Childminder

Childminder

Unique reference number (URN): 254387 Registered with Ofsted: 11/04/1988 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 with delays in their communication and language skills are learning the correct pronunciation of words, and their vocabulary is developing. Children are developing their mathematical skills. For example, older children learn how to sort small toys into different- coloured containers. Children are progressing well in their physical development. For instance, younger children develop the muscles in their hands as they pick up small objects whereas older children skilfully use tongs. Children show increasing independence. This includes younger children confidently choosing toys and resources they want to explore and investigate. Older children navigate stairs on their own. The skills and knowledge children learn contributes to them being ready for their next stage in learning. However, the lack of opportunities for children to develop their knowledge about similarities and differences stops children from making considerable progress in this aspect of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children of all ages to understand what is expected of them and learn how to manage their behaviour. For instance, when younger children struggle to share, the childminder shows them how to play with toys together, promoting positive behaviour. She uses repetitive phrases, such as 'sharing is caring', when reminding older children how to play cooperatively with others. The childminder is a positive role model for children, showing them kindness and respect when she plays alongside them. She uses manners such as saying 'thank you' when children pass her toys. Children copy this language and are polite to others. The childminder gives older children clear instructions, such as when asking them to help tidy away toys. Children listen and react positively, showing a sense of achievement when they complete a task. The childminder works in partnership with parents to help promote consistency in managing children's behaviour in the setting and at home.

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Behaviour, attitudes and establishing routines Expected standard

She also works with parents to ensure that children become familiar with routinely attending her setting, so they fully benefit from the play and learning opportunities provided.

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Children's welfare and wellbeing Expected standard

The childminder finds out about children's routines and behaviours at home. This ensures that she is able to replicate children's routines in her setting and manage situations to help children regulate their emotions, particularly for children with special educational needs and/or disabilities. Children receive comfort from the childminder if they become upset, giving them time to regulate their emotions before they play. The childminder uses resources to support younger children to understand their feelings and emotions. This includes showing images and using words and gestures, such as a thumps up and smiling, to help younger children to identify how they may be feeling. The childminder talks with older children to help them express how and why they are feeling a certain way.

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Children's welfare and wellbeing Expected standard

Children are supported to receive daily physical activities, such as going for walks in the community where they learn about road safety and how to keep themselves safe. The childminder supports parents to provide healthy food for their children and to develop their knowledge of the importance of oral health. She works with parents to encourage children to expand their diet, offering them different foods to try. However, the childminder does not consistently teach children how to develop an understanding of healthy habits regarding the food they eat and how to care for their teeth.

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Curriculum and teaching Expected standard

The childminder designs her curriculum to ensure that it promotes children's individual next steps in learning, with a focus on supporting their communication and language skills. She uses assessments to help identify any delays in children's development. To support children when they first start, she implements teaching strategies to help close these gaps. This includes reading stories, repeating words back to children and talking when playing alongside them to help develop their speaking skills. The childminder supports children to develop their mathematical skills, such as asking them to think critically and solve problems in their play.

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Curriculum and teaching Expected standard

The childminder provides children with opportunities to be physically active and to develop their physical skills through a range of activities. This includes providing children with experiences to develop the muscles in their hands. Furthermore, she takes children to parks in the community for them to challenge themselves as they use larger apparatus. However, when planning the curriculum, the childminder has not considered how she can help children to learn about similarities and differences between themselves and others through meaningful learning experiences.

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Inclusion Expected standard

The childminder knows the children well and understands that all children are unique with different needs. When children first start attending, the childminder gathers information from parents about children's likes, dislikes, needs and what they enjoy, know and can do. She uses this information, alongside her own observations and assessments, to help identify any gaps in children's learning and development and where they would benefit from more support. The childminder works in partnership with parents, refers to other professionals, such as health visitors, as appropriate and carries out research to broaden her professional knowledge. This ensures that she has a secure understanding of strategies to use to help meet children's individual needs and support their progress. The childminder then carefully plans and adapts the curriculum and her teaching to ensure that all children are included and any gaps in children's learning and development are narrowing. For example, she

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Inclusion Expected standard

adapts her interactions with children during activities, so they hear and practise using different vocabulary to help them catch up in their communication and language development. Additionally, when children show dislikes and fears to certain situation, she sensitively manages this to promote their inclusion and emotional wellbeing.

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Leadership and governance Expected standard

The childminder reflects on her practice and overall makes timely improvements to maintain the quality in her provision. For example, since her previous inspection, she has addressed recommendations and made changes to how she supports children's thinking and problem- solving skills. However, further analysis of the childminder's self-evaluation would help her identify other aspects of her provision that would benefit from further development to secure excellence for all children. The childminder maintains, and where necessary extends, her knowledge and understanding through professional development to ensure that she is able to support the individual needs and progress of all children. The childminder has positive relationships with parents. She involves them in their children's learning in the setting and at home. The childminder knows the importance of working with parents, other early years settings where children attend and professionals, such as health visitors, to secure a

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Leadership and governance Expected standard

consistent approach to supporting children's development and meeting their needs.

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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

All children, particularly those who struggle to separate from parents, are supported to feel safe and secure. The childminder promotes the importance of regular attendance and establishing routines for children and makes adaptations to meet children's individual needs. This includes collecting them from their parents when they arrive or providing comfort and reassurance when parents leave. Children benefit from the childminder getting down to their level when she interacts and plays alongside them. Furthermore, children have opportunities to listen, talk and smile with the childminder when she changes their nappies. This contributes to children forming secure attachments with the childminder. Information gathered from parents helps the childminder to follow children's routines at home, such as sleep times. This helps children to know what happens at certain times of the day, promoting their emotional wellbeing.

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

Children are keen to explore and investigate the wide range of toys and resources available. They make independent choices about what they want to play with. The childminder's curriculum helps children to be prepared for their next stage of learning. For instance, younger children show a fascination as they post objects into containers. Older children are supported to show accuracy to match objects to the same colour on the container. This encourages children to concentrate and develop their hand-eye coordination, in readiness for writing when they move on to school. If any gaps are identified in children's learning, the childminder focuses on these to help children progress.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00

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Next steps

The childminder should develop self-evaluation to help identify further aspects of her provision that would benefit from development to secure excellence for all children. The childminder should strengthen her curriculum to more consistently help children to develop their knowledge of similarities and differences in people. The childminder should enrich opportunities for children to learn about long-lasting healthy habits, including healthy eating and oral health.

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About this inspection

The inspector spoke with the childminder, the parents and the 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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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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