Childminder

Childminder

Unique reference number (URN): EY481317 Registered with Ofsted: 20/10/2014 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has a high expectation of behaviour. As a result, children quickly learn the rules. Children are taught the importance of sharing and working together to develop their social skills. The childminder quickly intervenes to teach children how to be kind, and they respond positively when asked to share. The childminder has a positive relationship with the children. The routines are fully embedded in practice. Children sing along with the childminder to a 'tidy-up' song. They are taught to be helpful and show a keenness to keep the environment clean. The childminder has a calm tone and manner while speaking to the children. Care routines are designed to meet individual needs. Children feel respected and valued. The childminder uses a calm tone to reassure children when they are upset. She has good systems in place to monitor attendance. Effective partnerships with parents support regular communication so that children do not miss out on the learning experiences

p.2

Children's welfare and wellbeing Expected standard

The childminder is kind and nurturing, and children benefit from interactions that make them feel safe. They cheerfully respond to the childminder and are happy to engage in play. Shy children quickly gain the confidence to express themselves and say, 'I have 2 pumpkins.' Children are taught to play cooperatively. They are supported to collaborate and get along with each other. Children are eager to practise good hand hygiene. They like to use soap and scrub their hands well. They remind their peers to wash their hands before and after meals. Effective hygiene practices are followed during nappy changing as the childminder supports children during this routine. Children enjoy social times together, such as snack times and mealtimes. The childminder promotes healthy eating, sharing information with parents about portion size and healthy choices. Children learn about healthy habits. The childminder knows the children well. She recognises when children are tired and responds

p.2

Inclusion Expected standard

The childminder uses assessments to identify children's individual needs and plans her curriculum to support this. She has high expectations for all children and adapts the routines

p.2

Needs attention

to offer that extra support. For example, she adds extra activities to support children's physical skills to enhance their confidence and develop their core strength. The childminder works with other professionals and reflects on her practice. She has a clear plan to develop specialist knowledge in areas of her practice to improve. Partnerships are quickly formed with other professionals so that relevant information is shared in a timely way. This helps to identify when children are falling behind so they receive the support they need to make progress. Resources are tailored to help children to develop. The childminder is skilful at managing children's emotional development, so they feel at ease. This supports children to transition smoothly between routines and to the next stage of their learning. The childminder recognises gaps in her own knowledge and skills and to develop these through continuous

p.3

Leadership and governance Expected standard

The childminder shows a commitment to promoting children's wellbeing. She is determined to improve the overall practice. This has led to the introduction of home learning activity packs for the children. This aims to enhance the partnership with parents to further understand their child's learning and development. The childminder has been deliberate in listening to the views of families. There are supportive relationships with parents. Parents value the support they receive and the impact the childminder has had on their children. The childminder takes advantage of regular professional development. However, she should focus more where improvements are needed so all children have the best experience. There is a clear approach to further supporting children who face barriers to learning. This is evidenced by the childminder understanding where there are gaps in her knowledge and how she plans to gain these skills. The childminder is keen to work collaboratively with other

p.3

Leadership and governance Expected standard

professionals to share her knowledge and skills. This aims to help children transition more positively as they prepare for school.

p.3

Achievement Needs attention

Weaknesses in teaching mean children are not supported to engage in activities on offer, and with background music playing constantly, children are not always able to fully focus and concentrate. Children participate in a range of experiences to support learning across all areas. The activities are designed to support communication and language skills. Children engage in purposeful interactions with the childminder as she comments on what they are doing, extending language as children talk on the telephone. Books are read to the children. Children are keen to be with the childminder, demonstrating a sense of belonging. Children practise developing core muscle strength. They have opportunities for play at local parks. Children manipulate toys and objects using fine motor control. Hygiene is taught and embedded in practice, and children quickly learn about good hand hygiene. The childminder supports children to be more independent as they eagerly help to tidy away their toys, which

p.3

Curriculum and teaching Needs attention

There are aspects of a well-organised curriculum, but the childminder does not plan activities as well as she could to ensure children of all ages and stages can join in. This does not support all children to benefit from the teaching available. The childminder has sought out ways to improve some aspects of her practice through professional development. For example, she engages in regular webinars to keep her knowledge up to date to offer the best outcomes for children. The childminder shares information with other professionals in a timely way. This helps to ensure that, where needed, children receive the support they need to enable them to make progress. The childminder has monitoring systems in place to track children's progress. However, she does not use this information effectively to improve how she engages children in their learning. Resources support children's communication. The childminder encourages children to use gestures to support communication, and children

p.4

Curriculum and teaching Needs attention

enjoy story time with her. The childminder supports children's mathematical development as they learn to count and colour match. She listens to children's views and, through her observations and discussions with parents, she supports their interests as well as supporting their next steps. She supports children to develop and be prepared for the next stage of their learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder is passionate about creating a home-from-home setting. She has a calm and caring nature and offers a nurturing environment. When children arrive at the setting, they are greeted with a cuddle to reassure them. The childminder offers an individual settling-in process to get to know the children well. There are systems in place to carefully monitor children's progress. As a result, children settle into the routine and make progress from their starting points. The space is organised well so that children can confidently explore the learning environment. However, at times, the childminder does not support all children effectively during planned activities. This leads some children to become distracted and less engaged.

p.5

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

Children learn the rules and interact in a positive way. They behave well and are kind towards each other. The childminder has a wealth of knowledge of how children learn and develop and is keen to enhance her knowledge and skills further. She provides purposeful activities that children enjoy and that support their next steps in learning. Children are eager to engage in sensory play, and they work together to design the beard for 'Father Christmas'. They eagerly explore the environment to develop their large muscles as they climb and move bikes around and use fine motor skills to handle a range of tools. Children learn to take turns filling and emptying pots, matching the different colours. The childminder models vocabulary consistently. Children with emerging language learn about back-and- forth conversations as the childminder engages in role play with telephones. There is an ethos of inclusion, which has been embedded in practice. Partnerships are formed with

p.5

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

other professionals involved with the children. This means the childminder is equipped to assist children who experience barriers to learning.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Next steps

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

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8