Childminder

Childminder

Unique reference number (URN): EY449789 Registered with Ofsted: 02/08/2012 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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Achievement Expected standard

All children make progress from their starting points. Children new to the setting settle well when they start. They develop secure bonds with the childminder, which enables them to confidently engage in their learning. Children learn new words in context, such as when they make Christmas tree crafts. Afterwards, children demonstrate what they have learned by making links and saying 'tree' as they point to trees on their walk. Children develop age- and stage-appropriate skills and knowledge. They build on their physical strength to enable them to progress from crawling to walking. This helps children to develop the skills they need to move on to the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She sets clear rules, which she teaches to children. This includes teaching them not to touch some of the home furnishings to ensure children's safety. Children show their understanding of these rules by listening to what the childminder has said and responding appropriately. Additionally, children show that they are familiar with the daily routines, such as collaborating well with the childminder to tidy the toys away when they have finished playing with them. The childminder gives them appropriate praise, which helps children to show positive behaviour and learn familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

Children show high levels of engagement in their learning. For example, they actively explore their surroundings and independently select what they want to play with. Children respond positively to interactions from the childminder, such as following her cues to extend activities. For instance, children enjoy learning how to connect the building blocks together to make towers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of the importance of regular attendance to support children's learning. She has policies and procedures in place to monitor children's attendance. The childminder asks parents and carers to let her know if they are not attending. She promptly follows up on any episodes of absences that have not been notified to her, which helps to keep children safe.

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Children's welfare and wellbeing Expected standard

The childminder provides all children with a safe and welcoming space where they are able to freely engage in their learning. Children benefit from warm and gentle interactions from the childminder, which supports them to develop secure positive relationships with her. She ensures that children are given privacy and respect during intimate care routines. The childminder uses these opportunities to further strengthen bonds with her by giving children her full attention. This helps children to form appropriately secure and trusting relationships.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's safety and wellbeing. For instance, she implements effective risk assessments when they go on outings. This includes ensuring that children hold her hand when they walk on the pavements and checking for passing cars. This supports children to develop an awareness of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Overall, the childminder supports children to learn how to look after their bodies. For instance, she provides them with regular opportunities to exercise with daily walks in the local area, and she ensures that they clean their hands before they eat. Children generally have access to healthy food. However, at times, the childminder does not consider ways to ensure that children receive consistently positive messages to support their understanding of making healthy food choices. This does not fully enable children to develop positive eating habits.

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Curriculum and teaching Expected standard

The childminder provides all children with a broad curriculum that supports their ongoing progress across all areas of learning. She plans for children's continued learning based on her assessment of where they are in their development and what she wants them to learn next. The childminder assesses children's progress, such as recognising that they have learned and understood the meaning of new words when they point and say 'tree'. However, at times, the childminder does not assess the impact of learning opportunities well. For example, when children are not focused on activities, the childminder does not consistently consider ways to re-engage their attention. At these times, children do not fully benefit from teaching that supports them to make the progress they are capable of.

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Curriculum and teaching Expected standard

The childminder supports children to develop their language skills. For instance, she reads stories to children and waits until they are ready before moving on in the story. This allows children to fully explore the pages they are looking at. The childminder draws children into the story by acting out relevant parts to them. This helps children to sustain their interest in the story being read. The childminder also talks to children as they engage in activities of their choosing. This gives her opportunities to weave in mathematical language, such as describing toys as being 'heavy' or 'too big'. This helps children to develop an awareness of mathematical concepts.

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Curriculum and teaching Expected standard

Children benefit from opportunities to build on their physical skills. For example, children enjoy going on walks. This helps them to learn to balance as they walk across different types of floors, such as tarmac, bark and grass. Children also learn to strengthen their hand grip as they manipulate resources to create a desired outcome. This gives children time to develop the skills they need to enable them to move on to the next stage of their learning.

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Inclusion Expected standard

The childminder has secure knowledge of the children she cares for. She spends time getting to know children and their families well before they start at her setting. This helps the childminder to begin to identify where children are in their development and plan for their learning. The childminder continually monitors children's progress so that she can decide what she wants them to learn next. This also enables her to recognise when children have gaps in their learning.

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Inclusion Expected standard

The childminder is aware of the procedures to follow if she has concerns about children's development. This includes speaking to their parents and carers and working with them to access additional support where required. The childminder is aware of when children may be entitled to additional funding. She understands how to assess children's individual needs to decide how this funding will be used to support their ongoing development. The childminder has experience of supporting children with additional needs. However, she plans to complete additional training in order to further enhance her teaching skills and to consistently support children to engage well in their learning.

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Leadership and governance Expected standard

The childminder completes mandatory training, such as first aid and safeguarding, to ensure that she meets the requirements of registration. She recognises that she would benefit from further training to enhance her ability to meet the needs of children with special educational needs and/or disabilities, and she is taking steps to source an appropriate training course.

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Leadership and governance Expected standard

The childminder identifies strengths in her practice, such as developing strong partnerships with parents and carers. She communicates well with them and ensures that they share appropriate information so that they can work together to meet children's needs. This includes asking parents to share information about children before they start so that the childminder can plan for them to settle at her setting. The childminder also talks to parents about their child's progress and what they can do together to support children to continue to make appropriate progress.

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Leadership and governance Expected standard

The childminder links up with the schools that children will be moving on to in order to discuss the skills and knowledge that they want children to gain before starting school. This further enables the childminder to plan a curriculum that supports children to be prepared for moving on to school.

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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 respond positively to the warm and gentle guidance that the childminder gives to them. This helps children to develop secure bonds with the childminder and feel safe in her care. The childminder uses her knowledge of children to support their learning. For instance, she arranges the learning environment based on what she knows about children. She ensures that they have access to resources that interest them. As such, children show that they are confident and happy. They freely explore their surroundings and draw the childminder into their chosen activities. For example, children independently choose familiar activities to engage with, such as push-along cars. They make eye contact with the childminder as their cars move across the room. The childminder follows children's interests

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Inspector:

Hayley Kiely to build on their learning, such as naming the objects that young children point to. This helps children to learn the meaning and context of different words.

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Inspector:

The childminder provides children with opportunities to develop their social skills. For example, she takes them to the park, where they meet other people. She supervises children well so that they can safely engage with the people they meet at the park. The childminder supports children with this process by giving them gentle encouragement as they smile and wave their hands to the other children in the park. This enables children to develop an awareness of people around them.

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Next steps

The childminder should consistently recognise when to adapt activities to support children to re-engage in their learning. The childminder should provide children with consistent messages about how to look after their bodies to enable them to develop healthy eating habits.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took account of parents' experiences.

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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 : 07:30 - 18:00,Friday : 07:30 - 09:00,Friday : 15:00 - 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

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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