Childminder

Childminder

Unique reference number (URN): EY549539 Registered with Ofsted: 26/10/2017 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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Children's welfare and wellbeing Strong standard

The childminder knows and understands the children extremely well. She invests time in building secure relationships with all children. She shows a warm and nurturing approach and encourages children to express their feelings, giving them the confidence to do so. Children seek her out when they need a cuddle, and they find comfort in this as they nestle into her arms. Children manage their emotions well. The childminder supports them to identify what they need, for example food, water and sleep. The routine for children is consistent but flexible to the children's individual needs.

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Children's welfare and wellbeing Strong standard

The childminder places importance on teaching children how to stay healthy. She uses every opportunity to discuss topics such as healthy eating and oral hygiene. For example, at snack time, children talk about the need to brush their teeth after eating fruit. The childminder teaches children how to safely use a child safe knife to cut up their fruit. After mealtimes, the children use individual mirrors and face cloths to clean their hands and faces independently. They blow their own noses, and the childminder teaches them about washing hands and placing tissues in the bin to stop the spread of germs. Hygiene practices and habits are well embedded and consistent.

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Achievement Expected standard

Children make progress from their starting points across all areas of development. Communication and language are promoted to support all other areas of development. Children build their vocabulary rapidly. They are confident communicators, and they enjoy sharing their thoughts and feelings. Children build upon what they already know and can do as a result of a well-sequenced curriculum.

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Achievement Expected standard

Children are prepared for the next stage in their journey. Teaching supports children to have a go for themselves and develop their independence. Children learn many skills that will support them to start school. For example, they build confidence and independence to support themselves in becoming self-sufficient. They build gross and fine motor skills as well as core muscle strength that will support early writing skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides an environment where children know what is expected of them. The consistent daily routine supports children to know what happens next throughout the day. For example, children know that snack happens after a story. They know that they tidy the toys away before starting new activities. The childminder has a positive relationship with the children. They listen to the childminder and follow instructions with ease.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind and caring towards their friends, and they enjoy playing together. The childminder supports children to take turns and share toys, stepping in sensitively when children need help. She offers clear strategies, such as encouraging children to wait for their turn or choose a toy that is the same or similar. The effectiveness of these approaches varies depending on children's age and stage of development. As a result, teaching that supports children's behaviour is not always consistently effective across all ages and stages.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a process in place to support punctuality and attendance. The childminder understands the importance of this and the impact it can have on learning. Children have positive attitudes towards learning.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum and her own teaching skills. For example, she has worked hard to enhance her teaching skills in promoting children's communication and language. She supports children by giving them time to process their thoughts and ideas before they respond. The childminder builds children's vocabulary by introducing new words to them, for example describing what objects look and feel like. Children build their mathematical language through a range of activities, including number rhymes and experiments, such as floating and sinking.

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Curriculum and teaching Expected standard

The childminder provides activities to develop children's physical skills. For example, children develop their gross motor skills through dancing to music with the childminder. Children thread shapes onto shoe laces to build their fine motor skills.

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Curriculum and teaching Expected standard

The childminder uses children's interests to provide activities that are suitable for children of all ages. This supports children to enjoy playing and learning. Occasionally, the activities do not support all children's levels of concentration and engagement. For example, older children engage in an activity for increasing amounts of time, while younger children loose interest quickly. On these occasions, the childminder's teaching is not always adaptable to both age groups in the moment.

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Inclusion Expected standard

The childminder completes a starting point assessment when each child joins the provision. She uses regular assessments to monitor children's progress in all areas of development. The childminder understands how to use observation and assessment to meet children's individual needs. She identifies what children already know and what they need to learn next. She monitors the impact of teaching and children's overall progress. For example, she observes children's daily learning to assess what they can confidently do. This information is collated regularly to make an assessment of children's development across all areas of their development. This process ensures that she is able to identify any gaps in learning quickly. This enables her to adjust her teaching accordingly to close any gaps to learning swiftly.

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Inclusion Expected standard

The childminder understands how she would support any child that may face barriers to learning, such as those with special educational needs and/or disabilities or those in receipt of early years pupil premium. She knows how to work with external professionals to ensure that all children have equal access to opportunities and experiences.

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Leadership and governance Expected standard

The childminder evaluates her provision well. She accurately identifies her strengths in building effective relationships with all children. As well as providing a homely and family feel to her provision. She places importance in building and maintaining partnerships with parents and families of the children in her care. Parents speak positively about the provision and the care and education their children receive. They value the care and attention their children receive in the 'family feel' setting.

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Leadership and governance Expected standard

The childminder keeps her knowledge up to date. For example, she has recently refreshed her paediatric first aid. She stays up to date with local authority information in regards to early years provisions. She identifies areas that she would like to enhance, such as broadening her knowledge on teaching practices that support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder's organisation and oversight of the provision is effective. She takes time to reflect and refine processes and procedures to ensure that they support a safe and fun environment for children to thrive.

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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 are happy, content and benefit from the warm family ethos at this provision. Children spend time smiling and laughing with the childminder and their friends. They excitedly tell the childminder about their weekend and the trips they attended with family members. The childminder responds with genuine interest as she listens attentively. This is one of many activities that supports children to build positive social skills. Mealtimes are another social experience. The children and the childminder sit together and enjoy their lunch, chatting about their day and activities they enjoy.

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

Children are safe and secure in their surrounding environment. The childminder works hard to prioritise safety for all children. She is attentive to children's needs. Children show

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Inspector:

Nicole Odell growing independence and confidently seek help and guidance when needed.

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Inspector:

Children enjoy learning new things. For example, from recent learning about the life cycle of a butterfly, children use new words such as 'cocoon' and 'chrysalis'. The children go on daily walks and trips with the childminder. They visit local parks, the local shop and attend local classes together, such as music, movement and sensory classes. Children are developing an awareness of the community around them. All children make steady progress within all areas of their development. Children's individual needs, including those with special educational needs and/or disabilities, are met through a range of purposeful play activities.

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Next steps

The childminder should further develop her teaching skills to support children of differing ages and stages of development when they participate in shared activities. The childminder should strengthen teaching strategies to further support children's age- and stage-appropriate development in turn-taking.

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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 : 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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