Childminder

Childminder

Unique reference number (URN): EY423164 Registered with Ofsted: 22/02/2011 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

Children make good progress during their time with the childminder. She is dedicated to ensuring children have the skills in readiness for their next stage of learning, such as attending the local pre-school. Children gain a range of self-help skills, such as how to put on their own coat and how to use the bathroom independently. They have varied opportunities to develop their physical skills during outings and in the garden.

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Achievement Expected standard

Children are becoming confident communicators and are able to ask for support when required. They are developing social skills to support them to make friendships. Children build their language within their play and learn from the childminder about new concepts. For example, they have a discussion about shampoo and what it is used for. During a story, they also learn words such as 'whiskers'. This helps children to develop a range of vocabulary and language.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She acts as a positive role model, ensuring she models kindness and respect. She deals with any incidents fairly and consistently. For example, when young children find sharing difficult, the childminder teaches children to take turns and ensures each child has a turn to match items during a game. The childminder provides children with praise for their achievements and when she recognises them being kind to one another. For example, when a child falls, other children check they are okay and they have not hurt themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children become engaged in activities as the childminder ensures activities and stories are fun and interesting, which supports them to remain focused. They have formed warm and trusting relationships with the childminder. They are happy to snuggle into her for a story and seek her out for comfort when they are tired or upset. The childminder understands the value of children attending their planned sessions. She ensures she follows up any absences in line with her policies and procedures.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming space for children. They are able to make choices in their learning and choose which toys they would like to play with next. The childminder takes children on local walks and has a garden to allow children daily access to the outdoors.

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Children's welfare and wellbeing Expected standard

The childminder supports children to keep safe within the setting and provides children with healthy meals. Mealtimes are sociable occasions in which children have conversations about what they are eating. The childminder offers children choices about what food they would like. She also encourages children's good manners at mealtimes and at other times throughout the day. During discussions, the childminder teaches children about healthy foods and those which they may enjoy in moderation or as a treat. For example, children explain they enjoy apples, which the childminder describes as a 'healthy choice'. Children are beginning to develop skills and understand hygiene practices. For example, children understand they need to wash their hands before meals. Older children confidently put their rubbish in the bin while younger children wipe their own hands after meals.

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Curriculum and teaching Expected standard

The childminder plans a range of activities to ensure she covers all areas of children's development. These include activities in the home, garden and at local playgroups. The childminder observes children during their play to identify any gaps in their learning. For example, when counting, children miss some numbers in the sequence. She identifies this and plans future activities to help close these gaps. The childminder uses a range of activities to teach children early number skills. For example, children enjoy a shopping game in which they are supported to count coins. However, she does not consistently use opportunities within children's play to teach children about an even broader range of mathematical concepts, such as the shapes of the coins.

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Curriculum and teaching Expected standard

The childminder supports children to enjoy books. She sits with children and reads a wide range of stories to them. She arranges trips to a local library in which children are able to join in with a reading challenge. This helps to promote an enjoyment of books and learning.

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Curriculum and teaching Expected standard

The childminder teaches children about themselves and what makes them unique. For example, she has conversations with children about their families and their extended families. This helps to provide children with a sense of identity. The childminder teaches children about a range of celebrations and festivals within their play, such as Chinese New Year.

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Inclusion Expected standard

The childminder knows the children and their families well. This helps her to understand potential barriers to children's learning. The childminder completes statutory assessments, such as the 2-year progress check. This, along with ongoing observations, helps her to identify children who may require additional support. The childminder works in partnership with parents to monitor children's progress, particularly those who may require additional support. This helps parents to provide information to external professionals where necessary. The childminder shares information about children's development with parents and provides them with ideas of how they can support their children's learning at home. She gathers information from parents when children first start. However, she does not consistently engage with other professionals and providers of settings that children attend. This limits the sharing of information about children's

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Inclusion Expected standard

development and learning and a consistent approach for children.

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Inclusion Expected standard

The childminder has a clear understanding of additional funding and how this can be used to support children. She is aware of gaps in her own knowledge. She understands how to seek further guidance and training, if required, to meet the needs of individual children, particularly those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder knows her children well and the community in which she serves. She is passionate and dedicated to her role in providing a range of opportunities for children. The childminder has developed her practice to ensure she is consistently building on the skills children already know. She understands the value of outings and visits to playgroups to ensure they meet the needs of individual children.

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Leadership and governance Expected standard

The childminder generally reflects on her own knowledge and practice and where she could make improvements. For example, she identified she may take on additional training to gain an even deeper insight into child development. She attends a range of mandatory training, such as first aid and safeguarding. She is aware of how to find additional training if required to support individual children. Although the childminder reflects on her practice, she would benefit from a more detailed and perceptive analysis of her setting's strengths and areas for development. This would enable her to put a more comprehensive plan in place to drive continuous improvement.

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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 with the childminder, who provides a safe and welcoming home-from- home environment. They have formed good relationships with the childminder and each other and show care and consideration towards others. For example, when a child falls, another child stops to check they are okay. The childminder supports children to settle in. This is done in partnership with parents and is individual to each child. For example, children attend shorter sessions, which gradually build up in time. As a result, children settle quickly.

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

The childminder works with a network of other childminders. She provides children with a range of opportunities outside of the home. These are planned to support children's learning of a range of topics. For example, activities have been planned around understanding oral hygiene. Other themed activities are planned at different times of the year to support children's understanding of a range of cultures and celebrations.

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

Children enjoy the range of activities the childminder provides. This helps them to make good progress in relation to their starting points. The childminder supports children's language. For example, she speaks to children about stories and uses books as a starting point for discussion. The childminder knows the children and their families well. This helps her to have meaningful discussions with children. For example, she speaks to children about their individual families.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Next steps

The childminder should continue to develop her teaching practice to adapt her approach further and make the most of spontaneous teaching opportunities, helping children to excel in their learning. The childminder should develop strategies to work more closely with other professionals and providers who are involved in children's learning. The childminder should build a more detailed development plan to drive continuous improvement.

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About this inspection

The inspector spoke with the childminder 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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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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