Childminder

Childminder

Unique reference number (URN): 2695900 Registered with Ofsted: 15/09/2022 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 make typical progress in their learning from their starting points, helping them to be prepared for the future. Younger children who speak English as an additional language use their home language and begin to identify English words. Older children who speak English as an additional language speak English confidently. This helps children express their views and thoughts when they move on to school. Children have opportunities to develop the muscles in their hands to support their physical and literacy skills. This is adapted to meet the different needs of the children. For example, older children use pencils and paper. They talk about their pictures, describing what they are drawing. Younger children sit on the floor to make marks on a water mat. Children learn how to use electronic equipment. They use their fingers to trace lights to help them identify how to make different shapes.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder supports children to understand what is expected of them. Children show they understand routines during the day. For example, when asked, all children are keen to help the childminder tidy away toys and resources before other activities begin. The childminder helps parents understand how regular attendance contributes to children following routines that support their development. The childminder models polite behaviour and praises children when they show positive manners in return. Children are encouraged to have a positive attitude towards learning. The childminder gives them encouragement. For example, when younger children move toy building blocks with their feet, they are encouraged to build with them.

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Behaviour, attitudes and establishing routines Expected standard

The relationship between children and the childminder is positive. Children are keen to enter his home when they arrive. They are greeted warmly, and their individuality is celebrated. For example, on children's birthdays, the childminder decorates the playroom to celebrate. He sings 'Happy Birthday' to children when they arrive, helping them feel welcome in his care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder plans activities to encourage children to play cooperatively. However, sometimes when children play with toys and resources independently, the childminder and any assistants he works with are not consistent in helping children understand how to share and take turns.

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Children's welfare and wellbeing Expected standard

The childminder helps all children to learn about routines that help to keep their bodies healthy. This includes those who may face barriers to their care and learning. For instance, he talks to children about healthy foods and provides children with meals that include plenty of vegetables to promote healthy eating. He helps children learn about the importance of cleaning their teeth and who should help them do so at home. When children engage in physical exercise, the childminder supports them in understanding that it contributes to their bodies staying healthy. Children are supported with their emotional wellbeing. The childminder and any assistants he works with are quick to identify when younger children need support and reassurance, and they willingly provide it. The childminder helps older children identify and talk about their feelings and emotions, for example, when they draw pictures of people.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of establishing routines to help children know what will happen next, supporting their wellbeing. He is responsive to meeting children's individual needs. For example, the childminder follows the same routines children have at home, such as for sleeping. He supports children in understanding how to follow safe routines, such as sitting at the table when eating.

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Curriculum and teaching Expected standard

The childminder uses information from parents about children's achievements, along with his own observations and assessments, to identify children's starting points in learning. The childminder has developed his curriculum since the last inspection. He focuses on providing children with experiences to help them build on what they already know and can do. When children first start in his care, he supports their personal, social and emotional development. This includes helping them learn about themselves and their family members. The childminder places a strong focus on supporting children's communication and language skills. For instance, he ensures that children who speak English as an additional language have opportunities to use their home language in the setting. The childminder intends to complete further training courses to help develop his understanding of how to successfully support children's language and speaking skills.

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Curriculum and teaching Expected standard

The childminder plans experiences for children to be physically active. Children listen, copy and follow his instructions as they move their bodies in different ways. The childminder weaves in mathematical language to support children's understanding of positional language. For example, he asks children to 'reach up high and down low'. Children are supported to learn about the world around them. They learn about similarities and differences between themselves and others. This includes the childminder providing craft activities to help children learn about different cultures around the world. The childminder takes children to local community attractions, such as the library, to help develop a love of books.

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Inclusion Expected standard

The childminder understands how to effectively use any additional funding that some children receive. For example, he purchases books for children to take home, encouraging parents to read to their children to help support their speaking skills. Furthermore, the purchase of soft matting in the playroom helps reduce echo sounds, meeting the needs of some children with sensory impairments.

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Inclusion Expected standard

Through assessments of children's learning, the childminder identifies how to adapt planned activities to meet children's individual needs. For example, he ensures that he gets down to the children's level so they can see his face when he speaks to them. This helps to support their understanding of words. Overall, the childminder works in partnership with parents and other professionals well to support children with special educational needs and/or disabilities. This includes receiving training to help him understand how to use specialist equipment during children's play and group times, so they feel included and can fully participate. The childminder intends to develop his knowledge further of how to identify and plan for children's individual needs. However, when children move on to school, the childminder does not share information about children's care and learning with teachers, to help them fully understand how to meet

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Leadership and governance Expected standard

Since the childminder's last inspection, he has made improvements to the learning experiences children receive. For instance, the childminder uses children's home language and English to support their communication skills. He has developed a partnership with parents to support them in continuing their children's learning and love of books at home. Further changes include providing any assistants he works with with appropriate training and coaching to support their professional development and manage their workload. They complete online training courses together, helping all adults benefit from the information they gain. This includes developing their knowledge of how to make decisions in the best interest of all children, including those who face barriers. For example, he provides children with privacy when changing their nappies, helping them understand how they can keep themselves safe.

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Leadership and governance Expected standard

The childminder plans to improve his knowledge further of how to support children's speaking skills and his own understanding of English. However, he has not identified how to develop interactions with children to embed their understanding of positive behaviours. Additionally, he has not identified how to work in partnership with schools to share information about children's care and learning when they move on.

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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's starting points in learning are identified by the childminder when they first start. Thereafter, their individual care and learning needs are met well. For instance, the childminder uses effective strategies, such as modelling speech, to enable children who speak English as an additional language to develop the skills they need to communicate. This helps reduce barriers to learning in preparation for the future. Children's routines from home are followed in the childminder's care, such as sleep times. This helps children to feel safe and secure. Children are supported to complete tasks by themselves and to develop confidence in their own abilities. For example, older children are encouraged to wipe their own noses; younger children copy the childminder when he shows them how to use paper towels to clean their hands.

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

Children benefit from the childminder knowing them well and valuing their views. For instance, when children like particular nursery rhymes, he provides these. Parents' views are valued, and their input into children's learning is valued. This includes the childminder gathering photos from parents about family members. He shares these with children, especially when they first start attending. This contributes to their sense of belonging in his care. Children show positive relationships with the childminder and any assistants he works with. They sit on their knees to listen to stories and are keen to talk about their home experiences, such as the foods they like to eat. This helps to develop children's concentration and communication skills. Children's learning is adapted to meet their individual needs. For example, older children are supported to use scissors to cut. Younger children's communication skills are a priority, helping them learn the different sounds

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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About this setting

Local authority: Nottingham Children's attendance is monitored. The childminder talks to parents about the importance of their children attending and forming consistent routines in his care, to help promote their learning.

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Next steps

The childminder should strengthen interactions with children to help them embed an understanding of how to share or take turns with the toys and resources they play with. The childminder should strengthen the sharing of information between school teachers and staff at other early years settings to help promote consistency in children's care and learning.

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About this inspection

The inspector spoke with the childminder, his assistant 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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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. 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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