Childminder

Childminder

Unique reference number (URN): EY422153 Registered with Ofsted: 16/02/2011 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

Children make progress from their starting points in development. They develop the foundations they need for their future learning. Children develop confidence and a willingness to try new things. When learning or finding things tricky, children develop the emotional resilience they need to try again, to achieve successfully. Children benefit from an environment rich in language that supports them to learn, understand and use a wide range of vocabulary, confidently.

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Achievement Expected standard

Children develop a love of literacy. They choose and share favourite stories. Children listen to stories read in exciting ways, which brings them to life. They point out favourite characters as they think about and share what might happen next. Children benefit from this focus on their communication skills to help lay good foundations for their learning, including in readiness for school, when the time comes.

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Behaviour, attitudes and establishing routines Expected standard

Children's relationships with the childminder are trusting. The childminder creates and maintains a positive environment for children to develop their personal, social and emotional skills. Shared expectations for behaviour help children to learn and understand how to play and interact with their peers. The childminder is respectful and considerate of the children in her care. She understands the differing ages of children and how to support children's emotional needs. The childminder helps children to recognise their own emotions and how to respond to them in a positive way.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models good manners, such as thanking children for helping to tidy away toys and resources. Children listen to what they are asked to do and respond to the childminder's requests. Children learn how to play together with their friends with kindness and respect. They share toys, resources and time between groups to ensure that everyone is included. This contributes to the friendships children build and the happy and harmonious environment the childminder creates. The childminder promotes children's regular attendance, through conversations with parents and carers, from the start. Children's attendance is regular and punctual to ensure that they benefit from their educational entitlement.

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Children's welfare and wellbeing Expected standard

The childminder establishes secure relationships with children. She understands their likes, dislikes, fears and comforts to tailor care accordingly. When children need extra support, the childminder recognises this and offer cuddles and comfort. Children enjoy the close comfort they receive, to help them feel reassured and build their emotional resilience.

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Children's welfare and wellbeing Expected standard

Children learn how to express their emotions positively, through the childminder's curriculum. For instance, the childminder uses stories about emotions to help children understand different feelings. They learn how to recognise characters' emotions and times they feel happy, sad or scared. The childminder uses these experiences to help children to recognise and express their own emotions in a supportive and respectful way. This has a positive impact on children who are quieter and less confident to share their ideas and build their confidence.

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Children's welfare and wellbeing Expected standard

Parents and carers comment that they feel children are safe and well cared for. The childminder's partnerships with parents help to promote routines, such as sleeping and mealtimes, to reflect children's individual needs. For instance, the childminder introduces broader ranges of fruits and vegetables, which children grow, tend and harvest to eat. This helps to teach children about foods that contribute to healthy lifestyles and support their physical wellbeing.

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Curriculum and teaching Expected standard

The childminder understands the way in which children learn. Her knowledge of children's development helps her to adapt the activities she provides to support the differing ages of children. The childminder extends children's learning and helps them to succeed. For instance, as children explore rice, older children learn to count and match the number of elves they find hidden. Younger children learn how to coordinate their hand movements to transfer rice to pots, as they scoop and pour. The childminder talks to children as they explore, modelling language to support children's communication skills.

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Curriculum and teaching Expected standard

Children demonstrate confidence in counting, recognising written numbers and matching them accurately. However, the childminder does not consistently provide opportunities to extend children's understanding of shape. For example, when children identify the shapes of musical instruments, the childminder does not build on this moment to deepen their knowledge of shape. Children are confident and capable in their physical skills. They learn how to move their bodies to develop core skills, balance and coordination. For instance, as children join in rhyme time, they stretch high and touch their toes, following the actions in time. The childminder prioritises children's personal, social and emotional growth. She fosters kindness, good behaviour and strong self-esteem to support children's wellbeing.

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Inclusion Expected standard

The childminder understands the unique needs of children. She provides an inclusive environment, where children see themselves and others represented. For instance, children hear books read in different languages. They learn how to pronounce 'merci' and that this is a French word for 'thank you'.

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Inclusion Expected standard

The childminder takes time to get to know children and their families. When children first start, the childminder uses her conversations with parents and carers to find out about what children know and can do, and their care routines, likes and dislikes to help support their transition from home to her setting. She uses this information to ensure that children can access their full early education provision.

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Inclusion Expected standard

The childminder regularly checks and monitors the progress children make to put in place any additional support children may need. Where additional support is needed from other professionals, including the local authority, the childminder takes swift action to seek this. The childminder uses advice from other external agencies to help shape how she supports children. This has an impact on children's confidence and helps children to gain the skills they need in readiness for their next stage in learning.

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Leadership and governance Expected standard

The childminder takes a professional approach to reviewing and reflecting on her knowledge, skills and overall practice. She seeks the views of parents and children to contribute to her evaluation. She makes changes that have a positive impact for children. For instance, since the last inspection, the childminder has made changes to the environment that have benefited children's concentration and engagement in their play and learning. The childminder has reviewed how she gives children time to share their ideas in conversations to develop their communication skills.

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Leadership and governance Expected standard

The childminder prioritises opportunities to access training in relation to safeguarding and maintaining an up-to-date first-aid accreditation. This helps her to keep this aspect of her knowledge and practice up to date.

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Leadership and governance Expected standard

Partnerships with parents and carers are a strength of the childminder's practice. She works closely with parents to support them, offering advice and guidance, when requested. The childminder shares children's progress and successfully supports parents in continuing children's learning at home. This has had a positive impact for children's personal, social and emotional development. However, although the childminder establishes information- sharing with other settings children attend, she is yet to extend these to help her to support a joined-up approach to children's care and learning.

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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 receive a warm welcome into the childminder's home. The childminder promotes children's sense of safety and security. Children's regular attendance helps to build their confidence and a sense of belonging. The childminder places children's personal, social and emotional development at the heart of all she does. She recognises the value that confidence, self-esteem and a 'can-do' attitude have for children. The childminder uses a wealth of opportunities to help children to try new activities and praises their achievements to help them flourish. For instance, children learn to prepare, peel and cut fruits at snack times. Where children need extra help to learn how to pull skin from fruits, the childminder encourages them to have another turn. She offers guidance and celebrates their success as

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Inspector:

Tara Naylor children smile with pride. Children behave with kindness and courtesy as the childminder models this in her interactions with children. Older and younger children play well together. Children recognise and respond to their friends, offering turns with favourite toys.

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Inspector:

The childminder creates hands-on experiences to promote children's enjoyment of learning. For instance, the childminder teaches children how water freezes, as children explore leaves captured in the ice and notice how the ice melts as they warm it in their hands. Children gain good independence, in readiness for future learning. They learn to dress to go outside, putting on coats and fastening shoes, as the childminder encourages and promotes children's age-appropriate skills. Children develop an interest in mathematics, such as when they count the number of plates they need for snack time. The childminder builds positive relationships with parents and carers to support children's emotional needs through regular discussions.

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Next steps

The childminder should strengthen opportunities for children to develop their understanding of early mathematics through their play to enhance children's knowledge of shape, size and measure. The childminder should strengthen communication with other early years settings children attend to support continuity in children's learning and development.

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About this inspection

The inspector spoke with the childminder 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,Friday : 08:00 - 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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