Childminder

Childminder

Unique reference number (URN): EY552017 Registered with Ofsted: 01/11/2017 Registers: EYR, CCR

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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, all children make good progress from their starting points. They receive prompt support to reduce any delays in their development. Children benefit from support that enables them to learn the skills and knowledge they need for when they start school. For instance, children are given opportunities to try to complete tasks for themselves, such as putting on their own shoes. This helps them to learn to do things for themselves. Additionally, children are supported well to develop their physical skills. They learn to build on their strength and stamina through activities such as walks to the park, which also helps them to learn how to lead healthy and active lifestyles.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She helps children to understand these, such as teaching them the rules of her setting. Children follow these rules and are friendly and kind to the childminder and their friends. For example, older children check in on the younger children. They offer them hugs to reassure them. Younger children enjoy these interactions. The childminder praises children when they are kind. When children need support with their behaviour, the childminder responds promptly, talking to them about the impact of this. This helps children to develop an awareness of suitable behaviour. Children have opportunities to play collaboratively with others. For example, they work together to build train tracks. The childminder supports them with these activities, gently guiding them and continuing to praise their positive cooperative behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports families to understand the importance of regular attendance and punctuality. She records and monitors children's attendance, and she has procedures in place if she has any concerns, in order to promote children's safety.

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Children's welfare and wellbeing Expected standard

Children quickly settle within the childminder's setting, and they develop strong attachments to her. They readily ask for cuddles when they are feeling unsure, and the childminder offers them the emotional security that they need in these moments. The childminder promotes children's good health, such as ensuring that they have daily access to outdoor play. The childminder gives children opportunities to walk as far as they can, which helps to build on children's physical strength and stamina.

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Children's welfare and wellbeing Expected standard

The childminder supports children to learn how to keep themselves safe. For instance, when they go on walks, the childminder reminds children to stay near her. The childminder also ensures that children's food is prepared safely, and she supervises them well while they eat. However, the childminder has not yet considered how to organise mealtimes in a way that consistently supports children's emotional wellbeing. For example, at times, children are left waiting too long before their food is served. In addition, the seating arrangements mean that children have their backs to the childminder while she prepares their meals. As a result, some children become upset and try to twist around in their high chairs to see what she is doing. Although the childminder offers children reassurance when they become upset, this does not fully enable them to feel settled at these times.

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Curriculum and teaching Expected standard

Overall, the childminder designs a broad curriculum that supports all children, including those who face barriers to their learning, to progress well. She ensures that children have access to a variety of activities and experiences to support their continued development. For example, the childminder takes children on different outings to the local park, library, and toddler groups. This provides children with a range of learning opportunities, such as developing their physical skills as they attempt to use the rocking equipment at the park.

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Curriculum and teaching Expected standard

The childminder follows children's interests and generally uses these to build on their learning. This includes teaching children how to move their bodies to make the equipment move back and forth. Children show their understanding by following the childminder's instructions. The childminder also supports children's communication and language skills. For instance, the childminder talks to children as they play with the bubbles. She encourages children who have English as an additional language to notice how the bubbles go up and down. However, at times, the childminder does not consistently check children's understanding of what is being taught. For instance, when the childminder suggests children pop the bubbles, she does not role model this to enable them to fully understand the meaning of this. This results in children not always benefiting from what the childminder is teaching them.

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Inclusion Expected standard

The childminder works in partnership with parents, enabling her to develop an effective understanding of each child. She quickly identifies any barriers to learning that children may face and takes steps to implement strategies to support them in their development. For example, the childminder asks parents of children who speak English as an additional language to provide key words from their home language. This enables the childminder to understand what children may be communicating to her, so that she can help meet their needs.

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Inclusion Expected standard

The childminder continually monitors children's progress and reflects on how to support their ongoing learning. She shares relevant information with parents, including when they may be entitled to additional funding, so that children can benefit from any extra support available to them. The childminder understands her responsibility to share relevant information with other professionals involved in each child's care. She generally ensures that agencies work together in the best interests of each child.

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Leadership and governance Expected standard

The childminder has taken appropriate action since the last inspection to improve her safeguarding knowledge. She has completed safeguarding training, which has enabled her to have a secure understanding of the signs and symptoms of abuse, and the procedures she must follow if she has any safeguarding concerns. This helps to promote children's safety and welfare. The childminder has a secure knowledge of the strengths in her practice, such as the care and nurture that she provides for children, which enables them to form close bonds with her. However, she has not embedded the processes for fully evaluating the service that she provides to ensure that all aspects improve. She does recognise that she would benefit from precisely identifying development opportunities and undertaking further training to help her strengthen her practice further.

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Leadership and governance Expected standard

The childminder promptly identifies children who may face barriers to their learning, such as speaking English as an additional language. She works in partnership with parents to close any gaps in children's development, and she is aware of where parents may get additional support if they do not make effective progress. The childminder has also taken some steps to promote the two-way flow of information sharing with other settings that children attend. However, she has not extended this to gather information about how other settings are supporting children with their identified next steps. This does not enable children to receive consistent support in their learning.

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

The childminder is warm and attentive, which helps children to feel safe and secure in her care. When children need emotional support, they go to her for hugs and reassurance. The childminder provides children with the support they need, which enables them to quickly settle and gives them the confidence to explore everything around them.

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About this setting

Unique reference number (URN): EY552017 The childminder supports children with their chosen activities, such as helping them to fit the toy figures into their places on the wooden bus. Additionally, children are given opportunities to do things for themselves, such as trying to put on their own coats, shoes and hats before they go out for a walk. Children show a 'can-do' attitude as they try to complete these tasks independently. The childminder gives children time before asking if she can help them, and they welcome the support that she offers them.

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About this setting

Children benefit from opportunities to develop a love of books. For example, the childminder regularly takes children to the library where they enjoy finding books that interest them and showing them to the childminder. She also ensures that children can easily access books within her setting. They enjoy selecting familiar books and they focus their attention on looking at the different pages.

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Next steps

The childminder should enhance practice to consistently check that children understand what is being taught, and adapt her teaching appropriately. The childminder should review and improve mealtime arrangements to more consistently meet children's needs. The childminder should strengthen her evaluation processes to more securely identify professional development opportunities that build the quality of the provision further. The childminder should further develop partnerships with other settings that children attend, so that children receive consistent support in their progress.

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About this inspection

The inspector spoke with the childminder and her co-childminder and reviewed parents' feedback 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30

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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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