Childminder

Childminder

Unique reference number (URN): EY472179 Registered with Ofsted: 20/02/2014 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

Children's welfare and wellbeing Strong standard

Keeping children safe and healthy is at the centre of the childminder's practice. She knows the children she looks after extremely well, understanding their specific circumstances. She understands that sometimes families need a little extra help in difficult times to ensure their children eat a healthy diet and get plenty of fresh air and the routine and structure that enables them to thrive. If this is ever the case, the childminder goes 'above and beyond' for her families.

p.2

Children's welfare and wellbeing Strong standard

The childminder builds close and trusting bonds with children. The impact of this is seen in just how 'at home' children are in her care and how confident they are to tell her how they feel. The childminder ensures children develop the understanding they need to begin to make healthy choices for themselves. Mealtimes are used very well to promote a positive view of eating a healthy diet, and children show delight in choosing from the fruit on offer. They learn to do lots of things for themselves. For example, young children know that if they look in the mirror as they wipe their face, they can check to ensure it is completely clean. They learn to keep themselves safe as they use child-friendly knives. The childminder carefully plans her day to ensure children get their rest and sleep safely.

p.2

Achievement Expected standard

Children progress well across all areas of learning. They make especially strong progress in their language and personal development. Children learn lots of new words to describe what they see and do, such as 'squishy', 'spiky' and 'smooth'. They have ample opportunities to practise their developing vocabulary to embed understanding. For example, children enjoy opportunities to build dens and spend time together inside chatting about their day. Children also learn very well to do things for themselves. Through routines, they learn to tidy up toys, to wash their hands and faces, and to prepare food to eat. This is the case for all children, including those who, at times, have needed extra help to catch up with their peers. Children develop a secure set of skills in readiness for the next stage in their learning, including starting pre-school or school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is clear about her expectations around behaviour. She uses routines very well to encourage children to listen, be helpful and work together collaboratively. For example, she teaches children to work as a team to tidy up toys before snack time. She plans learning experiences that encourage sharing, turn-taking and cooperative play. For example, children are encouraged to share and pass resources to each other as they explore small-world play experiences. When children sometimes struggle with this, the childminder swiftly, calmly and supportively intervenes so that harmonious play and learning can continue. When doing so, she considers children's age and current stage of development. However, the childminder has not considered how to teach children specific skills and language that will enable them to begin to manage these situations for themselves to consistently enable children's best possible behaviour.

p.3

Behaviour, attitudes and establishing routines Expected standard

Parents ensure their children attend regularly, and the childminder understands the need to address any issues around this, or punctuality, should they ever arise. The childminder builds very warm relationships with children. There is a sense of common purpose during the day, with everyone enjoying being together. Children happily call the childminder by her name and feel confident and secure to ask for help when needed.

p.3

Curriculum and teaching Expected standard

The childminder effectively reviews and improves the quality of the curriculum she offers to children. Typically, she plans and implements a curriculum that is ambitious and well sequenced to help children make secure progress. The childminder has focused effectively on developing her teaching skills in order to plan and deliver the learning experiences children need. For example, she ensures that throughout the day there is a strong focus on younger children's personal, communication and physical skills. She also adds breadth to her curriculum by teaching children about the world around them and ensuring they have opportunities to develop their imagination and creativity. She teaches children explicitly how to count and solve simple mathematical problems. She ensures the curriculum she offers covers all areas of learning. The childminder makes ongoing assessments of children's progress to identify clearly what children most need to learn next.

p.3

Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn next and plans activities with this clear learning intent in mind. For example, she uses her assessment to identify when children need more practice to build strength and dexterity in their fingers. Children enjoy using giant tweezers and safety knives. The childminder is very successful at introducing all children, including those who may need extra support, to new words and phrases. All children have daily opportunities to listen to stories and songs. Sometimes, the childminder over complicates activities or does not take the time needed to help children fully settle before they start an activity. This impacts on children's ability to focus fully on the main learning intent.

p.3

Inclusion Expected standard

The childminder accurately identifies children's individual learning needs. For example, she promptly identifies when children may need an even stronger focus on their communication and language development to make progress in line with what is typical for children of their age. The childminder takes swift and effective action to help close gaps in children's learning, which leads to children catching up with their peers without needing the support of external professionals. For example, when needed, the childminder plans even more opportunities for children to listen to stories and songs. She carefully adapts how she talks with children to give them the best chance to learn and use new vocabulary. The childminder then continues to monitor these children's progress closely in order to ensure they continue to progress well. She demonstrates she has the skills and knowledge she needs to identify such children and where to go for external support should the need to do so arise. The

p.4

Inclusion Expected standard

childminder demonstrates an accurate understanding of how she would need to decide how to use any additional funding. For example, she understands the need to assess individual children's needs and consider how best to use the funding to meet these needs.

p.4

Leadership and governance Expected standard

Since the last inspection, the childminder has embraced the opportunity to work closely with other professionals to improve her practice. She has reviewed what she does, sought out relevant professional development and significantly improved the curriculum and teaching she delivers to children. Children now benefit from a well-considered curriculum and a learning environment that promotes their interest and focus on their next steps. The childminder is keen to continue to improve what she does. For example, she has plans to enhance her curriculum for mathematics even further, even though she is now planning well for this area of learning. The childminder manages her own workload effectively. For example, she ensures she does not complete unnecessary paperwork, enabling her to prioritise time teaching and being with and supporting the children. The childminder works effectively with parents. She shares information about their children's progress and supports

p.4

Leadership and governance Expected standard

them as their children strive towards developmental milestones, such as toilet training. The childminder ensures all decisions she makes about her setting have positive impacts on children with special educational needs and/or disabilities. She understands how to adapt her teaching or establish partnerships with external professionals.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are happy and safe and thoroughly enjoy their time with the childminder. Children confidently move around the childminder's home, making choices about what they would like to do and eagerly joining in with the learning experiences the childminder plans and delivers. The childminder knows that well-embedded routines can help children feel secure and that they belong. As a result, she plans her day well to ensure there is consistency for children and they have a secure understanding of what might happen next. For example, children know that before a meal, they need to help tidy away toys, and then they need to wipe their faces. They also know that they will often go to the park at the beginning of the day, and during the day, there will be plenty of opportunities to listen to stories.

p.5

Inspector:

Sarah Holley Children show interest in the activities and resources on offer and typically engage really well. For example, the childminder successfully engages the children for prolonged periods at small-world play, and she builds on their interest well to extend their vocabulary, physical development and problem-solving skills. Children benefit from a suitable mix of adult-led learning and free play. This allows for lots of opportunities for children to practise and embed what they have learned.

p.6

Inspector:

The childminder is very adept at ensuring that children feel valued, special and equally welcome. She talks to them about their families and shows interest in what children say. The childminder adapts what she does to meet their specific interests and learning needs. The childminder focuses effectively on helping children catch up with their peers and be ready for the next stage in their learning. The childminder shares her policies and procedures clearly with parents and carers so they understand expectations around children's attendance.

p.6

Next steps

The childminder should improve the delivery of some activities to best enable children to focus well on the main learning intent. The childminder should further support children to develop the skills they need to further manage and regulate their own behaviour.

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

About this setting

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

p.7

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.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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