Childminder

Childminder

Unique reference number (URN): 135705 Registered with Ofsted: 22/12/1992 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 Needs attention

Children's curiosity to learn is not supported by interesting activities and opportunities to gain new skills.

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Achievement Needs attention

The childminder does not offer enough opportunities for children to hear different words, patterns of sentences and the rhythm of conversation. Children mostly have single words repeated back to them and short responses from the childminder and any assistants who work with her. This does not support children to increase their vocabulary or extend their thinking. Consequently, children cannot build effectively towards later learning because the prime areas of learning are not fully established.

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Achievement Needs attention

The childminder does not ensure children receive the level of learning that they require. Although the children enter the setting happily, the childminder does not offer the support and teaching that children need to progress. The childminder does not plan effectively for each child, and this hinders their ability to become keen learners.

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Achievement Needs attention

The childminder chooses activities that have unclear learning outcomes for the individual children. Activities lack lustre and a clear rationale for why the childminder has chosen them.

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Behaviour, attitudes and establishing routines Needs attention

The childminder completes most practical tasks for children. For example, children do not independently choose their snacks or help to prepare the fruit. They cannot access water until it is offered to them, and the activities and play equipment are chosen for them. Children lack opportunities to make decisions and achieve. This does not support children to grow in confidence, contribute, or secure skills to enable them to move on to their next stage of learning.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not offer children explanation or attempt to distract them when they present challenging behaviour. For example, children are offered biscuits to pacify them when they become challenging, and they are told 'No' several times repeatedly with no explanation. This does not support children to regulate their own behaviour and understand what good behaviour is. The children have a strong attachment to the childminder and come for cuddles throughout the day. The childminder encourages the children to think about each other. For example, she supports children to consider whether everyone has enough space on the carpet at song time and at the table for the dough activity.

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Behaviour, attitudes and establishing routines Needs attention

The childminder understands the significance of children's attendance and how it supports their safety and their learning and development.

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Children's welfare and wellbeing Needs attention

Children arrive at the childminder's home confidently and happily. They approach the childminder and any assistants who work with her for reassurance and comfort, and they are quick to respond with words of encouragement and cuddles.

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Children's welfare and wellbeing Needs attention

Children do not gain opportunities to hear and understand why we eat healthy foods and why we wash our hands. Children cannot anticipate what is coming next, as routines are not well established. This does not support children to achieve and build on what they know in preparation for their next stage of learning.

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Curriculum and teaching Needs attention

The childminder understands the importance of knowing the children well to understand their individual needs. However, the childminder's curriculum does not build effectively on what children know and can do. For example, children who struggle with recognising their colours have the correct colour name said back to them repeatedly. Despite this having limited impact, there appears to be no alternative teaching strategy available to the childminder. There is insufficient planning for what steps are needed to support children's learning.

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Curriculum and teaching Needs attention

The childminder does not always provide sufficient interest or challenge for children so that they engage fully in activities for sustained periods. Children wander around the room with limited purposeful interaction from the childminder and any assistants who work with her.

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Curriculum and teaching Needs attention

Children have space indoors and outdoors to increase their mobility. They are encouraged to play in the garden or at the park to enjoy the benefits of outdoor space and fresh air. The childminder recognises the importance of children learning social skills. She praises the children when they are kind to each other.

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Inclusion Needs attention

The childminder does not have high enough expectations for children, including those who may face barriers to their learning. She does not prioritise early and accurate assessment of children's development needs. For example, the childminder is aware of where children need additional support. However, she does not seek advice from other professionals when needed. The childminder does not always consider the different ages and stages of learning for children effectively. Consequently, she does not adapt activities to allow all children to take part. Some children are left to occupy themselves and are not included.

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Inclusion Needs attention

The childminder is not fully aware of how to seek advice regarding children's development and progress. Her knowledge, understanding and skills to make a positive difference to those children who need additional learning support are limited. The childminder does complete training, but this is not always specific to the needs of the children. This means that children's emerging or changing needs are not quickly addressed. The childminder's lack of early intervention by seeking advice and support from other professionals prevents her from adjusting her curriculum to enable every child to progress to their full potential.

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Leadership and governance Needs attention

The childminder has created a safe, welcoming and secure environment for children. She works hard at establishing strong relationships with the parents and values their contribution to keeping her informed about the children who attend.

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Leadership and governance Needs attention

She is aware of what she needs to improve on to enhance the children's development and learning experience. However, the childminder's ongoing training and development needs are not accurately focused on what she needs to know to improve her practice for the benefit of the children. She acknowledges the recent changes and the need to drive improvement.

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Leadership and governance Needs attention

The childminder is supportive of any assistants who work with her and collaborates well with them. She ensures they complete relevant childcare training to further their knowledge.

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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 provides some teaching and learning for the children who attend. However, this is too general and does not provide for the individual learning needs of each child. The childminder, although aware of individual children's development needs, does not take the necessary steps to reduce barriers to children's learning or access the necessary support needed. Consequently, not all children can contribute and take part. This restricts their learning and well-being.

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

The childminder is attentive and caring towards the children. However, opportunities for children to think and achieve independently are limited.

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

The childminder mostly manages children's behaviour by giving instructions. However, this does not help children to understand what is expected of them or learn to manage their own behaviour effectively. Children are not given a consistent response from the childminder, so they are unclear of what is acceptable behaviour.

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

Children settle quickly at the childminder's home. They are eager for their friends to arrive and enjoy spending time together. The childminder is extremely warm and welcoming, which helps children to feel secure and able to move confidently around the house and in the outside play area. Some children enjoy song time on the carpet. They laugh as they complete the actions together. For example, they encourage each other to lie down for the 'Sleeping Bunnies' song.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 19:00

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About this inspection

The inspector spoke with the childminder and her assistants 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

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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