Childminder

Childminder

Unique reference number (URN): EY345592 Registered with Ofsted: 11/12/2006 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 extremely well and demonstrate they understand the childminder's expectations of them, which are embedded in everyday routines. They also demonstrate excellent manners, saying 'yes please' when asked if they would like to do something. The childminder supports children very well to share and take turns, helping them to negotiate when they want the same doll. Children are kind to their peers, such as offering them toys to play with. The childminder gives consistent praise and encouragement for their attempts and achievements. This promotes their self-esteem effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children are enthusiastic and eager to join in and partake in activities. They play very well alongside each other and cooperatively. Children concentrate well and persevere when they come across challenges. For example, when the ramp falls from the table, they work out how to put it back with encouragement from the childminder. Children show great excitement when the childminder puts on music for them to listen to. They pay close attention and listen really carefully as they are interested and anticipating what will come next. The childminder works closely with parents to ensure that children have beneficial routines at home and with the childminder, including promoting regular and prompt attendance, as she realises the importance of this for their wellbeing and developing positive habits for the future.

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Children's welfare and wellbeing Strong standard

Children benefit from strong bonds with the childminder, who responds sensitively to their needs, enabling them to feel safe and secure. The childminder talks to children about feelings and emotions and uses stories successfully to reinforce this. She teaches children to be careful and safe when interacting with her dog. They stroke the dog gently and carefully step over her tail. The childminder reminds children to be aware of the glass doors when they are sitting on cushions close by so they do not bump their heads.

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Children's welfare and wellbeing Strong standard

The childminder ensures children's privacy when changing nappies, using her body and furniture as a barrier, but ensuring she can still see other children. The childminder is acutely aware of children's wellbeing. She checks how warm they are when she notes it is becoming cold. The childminder works closely with parents to support healthy and nutritious meals and has a comprehensive policy, which is shared with parents. She holds discussions with

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Expected standard

parents to support them to provide healthy meals and suggests suitable alternatives. The childminder is aware to supervise children while they are eating and does her utmost to prepare for all eventualities, so she does not leave them unattended.

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Achievement Expected standard

Children are developing suitable knowledge and skills and making good progress. They all reach age-appropriate development stages. Children are ready for the next stage in learning, such as pre-school or school. They develop suitable skills, such as being able to put on their own shoes and coats. Children are improving their social skills and enjoy being around and playing alongside their peers. They are able to manage some of their own self- care skills, such as handwashing. Children have a good knowledge of colours and recall these confidently when they spot them in a story. Children have good listening skills and engage attentively when sharing stories and recall familiar phrases, such as 'boo'. Children show very good manners, spontaneously saying please and thank you at appropriate times. They are also kind and share with their friends.

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Curriculum and teaching Expected standard

The childminder's effective curriculum aims for children to develop a solid grounding in key skills and be confident and well mannered. On the whole, the childminder uses effective teaching and role modelling to support children's learning. Children develop a love of books and stories and enjoy singing and music. The childminder encourages children to communicate, joining in with conversations. She introduces new words and vocabulary to children, such as 'louder' and 'quieter'. Children then use these words correctly as they run cars down the ramps, comparing the sounds different cars make. However, at times, the childminder's teaching is inconsistent. She does not always encourage children to share their thoughts and ideas and sometimes answers for them.

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Curriculum and teaching Expected standard

The childminder teaches children mathematical language and concepts, such as counting and measurement, through planned activities. The childminder supports children's developing gross motor skills and balance. For example, she helps children to use cushions as stepping stones to improve their balance. The childminder encourages the children to count as they step.

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Curriculum and teaching Expected standard

The childminder has suitable systems in place to find out what children know and can do when they arrive, such as asking parents for pertinent information and then completing her own initial assessment. From this information, the childminder uses her robust knowledge of child development to decide what to focus on next and incorporates this into daily activities and experiences.

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Inclusion Expected standard

The childminder has high expectations of all children. She has a secure understanding of individual children's needs and progress and can identify and meet the needs of disadvantaged children. Where there are identified gaps in children's learning, the childminder puts effective support in place, such as supporting their personal, social and emotional development through activities and experiences. She is alert to the fact that any gaps could impact on future learning, and the eventual move to school, and is taking appropriate steps to prevent this.

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Inclusion Expected standard

The childminder has suitable arrangements in place to raise any concerns about children's learning or wellbeing, initially discussing these with parents and then seeking professional help as needed. She adapts her curriculum and teaching as required to support individual children and meet their needs. The childminder commits to working with external partners. For example, she takes steps to liaise with health professionals in connection with progress checks for 2 year olds. The childminder demonstrates how she has previously spent additional funding appropriately to provide additional resources suited to individual children. The childminder commits to completing any relevant training that will support her to meet children's individual needs.

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Leadership and governance Expected standard

The childminder is reflective and able to assess the success of her planned activities. She knows what she may do differently in the future to build on children's knowledge and skills and reinforce what has already been learned. For example, she intends to introduce further mathematical language. The childminder understands the importance of building secure relationships with parents so they feel confident leaving children in her care.

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Leadership and governance Expected standard

The childminder is very committed to her own continuing professional development and has attended many training courses to keep her own knowledge and skills current. She reflects on any training attended and makes relevant changes, such as updating her safeguarding policies.

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Leadership and governance Expected standard

The childminder has a good understanding of her local community and area and potential issues that could affect children and their families. She supports children to take part in physical activities and talks to them about healthy eating and lifestyles to support them in developing good habits. The childminder recognises tooth decay can be a concern with young children and encourages parents to visit the dentist with children, making it the norm and part of their routine.

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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 a child-orientated family environment, where children are safe and well cared for. The childminder ensures the environment is safe and suitable for children. She works closely with parents to promote attendance and punctuality. She helps parents to understand the importance of routines and continuity to help with transitions in the future and the move on to school.

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

Children are very happy and settled. They benefit from strong relationships with the childminder. They are developing social skills and interact happily with their peers. Children confidently explore the space used for childminding and are curious. Children ask for toys they would like to play with, such as the doll's house. The childminder encourages them to

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Inspector:

Clare Perry help tidy up and then supports them to set this up. Children show great enthusiasm to play and join in. They delight in activities the childminder provides, such as cars and ramps, and also listening to stories. The childminder values all children's contributions and uniqueness. She ensures they all have opportunities to join in with planned activities and make valuable contributions.

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Inspector:

The childminder has devised an effective curriculum. The main focus of this is for children to develop the knowledge and skills to be ready for their next stage in learning. She works closely with parents to support transitions. She suggests to parents if she feels their child would benefit from the addition of an alternative type of provision, to aid the move to school. Children make good progress while in the childminder's care.

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Inspector:

The childminder meets the needs of all children and plans interventions to support children who face barriers to their learning. The childminder plans visits in the local community to build children's confidence in the wider world and to meet new people.

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Next steps

Make the most of all interactions with children to create highly effective teaching opportunities and allow children to share what they know as well as their own ideas.

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About this inspection

The inspector spoke with the childminder and children during the inspection and received written feedback from parents.

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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 : 08:00 - 16:30

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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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