Childminder

Childminder

Unique reference number (URN): EY548340 Registered with Ofsted: 01/09/2017 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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Achievement Expected standard

Children become confident talkers. They develop a love of books and rhymes, which helps to build their vocabulary. Babies enjoy cuddles with the childminder as she reads. Older children eagerly engage in story time. They listen, take turns to turn pages and excitedly anticipate what will be on the next page. Children explore sensory books, touch pictures and describe different textures.

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Achievement Expected standard

Children enjoy mathematics. They learn how to count accurately and confidently, knowing they need to point to each object. When they miscount, the childminder sensitively addresses misconceptions and helps children to practise and succeed.

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Achievement Expected standard

Children have some opportunities to develop their independence. They cut up fruit for snack and help with dressing. However, they do not consistently learn the skills to become independent in some aspects of their personal care, specifically toilet training. Furthermore, due to the storage arrangements of resources, children are not always able to make independent choices in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds nurturing relationships with children. She is a safe space for children when they need reassurance. Children settle quickly in her care. Babies snuggle in affectionately and older children are confident to ask for help and cuddles when needed. The childminder helps children to develop an understanding of the impact of their behaviour on others, such as by encouraging 'kind hands' and gentleness.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of children feeling happy and safe in order to learn. She provides a familiar routine so that children know what will happen next. The childminder has high expectations of children's behaviour. She encourages children to share, take turns and be kind to each other. Children form positive relationships with their peers. The childminder ensures that she is on hand to step in and support children to regulate their emotions when their wishes cannot be instantly met.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to use words to express their wishes. Children engage happily with the resources provided and request other toys. However, there are limited opportunities for children to select and access toys independently due to the storage arrangements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes good attendance. She has updated her attendance policy in line with recent changes to the early years foundation stage requirements. The childminder maintains a clear record of attendance, which enables her to identify patterns and/or concerns in children's attendance.

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Children's welfare and wellbeing Expected standard

The childminder builds close supportive bonds with children and families. She welcomes parents and carers into her home for individualised settling-in sessions to ensure that children feel safe and secure in her care. High levels of hygiene in the childminder's home help to keep children healthy and prevent the spread of infection.

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Children's welfare and wellbeing Expected standard

The childminder is aware of the health disadvantages faced by some early years children in the county, including obesity and poor oral hygiene. Mealtimes are a social time for children. The childminder ensures that children are safely supervised at all times. She provides healthy and home-cooked meals for children, ensuring that they follow recommended nutritional guidelines. The childminder safely prepares meals for children of all ages, to minimise choking hazards. She provides advice and guidance to parents about weaning, highlighting the high sugar content in some pre-prepared baby food.

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Children's welfare and wellbeing Expected standard

The childminder follows safe and nurturing sleep procedures, following babies' home routines. Babies have a cuddle as they drink their milk before being rocked to sleep. Sleeping babies are always within sight and sound of the childminder. She completes 5- minute checks, closely monitoring children's breathing as they sleep.

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Children's welfare and wellbeing Expected standard

The childminder supports children to progressively learn the skills to recognise, express and manage their emotions. She helps children learn the language of emotions, labelling them as she plays alongside them. She provides cuddles and reassurance, supporting children to learn how to begin to regulate their emotions.

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Curriculum and teaching Expected standard

The childminder's curriculum builds on children's previous learning. She prioritises children's personal, social and emotional development, ensuring children feel happy and safe. She uses assessments to identify next steps in children's development and, in the main, she supports children to reach them. However, she does not consistently support children's independence with toilet training.

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Curriculum and teaching Expected standard

The childminder seizes opportunities to engage children in songs and rhymes. This supports their communication and language skills. She sings 'Row, Row, Row The Boat' as children play together. Children join in at varying levels. Babies smile and happily watch and learn. Toddlers giggle as they copy actions, while older children fill in the missing words that the childminder intentionally leaves out. The childminder carefully plans her provision indoors and outdoors to promote children's physical development and wellbeing. She provides time and space for babies to roll and move around the room. This develops their core strength and mobility. She encourages older children to tiptoe like mice, practise their jumping skills and learn how to throw, catch and kick balls. Children develop their fine motor skills as they build with construction toys and dress dolls. Furthermore, she plans outings in the local community. Children play in

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Curriculum and teaching Expected standard

parks and learn about animals and the natural world.

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Inclusion Expected standard

The childminder closely monitors children's progress. She completes assessments of children's development and promptly identifies gaps in children's learning. The childminder adapts her practice and modifies her provision to support children's specific needs. She works in partnership with other agencies to ensure that children receive the support they need. Furthermore, the childminder supports transitions to other settings to ensure that any required adaptations are in place to enable children to thrive.

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Inclusion Expected standard

The childminder understands the pressures families face and the help they may require. She provides early help to support families in financial difficulty, signposting and referring them to specialist targeted support when needed.

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Inclusion Expected standard

The childminder has completed training to support children with autism and is planning to complete additional training to further support children with special educational needs and/or disabilities. She is aware of the support services and additional funding available and signposts parents to nearby groups led by health visitors.

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Inclusion Expected standard

The childminder identifies the barriers to children's social interactions and ensures that she is on hand to support them. She networks with other childminders to provide opportunities for children to socialise in larger groups. Parents and carers talk about the positive impact this has had on their children's social skills.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of the requirements of the early years foundation stage. She attends cluster group meetings and networks with other early years providers to ensure that her knowledge and skills are up to date. The childminder completes all mandatory training and other training organised by her local authority.

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Leadership and governance Expected standard

The childminder updates her policies and procedures in line with changes in early years practice and shares these with parents and carers. She asks parents to keep her informed of any changes to information she holds about children and families. This two-way flow of information sharing ensures that the childminder knows what children are learning at home and parents are kept fully involved in their children's learning.

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Leadership and governance Expected standard

The childminder is passionate about maintaining high standards and makes a positive impact on children's learning and development. She has procedures in place to risk-assess her provision and minimise risks to children. The childminder reflects on her provision and identifies areas for improvement. This includes plans to further develop her outdoor provision for children.

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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 have fun learning in this homely setting. They smile and squeal with delight when they engage in play with the childminder and their friends. The childminder knows children well. She welcomes parents and carers into her home. The childminder works in close

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Inspector:

Sharon Wilcox partnership with parents to understand children's individual needs, starting points and any barriers to their learning.

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Inspector:

Children are happy, safe and secure. The childminder understands and responds to children's verbal and non-verbal communication. Children confidently express their needs, which the childminder meets. Babies enjoy the company of their older peers. They greet them with smiles and copy their actions. Older children communicate kindly with them. They model how to make sounds and sing songs to them.

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Inspector:

The childminder supports children to learn the skills to form positive relationships with their peers. She plays alongside children, modelling how to share, take turns and use words to express their needs. This creates a calm and harmonious atmosphere in her setting.

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Inspector:

Children confidently greet visitors and engage them in their play. They proudly talk about their clothes, friends and what they enjoy playing with. Children talk about their favourite stories and characters in books. They copy the movements and sounds animals make in stories. Babies listen and point to matching animals on posters and imitate the sounds they make.

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Next steps

The childminder should review the arrangement of the provision to enable children to access a wider range of resources to further develop their own interests and raise their progress even further. The childminder should implement a consistent approach to toilet training and promoting children's independence more.

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About this inspection

The inspector spoke with the childminder, parents, carers and 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,Thursday : 07:30 - 17:30

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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

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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