Childminder

Childminder

Unique reference number (URN): EY443461 Registered with Ofsted: 20/04/2012 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

Children display positive behaviour. The childminder speaks to children with respect and kindness, and they respond well to her requests, such as to help to tidy away resources or to invite others to join their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is on hand to teach children appropriate social skills. She encourages older children to play with younger children. She does this by providing suggestions about how they can become involved during games. She is mindful that older children enjoy doing tasks for younger children and encourages younger children to try things for themselves, such as opening packages at snack time. This helps to support their independence skills.

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Behaviour, attitudes and establishing routines Expected standard

Parents are aware of the childminder's expectations for attendance and punctuality. They are aware of the childminder's routine, and this helps the childminder to ensure that children arrive to school on time. She is flexible, and parents comment how she has adapted to help them, which they say they appreciate. The childminder's aim to provide a home-from-home environment is successful. Children comment that they love coming to her setting after school, and they show that they feel comfortable and safe.

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Children's welfare and wellbeing Expected standard

Established positive hygiene routines are in place, such as handwashing, that children all know, follow and understand. The childminder provides children with plenty of fresh air and exercise when they attend. For example, children walk to and from school daily and are able to play outdoors when they choose to do so. This helps children to develop healthy lifestyles.

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Children's welfare and wellbeing Expected standard

The childminder has rules in place that help to keep children safe. Children show that they understand how to walk home from school safely, stopping at certain points along the way. This helps children to develop an understanding of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of supporting children's emotional wellbeing. For example, she speaks to parents confidentiality when sharing sensitive information from school, such as occasional incidents of behaviour. This helps to support children's wellbeing. The childminder typically supports children's understanding of good health and welfare, such as only providing water as a drink and ensuring that children do not have access to the internet in her home. However, the childminder does not consistently share her policies and practices with parents in order to help them to support children's health and welfare even further.

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Inclusion Expected standard

The childminder adopts a positive approach to inclusion. She knows each child and their families well, and this helps her to support children in a way that is unique to their needs. The childminder liaises with parents to ensure that children get the support that they need when at her setting. For example, she recognises that some children need a space to relax away from the rest of the group on occasions, and she makes provision for children to do this.

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Inclusion Expected standard

Procedures are in place to share information with parents about children's care and, where relevant, to help other professionals to support children. The childminder is aware of any additional support children have previously required in their learning and is mindful of this during her after-school care. For example, she is aware of help children needed with developing communication and language skills, and she provides time and opportunities for children to communicate throughout their time with her.

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Leadership and governance Expected standard

The childminder has high expectations for the provision that she provides for children. She regularly reflects on the quality of children's experiences and makes changes. For example, she recently considered the routine as children arrive back from school and has updated it to ensure that children have snack together to help to promote their social skills. This has a positive impact on children's experiences as they return from a busy day at school.

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Leadership and governance Expected standard

The childminder prides herself on the partnerships she forges with parents and the school that she provides wraparound care for. For example, she shares vital information between school and home, and this helps to ensure that both parents and school are well informed about children's experiences.

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Leadership and governance Expected standard

The childminder accesses mandatory training, such as first aid and safeguarding. She revisits topics on these regularly to ensure that her knowledge is up to date. This helps her to keep children safe. However, the childminder does not have a consistent programme of professional development, that links to her priorities for improvement, to help her to build on her knowledge and expertise even further.

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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 arrive from school to a warm, relaxed and welcoming atmosphere that helps them to feel settled and secure. They show that they feel completely at ease and enjoy the childminder's company. The childminder's thoughtfully planned environment allows children to make their own choices and follow their interests. Children enjoy playing games with friends, listening to music and accessing a wide range of resources to support their play ideas, such as art materials and imaginary play toys. The childminder is aware of children's individual needs and preferences. For example, she has created spaces for children to relax and regulate after school, if needed, and encourages children to bring their favourite soft toy from home for extra emotional security.

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Inspector:

Savine Holgate The childminder fosters strong relationships with children. She provides them with a consistent routine that helps to promote a secure sense of belonging. For example, children know that after they have taken their outdoor shoes and coats off, they wash their hands ready to sit at the table for a snack. The childminder encourages children to share information about their day. Children take turns talking about what they enjoyed at school. They are respectful of each other's views and listen carefully as each child takes a turn to talk. This helps to build on children's positive social skills and supports their confidence.

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Next steps

The childminder should consider sharing her practices with parents, on topics such as healthy eating and online safety, to help parents support children's health and wellbeing even further. The childminder should plan consistent professional development opportunities to enhance her knowledge further in order to provide more skilful adaptations to support children's individual needs.

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About this inspection

The inspector spoke with the childminder, children and parents 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 : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday : 15:00 - 18:00

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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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