Childminder

Childminder

Unique reference number (URN): EY442625 Registered with Ofsted: 13/03/2012 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 Strong standard

Children behave well and understand the childminder's consistent expectations. For example, older children listen to instructions and willingly help to tidy the play space. The childminder knows which strategies will work for individual children and adapts her practice accordingly. The childminder helps children understand their emotions and feelings and helps them to manage these independently. For example, children know when they feel angry and confidently remove themselves to calm down before joining their friends. Children understand how to work together and take turns. For example, children count out jigsaw pieces so each player has an equal number.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance, and children develop an understanding of routines and show positive attitudes to learning. Children benefit from regular interactions with the childminder and develop warm and trusting relationships. The childminder is an excellent role model, showing kindness, care and respect. She listens to children's ideas and respects their decisions. Children imitate this behaviour. Older children decide to wait for their younger friends to wake up before having their lunch together, for instance.

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Children's welfare and wellbeing Strong standard

The childminder implements her practice with efficiency and consistency to ensure children's welfare and wellbeing. She is vigilant and keeps children safe at all times, knowing how to adapt her practice to support children with special educational needs and/or disabilities should the need arise. The childminder closely supervises children as they eat, knowing the potential risks of choking, and explains expectations to children so that they understand how to stay safe. The childminder checks on sleeping babies regularly and follows current guidance closely. She carefully assesses potential hazards at venues she visits, such as parks, and how she would manage children's choices to use different equipment to ensure they remain safe. This also helps children manage their emotions and understand that they will have a turn on their chosen equipment but may need to wait. There are many opportunities for children to be outside and active, learning about the world around them,

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Children's welfare and wellbeing Strong standard

collecting resources and using them in their chosen play.

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Children's welfare and wellbeing Strong standard

The childminder gathers key information from parents to meet babies' individual care needs effectively. She is highly responsive to the changing needs of babies, adapting the

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Expected standard

environment when required and to ensure their emotional wellbeing is promoted. The childminder provides opportunities for babies to practise early physical skills and take measured risks under close supervision. She implements well-structured routines that encourage children to develop an understanding of healthy habits. For example, older children wipe their nose and wash hands before eating, without reminders. The childminder works closely with parents to support toilet training to support children in readiness for school as a focus.

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Achievement Expected standard

The childminder gains knowledge of what children know and can do through regular observations and assessments. She uses this information well to support children's progress and achievement. She understands how to adapt the curriculum to enable those children with barriers to learning to achieve appropriately. Children make expected progress from their starting points and in their next steps of learning. Older children develop secure communication and language skills. The childminder responds well to babies' early communications, providing commentary and building vocabulary. Older children develop the skills required for their move on to school. For example, children show focus and sustained attention during activities.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that offers children a broad range of experiences across all areas of learning, particularly to support their physical development. She has sound knowledge of children's interests and what they need to learn next through her ongoing assessments. The childminder considers how best to support and assess key areas of learning, such as opportunities for babies to develop muscle strength and to build social skills. She is especially mindful of where children may attend for limited hours. The childminder understands how to support children with special educational needs and/or disabilities to help them make progress.

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Curriculum and teaching Expected standard

Children benefit from positive interactions as the childminder engages them in conversations, asks questions and offers new vocabulary. The childminder plans interesting activities that engage children's interest well and support different areas of learning. For instance, they investigate what happens when different liquids mix and use different tools that promote their fine motor control and coordination. At times, the childminder does not extend children's learning fully to challenge children further and to support children's thinking skills to help them to solve problems.

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Inclusion Expected standard

The childminder understands the importance of working with parents and carers, and other agencies, to identify and assess children's needs promptly. She understands how to spend any additional funding appropriately and how to consider the impact on children's learning and development. She accesses relevant training to reduce barriers and support children when required. The childminder plans a curriculum that meets children's individual needs, reflecting on what works well and what children need to learn next. She adapts activities for the different ages of the children attending to be inclusive. The childminder understands how to communicate with individual children according to their age and stage of development, such as listening and responding to babies at eye level. She knows how children learn and uses individual strategies to engage them, such as by offering choices.

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Leadership and governance Expected standard

The childminder reflects on her practice and develops her professional skills. For example, she attends training to help her consider how children learn and how to enhance interactions to support children's learning. The childminder considers the learning environment and ensures that children, including those with special educational needs and/or disabilities, can access a broad range of resources independently. Children make decisions about their own play and learning. The childminder has identified further improvements to support children's development. For example, she notes that children would benefit from more imaginative play to develop curiosity and creativity.

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Leadership and governance Expected standard

Overall, there are effective partnerships with parents. The childminder takes time to gather information from parents when children start and provides detailed information on children's daily activities and routines. However, the childminder does not always gather enough information about children's learning at home to fully support the design of the curriculum to help children make the best possible progress in all areas.

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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 form strong bonds with the childminder and feel safe and secure. They quickly settle to their play and are keen to share their knowledge. For example, children explain how play figures transform from robots to cars. They excitedly share the Christmas tree they have decorated and explain why smaller decorations have been placed at the top so that young babies cannot reach them. Children's ideas are valued. They explain they are revisiting an experiment to make fireworks, showing sound communication and language skills. Children talk about the colours they have made and remember which colours they mixed together and how they changed. Children confidently extend their play and imaginatively create a new experiment. They show sustained interest and focus as they explore independently, explaining their ideas to the attentive childminder.

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

Children enjoy calm activities. For example, they concentrate well as they design an elf. The childminder values their ideas, and children flourish. They carefully peel stickers and fix them to their paper. Children show pride in their achievements and receive praise from the childminder. This helps to build high levels of self-esteem. Children make independent choices about their play, accessing resources that interest them, such as jigsaws. Children show kindness, demonstrating to their friends how to rotate the pieces so that they fit. Babies enjoy exploring the environment. They crawl confidently, and happily pull themselves up, developing their core strength ready for walking. They keenly seek out their older friends, ready to join in and play. The childminder understands how to quickly identify any barriers to learning so that she can help children progress from their starting points. She works with parents to promote a positive approach to attendance.

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About this setting

Operating hours: Monday,Wednesday,Friday : 07:30 - 16:30,Tuesday,Thursday : 07:30 - 17:30

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Next steps

The childminder should develop further opportunities to challenge older children's thinking skills to help them solve problems for themselves. The childminder should gather more information from parents about children's learning at home to better inform her planning of the curriculum.

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About this inspection

The inspector spoke with the childminder and 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 the 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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