Childminder

Childminder

Unique reference number (URN): EY407488 Registered with Ofsted: 15/03/2010 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 Strong standard

Children are well supported through transitions in their lives. Practice is tailored to meet children's care and learning needs when they first start. This includes getting to know the childminder to help them feel emotionally secure when they first start attending. Furthermore, children have experiences, such as visits and looking at photos, to help them get to know the school they will be moving on to. Children become increasing independent when managing their own personal belongings, such as understanding where to place their shoes. Children learn about nature when they have opportunities to act out stories in woodland, supporting their literacy skills and understanding of the world around them. Older children retell stories to the childminder and their peers, developing their confidence and social interactions.

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Achievement Strong standard

Children are supported to swiftly close any gaps in their learning. They benefit from partnership working between the childminder, parents and carers and other professionals, to provide targeted support. For some children, this means focusing on their communication skills to help them make significant progress in their speaking skills.

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Curriculum and teaching Strong standard

The childminder has high expectations of what children can achieve. For example, all children are given encouragement and time to take off their all-in-one suits after playing outdoors.

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Curriculum and teaching Strong standard

The childminder, and any assistants she works with, have highly effective interactions with children to support their learning. For example, they have completed training to develop their knowledge of how to support children's communication skills. This includes them effectively getting down to children's level, repeating words children say and introducing songs and stories throughout the day. The childminder is skilled at adapting her teaching to meet children's emerging interests and curiosity. For instance, when younger children show their physical skills as they start to throw balls outdoors, the childminder is skilled at introducing questions and instructions for them to answer and follow. This helps to develop high levels of social skills and understanding. The childminder's interactions respond quickly to children's emerging ideas. This includes when children play with sticks in sand. The

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Expected standard

childminder introduces language to describe size for children to learn, such as 'big' and 'little'. This helps children to build on their mathematical development.

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Expected standard

The childminder uses assessments to identify how to support children to progress from their starting points in learning. If she identifies any gaps in learning, she is quick to put measures in place to close these. This includes speaking to parents, carers and other professionals to identify how to implement activities in the setting and at home to support children's individual needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has rules and boundaries in place to help children understand what is expected of them. Children show that they understand these, saying that they need to walk inside and run outside.

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Behaviour, attitudes and establishing routines Expected standard

The childminder, and any assistants she works with, are positive role models for children. They use manners when they receive toys and resources from children. They show children respect, listening to their views and encouraging them to explore, investigate and follow their own ideas. Children are keen to join group activities, where they get along well with others. For instance, when children sit to listen to stories, the childminder is skilled at maintaining all children's focus and attention. This helps them to develop a positive attitude to learning. Children understand routines during the day. For instance, they are keen to help the childminder to tidy away toys. The childminder asks younger children to put specific toys away, whereas older children make decisions about what to tidy away themselves.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and speaks to parents and carers about the importance of children attending regularly.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's individual needs, including those children who face barriers to their learning. When children start attending, she finds out about their routines and interests and provides for these. This includes providing safe sleeping arrangements for children to rest when they are tired. This helps children to feel emotionally secure in her care. The childminder is quick to identify children's emerging needs. For example, when younger children gesture that they want music to be played, the childminder recognises these cues to allow children to follow their interests. However, the childminder does not support older children highly effectively to manage their own feelings and behaviours.

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Children's welfare and wellbeing Expected standard

The childminder helps children to understand how to be healthy. This includes talking to children about why they need to wash their hands. Children join the childminder to make yoga poses to promote their body strength. Children are supported to expand their eating habits. For instance, the childminder works in partnership with parents and carers to encourage children to try a wider variety of foods, including fruit. Children learn how they can keep themselves safe. For instance, the childminder talks to them about road safety when they walk with her in the street.

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Inclusion Expected standard

When children first start attending, the childminder gathers information from parents and carers about their children's individual needs. This enables her to tailor her practice to meet children's emotional needs. For some children, when they first start, this includes the childminder visiting them in their homes for them to get to know her. Other children are invited to attend settling-in sessions in her home to help them to get to know the childminder and environment.

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Inclusion Expected standard

The childminder uses observations and assessments to help identify what children need to learn next. This enables her to monitor children's progress and identify any emerging gaps in their learning. If children have delays, the childminder works in partnership with parents, carers and other professionals, such as health visitors. This enables her to develop her knowledge of how to help close gaps in children's learning so they receive targeted support, such as to develop their speaking skills.

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Inclusion Expected standard

The childminder spends additional funding that some children receive to meet their individual needs. For example, she purchases equipment so children can access more learning outdoors to support their development.

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Leadership and governance Expected standard

The childminder understands her strengths and areas for development. Since her last inspection, the childminder has made changes to her garden to provide more learning experiences for children. This includes providing opportunities for children to develop their knowledge of how to plant and grow beans. The childminder intends to develop her practice further, such as to complete training courses to build on outdoor learning opportunities for children.

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Leadership and governance Expected standard

The childminder completes training courses and webinars to build on her professional development. Furthermore, she gathers information from other professionals to help her meet children's individual needs. This includes working with health visitors and speech and language therapists to identify activities and support for children to develop their language skills. The childminder completes training courses alongside any assistants she works with. Therefore, this ensures that they benefit from the same learning to develop their knowledge of how to support children's development.

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Leadership and governance Expected standard

The childminder shares information with parents and carers about their children's day. This includes talking to them about their children's next steps in learning and sending parents photos of activities their children enjoy. The childminder works in partnership with parents to support children's learning in the setting and at home.

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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, including those who face barriers to their learning, show positive relationships with the childminder and their peers. The childminder gets down to children's level when she plays alongside them, taking a keen interest and engaging positively in their play. Children receive comfort from the childminder. This contributes to children feeling safe and secure. Children show that they understand the daily routine that the childminder embeds. For example, when children independently wash their hands to promote hand-hygiene routines when they have finished playing outside. Children confidently place their belongings in designated spaces in the childminder's home. Children are keen to express their thoughts

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Inspector:

Hayley Ruane and ideas, such as when deciding what toys they want to play with. They listen and follow the childminder's instructions well. This helps to create an environment of mutual respect.

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Inspector:

The childminder uses information from parents about children's abilities, along with her observations and assessments of children, to identify what they need to learn next. For example, when she identifies that younger children need to develop their interactions with others she provides them with group experiences, such as story times. Furthermore, to support children to say words clearly, the childminder repeats words back to children, so they hear the correct pronunciation. Children learn how to share and take turns. They are supported to sit on opposite ends of a see-saw and move up and down. Children's learning is sequenced, such as their physical and literacy skills. Younger children are supported to develop an understanding of how they can make marks when they use chalk and paint brushes with water. Older children are encouraged to identify and talk about what they draw.

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Inspector:

The childminder works in partnership with parents and carers to promote children's attendance. For example, for some children, this includes arranging to collect them from their homes so they can attend regularly.

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Next steps

The childminder should strengthen the support for older children to manage their own feelings and emotions.

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About this inspection

The inspector spoke with the childminder and her assistant 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 : 07:00 - 17:00

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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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