Childminder

Childminder

Unique reference number (URN): EY294059 Registered with Ofsted: 14/10/2004 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 demonstrate the progress they have made from their starting points, particularly in the area of communication and language. They engage in two-way conversations, respond to questions and use increasingly complex vocabulary. Children show a love for books, demonstrating their understanding and engagement during story times.

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Achievement Expected standard

Children are developing the key skills they need for their next stages of learning. Those preparing for school transition show readiness through their growing independence, social skills and learning behaviours. Children demonstrate strong physical development and hand strength as they feed themselves and use knives to chop fruit at snack time, showing coordination and independence. Overall, children benefit from effective teaching.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and approach the activities on offer with enthusiasm. The childminder responds to children's interests, and this supports them to stay motivated. Children enjoy the opportunity to paint with dinosaurs following a trip to the Natural History Museum. Children fully understand the childminder's expectations for behaviour as they respond to her requests for sharing and turn-taking. However, there are occasions when children need to be reminded to be more independent, in particular when tidying away after activities and mealtimes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that she promotes the importance of punctuality and attendance. She keeps information up to date and follows up with absences with parents and carers. Children follow her careful instructions and fully understand that rules are in place to keep them safe. The childminder offers children high praise for their individual achievements, and children acknowledge this by clapping their hands to celebrate their successes.

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Children's welfare and wellbeing Expected standard

Children enjoy snack times, peeling, cutting, naming and tasting a variety of different fruits. They understand the importance of healthy eating and enjoy the opportunities they have for fresh air and exercise. The childminder encourages them to try different fruits with different textures. She works closely with parents to ensure that they have a variety of experiences. The childminder has strong relationships with children and their families. She builds their experiences at home into her curriculum offering to ensure that children have continuity.

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Children's welfare and wellbeing Expected standard

Children are encouraged to walk, and the childminder can also recognise times when children are tired and may need to take a break. She encourages children to 'use their words' to express how they are feeling. She offers them comfort and cuddles when they are tired or upset. The childminder shows an understanding of safe sleeping and eating and teaches children the importance of keeping themselves safe, for example, when chewing food and not eating too quickly and in stopping, looking and listening when out and about.

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Curriculum and teaching Expected standard

The childminder has a thorough understanding of the early years foundation stage curriculum. Her teaching is carefully sequenced and purposeful. For example, she supports children's climbing and jumping skills through graduated challenges, building confidence in soft play before progressing to outdoor environments. Children have regular opportunities to practise jumping through dance, hopscotch and puddle jumping.

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Curriculum and teaching Expected standard

The childminder has a good understanding of what children 'know and can do', and she supports them through activities that have a number of learning opportunities. For example, through play dough activities, she teaches vocabulary such as 'squash' and 'squeeze', introduces colours and develops fine motor skills through cutting and tearing. The childminder supports their understanding of numbers as they add 'one more' frog to the pond while singing the familiar song of 'Five Little Speckled Frogs'. Sharing these clearly planned learning intentions with other staff would further enhance children's learning experiences.

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Curriculum and teaching Expected standard

The childminder promotes a 'you can do it' approach as she encourages and congratulates children as they use spoons and tweezers to sort coloured pom-poms. Children show pleasure as she supports their emotional development and confidence to keep on trying.

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Inclusion Expected standard

The childminder makes careful observations of children, in order to ensure that she is setting targets that meet the needs of individual learners. She understands how to access additional funding and work alongside external agencies to support children from disadvantaged backgrounds and children with special educational needs and/or disabilities. She plans to engage in further training to support her within this area going forward to ensure that all children achieve the best possible outcomes.

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Inclusion Expected standard

The curriculum is enriched by regular trips to parks, museums, markets and other local venues, providing experiences some children may not otherwise have. The childminder then uses these experiences alongside her strong parent partnership working to set and review children's targets, review any further support needed and plan next steps for children to monitor their learning. She talks confidently about children's starting points and the journeys they are on as they work towards their learning goals. The childminder has clear processes of building on children's experiences when they are back in her home. She places children's interests at the heart of her curriculum offering, so they remain engaged and interested in learning.

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Leadership and governance Expected standard

The childminder can clearly identify the strengths and areas of improvement in her provision and is keen to further engage in training opportunities. She works closely with the local authority and holds regular meetings with other childminders to support her professional development. She manages her staff well and directs them as needed. She does, however, recognise that more needs to be done to continue to support staff to develop their skills and experiences and in fully understanding the curriculum benefits of the early years foundation stage curriculum on children's learning at their different ages and stages.

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Leadership and governance Expected standard

The childminder understands the importance of agency working in supporting children with special educational needs and/or disabilities and in reducing their barriers to learning. She attends regular training and keeps her knowledge up to date. The childminder provides parents with ideas to help at home and includes revisiting stories in the setting that children have been enjoying at home.

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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 show they have forged strong bonds with the childminder and feel safe as they offer her hugs and cuddles during story times. Children enjoy all the activities on offer. The childminder demonstrates passion for and plans a stimulating curriculum that offers children opportunities to practise and learn new skills through real-life experiences. Children show progress from their starting points, in particular, within the area of communication and language. Children are keen to vocalise what they are learning and enjoying with the childminder as they free play.

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

Children play happily alongside their friends and the childminder. The childminder models turn-taking and sharing, and children demonstrate they have respect for each other. The childminder models the language of 'please' and 'thank you', and children repeat her words to each other. Children show they have a positive attitude to their play and learning as they excitedly move between the different activities on offer. The childminder places great emphasis on making her behaviour expectations clear to children, in particular, when supporting them to keep themselves safe when out on trips.

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

The childminder supports children to learn a range of traditional nursery rhymes and songs and pauses to encourage them to join in. Children enjoy shaking bells and banging drums as they sing 'Twinkle Twinkle Little Star' and recite the words of 'Humpty Dumpty'. Children enjoy the puppets on offer, and this supports them to remain engaged and interested in their learning.

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Next steps

The childminder should further support children to understand the high expectations for behaviour, in particular when being independent and tidying up after activities and mealtimes. The childminder should provide regular opportunities to support staff when planning activities, so they fully understand the learning behind the planned activities in line with the curriculum and children's differing ages and stages.

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About this inspection

The inspector spoke with the childminder, her assistant and the 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 : 08:00 - 18:00

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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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