Childminder

Childminder

Unique reference number (URN): EY302062 Registered with Ofsted: 07/04/2005 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

Typically, children with special educational needs and/or disabilities and those who face barriers to learning achieve well from their starting points, in preparation for their next stage of learning. Children join in songs, naming animals and the sounds that they make. This encourages children to practise and develop communication and language skills. Children join in with telling stories. They sit facing the childminder and look at the pictures, talking about what they see. For example, while the childminder was reading a story, children joined in with the repeated words, 'There's a shark in the park.' They fill in words at the end of sentences. This shows that this is something that they always do. Children develop a love of books and enjoy sharing stories with the childminder.

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Achievement Expected standard

Children develop gross motor skills. They burst the bubbles, jump up and dance during singing 'I had a little turtle'. They practise using words they know in conversations with their friends. For example, they play with dolls and say, 'My baby is adorable.' Children play well together, taking turns and sharing toys with their friends. For example, during free-flow play, children say 'I've got my wand, I'm sharing.'

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for behaviour and learning. Children sit facing the childminder during story time. They take turns to talk about what is happening. Children listen carefully to and follow instructions. They learn how to show respect to each other.

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Behaviour, attitudes and establishing routines Expected standard

At mealtimes, all children, including children with special educational needs and/or disabilities and those facing barriers to learning, sit at the table facing the childminder while they eat. She supports and encourages children to eat safely.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance and punctuality. She has systems in place for parents to report absence and illness. Parents follow the childminder's rules and routines for reporting absence and understand this keeps children safe. This encourages children to have a positive attitude towards learning and prepares children for school and beyond.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to share and treat each other with kindness. She encourages children to share toys when playing. The childminder supports children to solve problems when they have disagreements. The childminder adapts her approach to suit each child's individual needs. This supports children to meet their learning outcomes.

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Children's welfare and wellbeing Expected standard

The childminder has policies in place to support children's emotional wellbeing and welfare. She teaches children to express and manage how they are feeling, using songs, stories and supported play, and encourages children to foster positive attitudes towards each other. She creates a welcoming space, where children love to play. They play in the conservatory, pushing and pulling buggies, playing with dolls and counting small parts. Children feel secure and have strong bonds with the childminder. They usually go out everyday to run around and develop their gross motor development.

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Children's welfare and wellbeing Expected standard

Before lunch, children go to the toilet independently. They wash and dry their hands. The childminder provides healthy snacks, such as toast and fruit in the mornings. Children bring packed lunches and the childminder shares pictures with parents to promote healthy meal options. She caters for children with allergies and ensures all children's dietary needs are met. Older children pour water from jugs into their cups. The childminder tucks chairs away to encourage children to stand and move around more, developing their core muscles. The childminder prepares children's fruit for them. She provides opportunities for children to develop cutting skills during play, such as with play dough. However, she does not plan to extend these skills to promote children's independence during daily routines, such as cutting their own food at mealtimes.

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Curriculum and teaching Expected standard

The childminder has high expectations for children's education and care. She equips children with the skills to be ready for school. She uses knowledge gained from training to support her role as a childminder to raise children's outcomes. This is having a positive impact on children's communication and language development and across all areas of learning. Communication and language is generally taught well throughout the day. However, the childminder does not identify or plan sufficiently to extend individual children's specific communication and language needs.

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Curriculum and teaching Expected standard

The childminder understands how children learn. She creates learning opportunities that move children on from what they already know and can do, so that she consistently prepares children for school and beyond.

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Curriculum and teaching Expected standard

The childminder works with children's interests and sets up activities that children enjoy. Children love animals, so the childminder sets up the animals and scaffolds learning to support this. The childminder supports children to collect natural resources they use in different ways, for example toy food, counting, sorting and constructing.

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Curriculum and teaching Expected standard

The childminder regularly takes children to visit places of interest. She chooses places that enhance children's learning experiences. For example, they go pumpkin picking, visit the lavender fields, parks and gardens, garden centres and they visit the library every week. This supports all children, including children who face barriers to learning, to develop in all areas of the early years curriculum, especially physical development, and learning about the world around them. They get to socialise with others, develop speaking and listening skills and are well prepared for their next stage of learning.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) and those who face barriers to learning and wellbeing feel included. They listen during story time, and join in with songs and rhymes, and ask questions.

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Inclusion Expected standard

The childminder identifies all children's needs quickly, including children with SEND and those who face barriers to learning. She uses knowledge from training on the graduated approach, to signpost parents to the relevant health professionals, who can further support children's emerging needs. This also includes writing reports in support of children's applications for additional support. In this way, she helps to close gaps in children's attainment and prepares children to be ready for their next stage of learning.

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Inclusion Expected standard

The childminder uses what she knows about children to create next steps, plan learning opportunities and extend their learning. She adapts her approach to meet children's individual needs. This reduces barriers to learning. The childminder knows children well.

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Inclusion Expected standard

The childminder supports all children, including children with SEND and those who face barriers to learning, to feel confident, proud and enjoy learning. She praises children for their attempts. This helps them to develop a love of learning and want to do well.

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Leadership and governance Expected standard

The childminder is aware of the strengths of her setting. She supports children's physical development well, and takes children out to lots of interesting places to get them moving. This has a positive impact on children's health. The childminder supports the development of children's communication and language skills so that all learning experiences encourage children to talk. This supports children to meet their milestones in readiness for school. The childminder wants to develop knowledge and skills on recent changes in early years.

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Leadership and governance Expected standard

The childminder knows what she wants children to know and do. She uses knowledge and skills gained from professional learning expertise to support learning experiences she offers to children. The childminder uses assessment to match learning to children's individual needs. This supports and improves children's outcomes.

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Leadership and governance Expected standard

Parents comment on how happy they are with children's progress and care. They love that the childminder does so many different activities with children and takes them out regularly. Parents know and respect the childminder. They also express how supported they feel and they commend her focus on language skills, music, rhyme time and creative play. Parents love the daily feedback that the childminder gives them about children's progress and care.

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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. They feel safe and look forward to each day that is filled with exciting new learning experiences. Children sing the 'Hello' song daily to greet each other. They respond by nodding or sharing how they are feeling. For example, when asked 'How are you feeling today?' Children describe their feelings, saying they feel 'happy and kind'. Children follow the rules and routines of the setting, this keeps them safe and healthy.

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

Children behave well. They form strong bonds with the childminder and regularly tell her, 'I love you.' They feel at home while they are there. Children listen to each other, take turns, share and play well together. They are confident to make choices independently. Children socialise with other children from different settings, when they go out to places of interest.

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Inspector:

Michelle Blake This encourages children to form friendships, talk about things of interest, practise sharing and taking turns and meet their learning outcomes.

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Inspector:

Children at this setting achieve well. They enjoy listening to stories, singing songs and talking about what they are doing. They talk about what is happening in stories and join in with known words. Children sing songs and rhymes and join in with actions, and they count and sort objects of interest in the setting. Children know and understand rules and expectations for behaviour and treat each other with respect. They are independent, confident learners and are well prepared for their next stage and school.

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Next steps

The childminder should identify individual children's communication and language needs, and plan specific interactions to extend their skills. The childminder should plan opportunities during daily routines, such as mealtimes, to extend children's developing skills and promote their independence.

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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 - 18:30

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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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