Childminder

Childminder

Unique reference number (URN): EY385034 Registered with Ofsted: 09/12/2008 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 are making good progress in developing their vocabulary. They frequently use a wide range of words and feel supported to attempt to copy new words. Older children effectively use more complex words, such as 'almost', as they talk about their work. Younger children name a variety of animals and talk about the noises they make.

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Achievement Expected standard

Children demonstrate a strong sense of self. They feel confident to express themselves, but do this politely, using good manners and making requests respectfully.

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Achievement Expected standard

Children achieve well in their mathematical learning. They demonstrate competent early mathematical skills. For example, they count accurately to 5 and use their fingers to point to objects as they say each number. They recognise similar shapes and matching colours and use positional language well. Children are well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate a delightfully positive attitude towards their learning. They are keen to take part in all activities. When the childminder asks who will help to tidy up, all children shout out loud, 'me!'. As they tidy resources away, the childminder and children sing a tidy- up song and all children help. This simple routine supports children to respect their environment and take care of the resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder explains the rules and expects children to follow them. She clearly explains consequences if rules are not followed. In general, children follow instructions quickly and they support each other to do the right thing. For example, older children say 'stop' to younger children, when they begin to use equipment in an inappropriate way. The childminder frequently praises children for making good choices and trying hard. Children delight in receiving this praise and proudly show off their drawings and mathematical work. This praise helps children to continue trying hard.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance. She ensures she has emergency contact details for each child in order to locate children quickly if they do not attend.

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Children's welfare and wellbeing Expected standard

The childminder provides a range of healthy meals and snacks for children. Children begin to understand what healthy food is. For example, they describe cucumber as being healthy as they prepare snack. Children learn how to use tools, such as knives, safely. The childminder supports each child individually when they need help.

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Children's welfare and wellbeing Expected standard

It is very clear that children have developed very firm attachments to the childminder. This is expressed throughout all interactions between the childminder and children and is particularly evident during story times. Children cuddle up to the childminder, all trying to sit on her knee as she reads. Children really gain a sense of positive wellbeing from this close, sensitive and quiet time. The childminder places a sharp focus on developing children's ability to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children thrive from the consistent, predictable routines that are in place. They recognise when they are getting tired and know they will have a sleep after lunch. Older children begin to be independent in toileting. Children express themselves happily. This is evident as children chat quietly to themselves as they play on their own. The childminder creates a learning atmosphere that fosters fun and laughter.

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Curriculum and teaching Expected standard

The methods used by the childminder to develop children's vocabulary are a real strength of the setting. She frequently repeats words and places emphasis on words she wants to draw attention to. This forms the basis of a curriculum that appropriately develops children's skills. However, although the childminder uses a variety of successful strategies to enhance children's vocabulary, she does not promote children's back-and-forth conversational skills as effectively. The childminder often asks closed questions that require one or two word answers, which reduces children's opportunities to converse.

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Curriculum and teaching Expected standard

The childminder places an emphasis on children gathering the essential personal, social and emotional skills they need to be successful in later life. She sets high expectations to teach children how to be polite, respectful and follow the rules. The childminder consistently supports mathematical skills. She provides a range of opportunities for children to play mathematical games, where they explore and make comparisons between colours, shape, size and number. She swiftly addresses any misconceptions. For example, when children become confused between behind and in front, she clearly explains the difference. This helps children to review their efforts and try again.

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Curriculum and teaching Expected standard

The childminder has not yet fully developed the curriculum to promote diversity in ways that children find rich and meaningful, so that they learn about similarity and difference.

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Inclusion Expected standard

The childminder supports children with language delay by repeating words and using short sentences, so that meaning can be grasped. She encourages children to copy words and begin to anticipate key phrases. For example, she uses phrases such as '1,2,3, go', so that children begin to anticipate the word 'go' and say it. As she simplifies sentences, she emphasises key words, which helps to draw children's attention to specific words and phrases. The childminder supports children with speech and language delay by using books that have sounds and repeated phrases. This repetition supports children to recall information, embedding their understanding of the story and their ability to retell it in their own words.

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Inclusion Expected standard

The childminder closely observes children's progress. She quickly identifies when children have gaps in their learning and understanding. The childminder talks to parents about any concerns with children's development and provides them with information to help develop their speech at home too. She recognises how best to support children so that they can succeed in the setting and feel confident. Children know the routines, structures and expectations and this helps them to thrive and make progress.

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Leadership and governance Expected standard

Since the last inspection, the childminder has worked hard to improve the curriculum for literacy. Children regularly ask to share books and they love reading familiar stories. They mark make often and show good control when using writing equipment.

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Leadership and governance Expected standard

The childminder takes account of parental views through annual surveys. She talks to parents about areas they find tricky to manage at home. She has provided parents with helpful links to parenting tips. These include healthy eating guidance, online safety, toileting advice and techniques to support learning and development at home. Parents are happy with the level of independence and confidence their children gain here.

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Leadership and governance Expected standard

The childminder keeps up to date with statutory training. However, she recognises she does not often access other professional development opportunities and this limits her professional expertise. The childminder has developed purposeful relationships with local schools and this supports children to transition to school well. She takes children to the schools they will be attending in the future. She spends time with each child, playing and learning in the school before they start. This helps children to understand the change that will happen in the future and enables them to feel more confident as they start school.

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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 very happy and confident in the care of this sensitive childminder. They confidently talk about what they are doing and ask questions to find out more. Children demonstrate they are inquisitive learners. All children, including those with special educational needs and/or disabilities, demonstrate they are gaining the skills they need to be successful in the next stage of learning.

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

The childminder uses songs and rhymes to help children follow routines. For example, children sing the 'handwashing song' as they prepare for snack time. Children show a great deal of independence from an early age. They efficiently chop fruit and vegetables and

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Inspector:

Ginny Robinson gather their personal belongings. They put on their coats, fetch their water bottles and attempt to fasten their shoes.

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Inspector:

Children frequently laugh out loud as they interact with the childminder, who promotes a warm and homely atmosphere. Children flourish from this close connection. For example, they feel confident to use their imagination and create funny voices. They use familiar toy characters to act out simple story lines. Older children support younger children to join in the role play. They demonstrate their knowledge of tools and equipment as they pretend to be builders and fix doors with toy drills and hammers. Children learn essential social skills as they go into the wider world and visit local shops and parks. The childminder sensitively includes all children in conversations, drawing in less-confident children, so that they begin to make friends and cooperate with others.

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Inspector:

The childminder has created a learning environment, where children concentrate and focus their attention for increasingly longer periods of time. This means that children learn new skills in a calm and purposeful environment, increasing their ability to absorb new information.

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Next steps

The childminder should access development opportunities to support more open- questioning techniques and further enhance children's conversational skills. The childminder should review the curriculum for developing children's knowledge of diversity in order to provide children with more meaningful experiences and a deeper understanding of the multicultural area they reside in.

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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,Friday : 07:15 - 17:30

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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

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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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