the childminder's house rules and do not climb on furniture. They treat toys and books with care. The childminder readily adapts routines to meet the needs of all children, including those who need additional support.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and encourages parents to bring their children regularly. This helps to maintain consistency for children in their learning and development.

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Children's welfare and wellbeing Expected standard

Children feel secure and act in safe ways. The childminder teaches children how to use garden equipment safely and about road safety. Children act with care and caution. The childminder teaches children how to keep their teeth and gums healthy through practical activities, such as tooth brushing a plastic tooth and gum model. She ensures that children have fresh drinking water and discusses healthy eating with them. This supports children to learn some of the different ways to live healthy lifestyles.

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Children's welfare and wellbeing Expected standard

The childminder teaches children self-care skills, for example, by asking them to fetch a tissue to wipe their noses. She ensures that care routines meet children's needs and are safe, such as mealtimes, toileting and rest times. The childminder supports children's personal, emotional and social development effectively. She uses puppets that represent different emotions to teach children about a range of feelings. This helps to support their understanding of themselves and others.

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Curriculum and teaching Expected standard

The childminder provides an interesting and balanced curriculum. She teaches children how to count and recite numbers in order. Older children demonstrate good understanding of size by using mathematical language, such as little and bigger. Children learn about capacity as they fill containers with snow and the childminder teaches them words, such as 'full' and 'empty'. This helps to support children's mathematical development.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development, physical development and communication, language and literacy skills are at the heart of the curriculum. The childminder supports children's communication, language and literacy, for example, by teaching older children new words, such as 'disappear'. She shares books with children and ensures they have access to these at all times. The childminder promotes good manners by teaching children to say please and thank you.

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Curriculum and teaching Expected standard

Children practise a wide range of physical skills each day in the spacious outdoor area. They learn to balance along low beams and practise their throwing and kicking skills using balls, which promotes their physical development effectively. The childminder keeps a check on children's progress and determines what they need to learn next. Overall, this helps to ensure that all children, including those who need extra support, make steady progress. However, adaptations to interactions with children who need extra support are not consistent. Some of the childminder's interventions in children's play are not effective in producing the desired response. This does not support all children to excel in their learning and development.

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Inclusion Expected standard

The childminder promptly identifies any children who are in need of extra support. She generally makes good use of her assessments of children to identify gaps in learning, such as communication and language. She approaches others involved in children's care and learning to help her to support children's development and achievement further. The childminder has attended training courses in areas, such as autism and sign language and this has led to some improved knowledge. The childminder now has an awareness of children's different sensory needs and how to devise a curriculum to support these needs. Children are more engaged and their concentration has improved.

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Inclusion Expected standard

The childminder uses some effective approaches to support children's learning and achievement. Children have made progress due to the childminder's planning and some effective interventions. However, at times, interventions are not precisely focused for those children facing additional barriers to their learning, to ensure they make a sustained difference to children's experiences.

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Leadership and governance Expected standard

The childminder has a sound understanding of the strengths and areas of development of her practice. She reflects on her work regularly and decides on areas for improvement. The childminder makes decisions about children's care and learning based on the needs of all children to ensure that no child is overlooked. She is keen to improve her knowledge and skills and has attended various courses. For instance, she attended a course on supporting children with autism and feels that she has developed her awareness of this further.

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Leadership and governance Expected standard

The childminder has addressed recommendations made at her last inspection. For instance, she shares stories with children regularly and encourages them to look at books independently. This has helped children to develop a love of books.

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Leadership and governance Expected standard

The childminder ensures she talks with parents each day to provide feedback and this provides some support to children's care and learning. However, she has not fully developed these partnerships to ensure communication is always effective in supporting any children who need extra help in their learning. The childminder has begun to work with other settings but has not fully developed this to promote best outcomes for all children's learning and achievement.

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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 ensures new children have the time they need to explore the environment and get familiar with toys and resources until they feel confident and secure. She builds close, trusting relationships with children, who enjoy her playful interactions. Children feel a sense of belonging as they happily take part in activities linked to their interests. They play together and help each other.

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

The childminder rightly recognises improvements she has made to supporting children's creative development. Children enjoy exploring the texture of pretend snow and the childminder teaches children words to describe the texture, such as 'soft'. Children have fun using toy penguins to make footprints in the snow, forming patterns. They enjoy kneading and rolling play dough to create their own models. The childminder helps children to do things for themselves, such as self-care tasks. Older children confidently put on their coats and shoes by themselves.

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

Children make steady progress from their starting points and learn some useful skills in preparation for their next stage of learning. The childminder readily identifies and supports children who need extra help in their learning and uses some effective teaching.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Next steps

The childminder should adapt interactions with all children to fully and precisely meet their needs and continuously promote best outcomes for all children. The childminder should enhance partnerships with parents and others involved in children's care and education to strengthen the learning and achievement of all children.

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About this inspection

The inspector spoke with the childminder.

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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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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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