Childminder

Childminder

Unique reference number (URN): EY543642 Registered with Ofsted: 21/03/2017 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 Expected standard

The childminder offers a safe and caring environment for children. Children attend regularly, as the childminder adapts her care to support the needs of families. The childminder recognises the importance of helping children to settle into her home after the school day. The childminder creates a home-from-home environment, where children understand what is expected of them and how to behave positively. For instance, as children ask to watch some television, they agree with the childminder on a timescale to watch their favourite programme. Children keep to this time to enable them to have opportunities to take part in shared creative play with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a good role model. Her cheerful and kind manner with children helps them to feel valued and respected. The childminder understands the differing ages of children she cares for. She tailors expectations around behaviours with this in mind. Children are very polite and use good manners. For example, they respond to the childminder's questions by saying 'please' and 'thank you'. The childminder is kind and courteous to children, which fosters the caring environment children benefit from. Children build strong bonds with the childminder and their peers. They develop a sense of belonging and enjoy their time in the childminder's care.

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Children's welfare and wellbeing Expected standard

The childminder develops trusting and respectful relationships with children. Conversations flow as children happily chat to her on the walk from school and when they get into her home. Children have opportunities to learn routines that promote their physical development, health and wellbeing. For instance, they swiftly find large green space to run, as they race to see who can win. Children are able to use daily walks back from school and opportunities to play in the childminder's garden to benefit from active play to support their physical health and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder provides children with healthy snacks. Children learn how to make choices from the variety of fruits the childminder provides. They learn the importance of a healthy diet and the need to rehydrate themselves to keep their bodies healthy and strong. The childminder helps children to learn the importance of hygiene routines, such as washing their hands before they sit to eat, to keep themselves healthy. The childminder talks to children about the importance of good hygiene to embed their understanding of this aspect of their self-care. Children learn the importance of being healthy and active. The childminder supports children well to express themselves in a kind, considerate and respectful way. They learn how to manage their emotions and to recognise and respond to the differing needs of friends with kindness and respect.

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Inclusion Expected standard

The childminder understands her role in providing an inclusive practice, including if she was to support children with special educational needs and/or disabilities. She uses her relationships with children and their families to find out about the needs of children before they start. Where changes are needed to ensure that children can and do attend regularly, she understands how to promote this well. The childminder understands how to observe, assess and review the progress children make and how to offer tailored support for them. She continues to build on her knowledge and skills through training that builds on her skills to support an inclusive practice.

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Inclusion Expected standard

The childminder supports children's personal, social and emotional wellbeing as part of inclusion. She recognises the value this has for children at her setting, to help them make choices and to have a voice that is heard and respected. This helps children to share ideas, to grow in confidence and to develop their self-esteem. The childminder understands how to work with other professionals, should they be involved in children's care. She understands how to use any additional funding children may have to support areas of care and development that she prioritises.

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Leadership and governance Expected standard

The childminder has reviewed the action raised at the last inspection. She understands her role in ensuring that if she was to work alongside an assistant, she would ensure they gained and maintained a current paediatric first-aid accreditation, should they be left in sole care of children. However, the childminder no longer works with any assistants currently.

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Leadership and governance Expected standard

The childminder evaluates her strengths and weaknesses, including the views of children and parents. She creates a setting that promotes children's choices. For instance, children enjoy baking, and the childminder uses this opportunity to promote their creativity and critique of what they make.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder. They value the range of activities she provides, which are tailored to their children's individual interests. Parents say they feel their children are safe and well cared for. The childminder provides an effective link between home and school, ensuring that key messages are communicated. However, the systems for gathering and sharing information with the local schools that children attend have not yet been fully established. This does not consistently strengthen the arrangements to enhance the support for children's care.

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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 settle happily into the childminder's care after their day at school. The childminder takes the time to talk to children about their day at school, to find out about what they have been doing and what they have enjoyed. Older and younger children get on well together. They demonstrate kindness and courtesy as they walk together, deciding whose hand to hold. The childminder uses opportunities to teach children about safety, such as when children learn how to cross the road. For example, children learn safe places to cross and how to look and listen for cars. They pay attention as the childminder encourages them to take the lead in deciding when it is good to cross. Children develop confidence in these

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Inspector:

Tara Naylor routines, as the childminder recognises the importance these have in teaching children how to keep themselves safe.

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Inspector:

The childminder takes the time to get to know the children she cares for. She understands the barriers that children may have to attending and offers care that promotes their regular attendance. The childminder organises her setting with children's interests in mind. For example, she finds out about children's favourite toys and games and ensures that she offers resources that follow their interests. Children learn how to be independent, in age- appropriate ways. For instance, they take off shoes and coats and put away bags as they come into the childminder's home. Children get along well together. Older children are kind and respectful towards younger children. They play alongside them and offer help, recognising when their peers might need a little support. For instance, as younger children look for cars for the track, older friends help them find and test the best cars. They demonstrate how to turn the handle to move parts of the track. They congratulate their

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Inspector:

friends as they succeed. Children are kind and caring.

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Next steps

The childminder should consider how she extends partnership working with local schools that children attend, to enhance the support for children's care.

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About this inspection

The inspector spoke with the childminder and with 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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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 08:45,Monday,Tuesday,Wednesday,Thursday : 15:15 - 18:00

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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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