Childminder

Childminder

Unique reference number (URN): EY396952 Registered with Ofsted: 17/11/2009 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 develop the skills they need in preparation for school. Children develop their independence well. For example, children develop their confidence to ask for help when needed. They learn how to carry out tasks for themselves, such as putting on shoes and doing up their zips on coats.

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Achievement Expected standard

Children make good progress across the seven areas of learning. In particular, they develop good speech and language skills through daily singing and reading activities as well as joining in group conversations throughout their play. This helps them to become confident communicators. Additionally, they make good progress with their physical skills, joining in group play. For example, children experiment with a ball as they kick, throw and catch, developing their gross motor movements. They also enjoy crafting and malleable experiences, used to strengthen fine motor muscles and hand-eye coordination.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate strong relationships with the childminder and their peers as they engage in regular group play. Children take turns and share resources during role play as they pretend to be doctors and help the childminder feel better. Children are kind and caring towards their peers, demonstrating their good social skills and understanding of turn taking.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes good attendance, and all children in her care regularly attend their booked sessions. This has a positive impact on children's learning and progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements clear rules and boundaries, and children demonstrate their understanding of these through their capable behaviours and listening skills. For example, children confidently follow instructions and listen to the childminder when she speaks and gives gentle reminds of her expectations. They answer questions and respectfully voice their ideas, needs and wants to the childminder and their peers, supporting effective and meaningful social interactions.

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Children's welfare and wellbeing Expected standard

The childminder has effective settling-in procedures in place that support children through the transition process. The childminder gathers various information from parents, helping her to meet children's needs from the very beginning. The childminder is comforting and responsive to children's needs, helping them to feel safe and secure in her care.

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Children's welfare and wellbeing Expected standard

The childminder provides parents with up-to-date information and nutritional guidance to help them supply a healthy and balanced packed lunch. This means that throughout the day children access a healthy diet. Mealtimes are well supervised, and children are taught to sit properly and safely, helping to keep children safe when eating. The childminder provides regular access to the outdoors and provides numerous opportunities for children to explore physical activity. She has a dedicated sleep space and implements safe-sleeping arrangements and hygienic practices to ensure that children's needs are met. Children learn about emotions and feelings through everyday interactions. The childminder talks about feelings and the impact their actions have on others. Children begin to recognise and respond to the emotions of their peers, finding comforters for their friends and supporting them when needed.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that helps prepare children for their next stage in learning. For example, children develop their confidence, learn to make choices independently, ask for help when needed and develop friendships among their peers. This helps prepare children for a larger environment, such as a classroom. Across the curriculum, the childminder ensures that children access a range of learning opportunities that support all areas of learning. For example, the childminder teaches children new language through conversations and interactions. She repeats words clearly and introduces new words to children's conversations, helping them to develop a wide vocabulary. The childminder adapts her teaching to meet the individual needs of all children. This helps children to become confident talkers from a young age.

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Curriculum and teaching Expected standard

Children's learning is monitored, and clear next steps are planned to help them progress and learn new skills and knowledge. Children develop effective fine motor skills as they explore the play dough and use a range of tools to mould and manipulate the dough into different shapes. The childminder joins children's play, demonstrating different movements, such as rolling, to help children learn new physical skills. At times, children can lose focus, and the childminder does not always manage to re-engage children effectively. This can impact on the quality of learning taking place.

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Curriculum and teaching Expected standard

Children begin to develop their mathematical knowledge and vocabulary as they learn the names of shapes and look at patterns they make. The childminder regularly teaches children about numbers and incorporates this through everyday activities, such as recognising numbers on doors when they go for a walk. This helps to embed the foundations of children's mathematical knowledge.

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Inclusion Expected standard

The childminder identifies any additional needs children may have and uses individual assessment to monitor, support and highlight where children require additional help. The childminder monitors children's learning closely and identifies clear next steps in children's learning. Where gaps in learning are identified, the childminder has clear plans of how to access further support and guidance to help children and families in her care. She has a sound understanding of the local procedures for accessing support and guidance for children and families with special educational needs and/or disabilities. She accesses relevant information when needed and uses this to support children in the setting and at home. Additionally, the childminder has a good understanding of the importance of additional funding and how this should be allocated based on children's individual needs and learning requirements.

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Leadership and governance Needs attention

The childminder has not asked for references as part of the vetting of any assistants working in the setting. However, she has completed other checks, including with the Disclosure and Barring Service. This means that the impact of this breach of requirements on children's safety is minimal.

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Leadership and governance Needs attention

The childminder implements plans for improvement effectively and makes choices in the best interests of children. She has implemented highly effective communication with other professionals, including other early years settings that children attend. Transitions are well supported, as the childminder helps children to learn the skills and knowledge they need for their next stage of learning. The childminder shares relevant information with the settings that children are moving on to in order to help them develop an early understanding of children's learning from the very beginning. This helps children transition to new settings well.

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Leadership and governance Needs attention

The childminder has attended various training opportunities to extend and strengthen her skills and teaching. She has implemented some ideas into the setting to develop her teaching, and this supports children's learning. The childminder continues to attend further training to help develop this even further, identifying areas for improvement and implementing action.

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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

The childminder has not taken the most effective action to ensure the suitability of her assistants working in the setting. However, she has ensured that numerous checks, including a Disclosure and Barring Service check, have been completed. Therefore, this has minimal impact on children's safety.

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

Children are happy and confident in the setting, exploring a range of resources independently and joining in with learning opportunities that extend and strengthen their skills and knowledge. The childminder provides settling-in visits to the setting, and these help children become familiar with their new surroundings and develop relationships with the childminder and their peers. Children are confident to attend the setting, arrive happy, and after only a few visits, children are clearly comfortable in the childminder's care and her home-from-home setting.

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

Children develop the skills they need for their next stage of learning. For example, the childminder teaches children how to be independent, completing tasks on their own, making choices and being confident to ask for help when needed. Children demonstrate this throughout their play, as well as effective social skills that allow them to communicate, play and learn as part of a group.

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

Children benefit from effective systems where the childminder monitors and tracks children's learning closely. This supports her to set age-appropriate next steps and helps children to make progress from their individual starting points. The childminder values all children at the setting, helping them to feel welcomed and supported. Additionally, attendance is promoted well, and this supports children's continued learning.

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About this setting

Operating hours: Monday,Friday : 06:00 - 16:30,Tuesday,Wednesday,Thursday : 06:00 - 17:30

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with the childminder, parents 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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