Childminder

Childminder

Unique reference number (URN): EY352865 Registered with Ofsted: 10/07/2007 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 supports children's personal, social and emotional development effectively. For example, she praises older children as they share resources and provides gentle reminders to promote their positive behaviour. Children show they feel safe with the childminder. They speak to her when they need help and enjoy cuddles throughout the day. The childminder is warm, kind and caring towards them, which has a positive impact on their wellbeing. Generally, children demonstrate positive attitudes to their learning. At times, they play and explore independently and practise some skills. For example, children know how to use technology resources to request songs and enjoy dancing to music. They repeat actions and show resilience as they persevere until they get the right song.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of children's individual routines. She gathers information from parents regularly to promote consistency between the setting and children's homes. Parents describe the communication methods and relationship as effective. They are very happy with how well the childminder supports their family needs, such as with toilet training skills. Parents comment on her flexibility and understanding of their individual circumstances. Children attend the setting regularly.

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Inclusion Expected standard

The childminder is aware of the possible barriers that children and families face. For example, the setting supports children from a range of communities. The childminder provides consistent and effective support to children and promotes their wellbeing.

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Inclusion Expected standard

The childminder knows families and children well. She understands how to meet their individual care needs and has sufficient understanding of the typical stages of child development. This helps her to identify areas of potential delay. The childminder uses assessment tools, such as the progress check at age 2, to highlight children's strengths and areas of individual next steps. She is able to access further support from other professionals when needed. This benefits children's wellbeing.

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Achievement Needs attention

Overall, children make progress in relation to their starting points. Children's mathematical and literacy development are not progressing well. Typically, the meals that children receive do not support them to recognise healthy foods. This demonstrates that children are not thriving in all areas of the curriculum. The oldest children develop the basic skills they need to start school. For example, some children are steadily building their communication, language and self-care skills. Children show how well they share and take turns as they manage their feelings. They show increasing levels of self-esteem. Children confidently share their ideas and thoughts with the childminder.

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Children's welfare and wellbeing Needs attention

The childminder does not have a secure understanding of the requirements of the early years foundation stage, specifically in relation to the food and drink she provides for children. For example, children receive ultra-processed food at some mealtimes. The children do not receive clear messages about the importance of a healthy diet. In addition, the childminder is not aware that children need to be in sight and hearing at all times when they eat. This has a negative impact on their safety.

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Children's welfare and wellbeing Needs attention

The childminder ensures that children have daily access to outdoor play. She takes children out for walks each day and regularly uses the local park to help them develop good physical skills. The childminder ensures children have plenty of opportunities for rest. Some children have comfort items to encourage their sleep. She supervises them effectively as they sleep. The childminder supports children to take an active part in their own self-care. She works in partnership with parents to help children begin to use the toilet before they start school. Children develop this skill quickly and show pride in their achievement.

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Curriculum and teaching Needs attention

The childminder's teaching is not well sequenced for younger children. For example, she provides complex jigsaw puzzles for them, but they are not developing the skills they need to problem-solve in this way. On occasion, the younger children disengage and silently wander around the playroom.

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Curriculum and teaching Needs attention

The childminder does not teach children across all 7 areas of learning. For example, her curriculum does not teach children about basic mathematical concepts such as learning about capacities, for example filling and emptying. Children are not building well on their existing skills and knowledge in all areas. The childminder focuses on supporting children to develop good physical skills. She promotes their self-care and independence. Children make progress in their communication and language skills. The childminder models and teaches the children new words and vocabulary. This is typical of her practice in this area. Older children use sentences; they speak and pronounce words clearly.

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Leadership and governance Needs attention

The childminder has a limited understanding of the requirements of the early years foundation stage. Despite significant input from external agencies, such as the local authority, there are breaches that have an impact on children's safety. The childminder does not have a clear understanding of her own areas of development and relies on support from other agencies to help identify areas for improvement.

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Leadership and governance Needs attention

The childminder is beginning to improve her knowledge and understanding of how to identify, record and report concerns about children's welfare. In addition, she has competed her paediatric first-aid qualification to help her manage medical emergencies. The childminder has a positive relationship with families. She understands the importance of sharing information with them about their children's learning. For example, she discusses how to promote older children's next steps in education. This ensures transitions benefit children's learning.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The childminder continues to breach several of the requirements of the early years foundation stage. For example, she is unaware that children are to be supervised at all times when they are eating. In addition, she does not provide food that is healthy, balanced and nutritious. Children are offered ultra-processed foods at some mealtimes. The childminder's curriculum is weak. Her teaching does not support older children's learning well in literacy and mathematical development. Her curriculum does not focus well on what the youngest children need to learn. At times, the childminder's teaching is not stimulating, and the children do not engage well. However, the childminder understands how to meet the needs of the families who attend. She is developing children's language and social skills and promotes their wellbeing. This helps to prepare them for the future, such as starting school or moving home. Children show enjoyment in their learning and participate in singing and

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What it's like to be a child at this setting

dancing. They confidently communicate with each other. Some older children use descriptive language and speak in full, clear sentences during discussions.

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What it's like to be a child at this setting

Children show they feel happy and safe with the childminder. They demonstrate good levels of self-confidence and self-esteem. The childminder promotes children's positive behaviour and supported them effectively throughout the inspection. Older children show awareness of how to share, and talk about how 'sharing is caring'. The childminder models good manners and offers praise to children regularly. She talks to them about how they can stay safe. For example, children understand that they cannot put resources in their mouth and recall that they cannot eat the berries from the trees on their walks to the park.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the childminder, children and parents 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 : 07:30 - 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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