Childminder

Childminder

Unique reference number (URN): EY346030 Registered with Ofsted: 12/01/2007 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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Achievement Expected standard

Overall, children develop their communication and language skills. For example, they push and pull cars, name animals and make animal sounds. Children stack coloured rings by size while naming the colours. They also play together, learning to share and take turns.

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Achievement Expected standard

Children are confident to explore and learn. They develop skills in communication, language, physical development and personal, social and emotional areas. Children learn to count, make marks and match. They listen to stories, handle books and feed themselves. Children also use the toilet and are confident to ask for help.

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Achievement Expected standard

Children choose what they want to play with. For example, they play with farm animals, pointing to the animals and naming them. They learn about the world. Children take turns in their play and develop social skills in readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

Children at this setting behave very well. The childminder sets high expectations for their learning and behaviour. She uses praise to reward children for positive learning behaviours. For example, when children who previously refused to help tidy up begin helping their friends to tidy up, the childminder notices and praises them for following rules and routines. This encourages children to behave well and supports them to achieve learning outcomes in readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms good relationships with children and their families. Parents and carers think highly of the childminder and appreciate the home-from-home setting that she offers to their children. The childminder is a good role model. She encourages and supports all children to treat each other with kindness and respect and to take turns and share during play. She uses what she knows about children to support them to follow rules, routines and expectations for behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has robust systems in place to inform parents about the importance of attendance and punctuality. Parents understand the policies and procedures in place to keep their children safe.

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Children's welfare and wellbeing Expected standard

The childminder welcomes new children and their families, including those who face barriers to learning, into the setting. She shows care and concern. The childminder adapts transitions for new children to meet each family's individual needs.

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Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming space where children feel comfortable to learn. She is warm and approachable and knows children well, responding to their needs. The bonds between all children and the childminder are secure and built on trust and care. The childminder comforts children when they are feeling sad. She teaches children how to manage their feelings and behaviour. This supports children in preparation for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop their physical needs, emotional health, personal safety and health and wellbeing. For example, she encourages children to eat healthy foods. At snack time, children enjoy bananas, strawberries, mango and other fruits. Children learn to eat foods that they would not normally eat at home. The childminder sits facing children at mealtimes. This supports children to eat safely. The childminder provides a nutritious breakfast for children, and they bring their lunches from home. This supports children's individual meal preferences.

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Children's welfare and wellbeing Expected standard

The childminder meets up with other childminders. They visit places of interest, such as parks, and go for walks. This encourages children to develop their social skills. The childminder supports children's sleep routines and encourages children to feed themselves independently. She teaches children to make healthy eating choices. The childminder encourages children to develop and use good manners and social skills.

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Curriculum and teaching Expected standard

The childminder helps all children, including those who face barriers to learning, to achieve through play. This includes adapting the curriculum and teaching to suit individual needs. For example, she supports children who face barriers to learning in speech and language to learn how to say words more clearly. The childminder points to colours on a chart and encourages children to name a colour. She praises children for their effort and says the word 'purple' to model the correct pronunciation. She supports all children to develop their mathematical knowledge, naming shapes, colours and counting and saying a number name for each number. This helps children to use what they already know and grow their language skills.

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Curriculum and teaching Expected standard

The childminder belongs to a network of childminders. They meet up and go out with children. The childminder uses these experiences to help children to grow personally, socially and emotionally. It also supports children's physical development and gets them ready for school.

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Curriculum and teaching Expected standard

The childminder knows what children already know and can do. She knows what she wants children to know and do next. Overall, the childminder plans activities in all areas of learning to meet each child's individual needs and encourages children to achieve their outcomes. However, the childminder does not precisely adapt her teaching for children with special educational needs and/or disabilities and those who face barriers to learning, while they are waiting for support from external professionals. This means that these children do not consistently extend their learning.

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Curriculum and teaching Expected standard

The childminder knows what children enjoy. She asks children questions to encourage them to talk about what they are doing and why. This helps the childminder to assess children's learning and supports their attention, listening and understanding. For example, while children play with cars on the floor, the childminder asks effective questions to build children's understanding. This helps most children to build their communication and language skills that are key for learning throughout life.

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Inclusion Expected standard

The childminder identifies what children know and can do quickly and supports children to build on what they already know. She assesses children's learning and their likes to plan what they need to know and do next. For example, when children do not tidy up, she sets this as a next step in their learning. This ensures that children achieve their potential and are prepared for their next stage of learning.

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Inclusion Expected standard

The childminder supports children who may face barriers to learning to develop their communication and language skills. For example, she plans opportunities for children to talk using known and new words. This encourages children to pronounce words clearly, extend their vocabulary and improve clarity. The childminder weaves communication and language into the other areas of learning. This means that children access a curriculum rich in language.

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Inclusion Expected standard

The childminder forms good relationships with parents and carers. Using her knowledge of the graduated approach, she speaks to parents about any concerns that she has regarding children's development. Parents welcome her support and seek advice from health professionals. However, while waiting for support from health professionals, the childminder does not take precise next steps to enable these children to make further progress. This widens gaps in children's attainment.

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Leadership and governance Expected standard

The childminder knows the context of the setting and the characteristics of the children well. Her vision is for children to be confident in their next stage of learning. She identifies communication and language development as a priority for children's learning, to support their changing needs.

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Leadership and governance Expected standard

The childminder attends training to develop her knowledge and skills. She liaises with relevant professionals to support children's learning and development. However, the childminder does not focus her training or continuously adapt to the setting's changing needs and circumstances so that all children can thrive. The childminder recognises that prioritising further professional development to support children with special educational needs and/or disabilities will help them to make further progress.

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Leadership and governance Expected standard

Parent partnerships are strong and this supports children's learning outcomes. For example, they respond positively to the childminder's communication about children's learning and progress, attend meetings with the childminder and other health professionals when necessary, and support children's regular and punctual attendance. Parents recommend the childminder to other parents they know.

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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 at this setting are happy and confident and feel safe to explore their surroundings. They have strong bonds with the childminder. The childminder shows children care and comfort, and offers them sensitive support while they are away from home. Children learn to develop social skills. They make friends and learn to play together. Children learn to show respect, be kind, share and take turns. Children learn how to be polite and have good manners. For example, the childminder encourages children to say 'please' and 'thank you'. Children behave well.

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

Children settle quickly. They separate from their parents and feel secure. They attend regular settling-in sessions that support their transition. This helps children to get to know the childminder quickly and allows the childminder to assess what children know and can do.

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

Children at this setting, including those who may face barriers to learning, enjoy their learning. They play with toys that they like. The childminder provides learning opportunities based on children's interests, so that they are engaged and continue to want to learn. Children learn that learning is fun. They like to do well. The childminder praises children for the progress that they make.

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

Children learn to use new words that help them to communicate and extend their learning. The childminder supports children to build on words that they already know. She plans what children need to know and do next, across all areas of learning. This encourages children to practise using new and existing words and make progress. All children, including those who may face barriers to learning, make progress from their starting points, which prepares them for their next stage in learning, such as school.

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Next steps

The childminder should adapt to the setting's changing needs and circumstances so that there is a consistent focus on securing excellence for all children. The childminder should plan more precisely to meet the individual needs of all children while they are waiting for support from external professionals, especially when they have gaps in their learning. The childminder should continue to engage in training that supports children with special educational needs and/or disabilities and those who face barriers to learning, to enhance her knowledge of how to close gaps in their learning.

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About this inspection

The inspector spoke with the childminder 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 - 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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