Childminder

Childminder

Unique reference number (URN): EY552182 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

All children, including those with barriers to learning, typically develop well from their starting points. Children gain the skills they need to support their move on to the next stage of their learning, including school. Children are supported to develop their social skills, and as such, they form secure bonds with other children and the childminder. For instance, children enjoy taking part in shared activities, such as blowing bubbles and watching where they land. They develop a growing awareness of what it means when the bubbles are going 'up' and 'down', which helps them to learn the meaning of different words. However, children would benefit from support that more precisely builds on their communication and language skills.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder supports children to behave well and show a good attitude to learning. She ensures that she provides children with activities and resources that they are interested in, such as wooden puzzles and small-world toys. Children generally respond positively to the support that the childminder puts in place. They actively focus their attention on exploring the puzzles and attempt to put the pieces in the available spaces. The childminder also supports children to work collaboratively to achieve a common goal. For example, she provides them with opportunities to use their imagination and make creations with the building blocks. This helps children to engage well with others and in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder responds promptly when children need support regulating their behaviour. For example, when children struggle to take turns on the swing at the park, the childminder calmly talks to them and offers them another activity to engage in. Children respond positively to this support and quickly modify their feelings. The childminder builds on this support for children by praising them for positive behaviour, which promotes children's understanding of how they are expected to behave.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with families to highlight the importance of good attendance and punctuality. She keeps clear records and monitors children's attendance, with established procedures to follow if any concerns arise. This supports children's safety and wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Children form secure bonds with the childminder. They check in regularly with her while they are playing and receive warm cuddles and reassurance from her in return. The childminder supports children to develop an understanding of feelings, such as naming the different emotions that children may experience as they learn to negotiate different challenges and experiences. This helps children to become aware of their feelings.

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Children's welfare and wellbeing Expected standard

The childminder is effective at promoting all children's health and safety, including those that face barriers to their learning. For example, she talks to them about how to keep themselves safe when they cross the road, and she ensures that they wash their hands at appropriate times as part of the daily routines. Children show their growing ability to manage some of the daily tasks independently, such as developing the skills to feed themselves under the close supervision of the childminder. However, the childminder has not fully implemented mealtimes well so that they consistently meet children's emotional wellbeing. For example, children wait too long for their food to be served. Additionally, children are positioned so that they have their backs to the childminder while she prepares their food. This results in children getting upset and having to try to turn around in their high chairs to see what the

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Children's welfare and wellbeing Expected standard

childminder is doing behind them. Although the childminder recognises the impact that this has on children, she does not consider ways to adapt the routine to enable children to feel more settled at these times.

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Curriculum and teaching Expected standard

The childminder has an effective understanding of the skills and knowledge that she wants children to gain during their time with her. She uses this to implement a broad curriculum that generally enables all children to be prepared for the next stage of their development, including their move on to school. For example, she encourages children to try to do things for themselves, such as putting on their shoes and coats before they go outside.

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Curriculum and teaching Expected standard

The childminder follows children's interests to build on their learning. For instance, children indicate that they want to go on the swing by pointing and making sounds. The childminder supports children's language skills by naming the swing for them. However, the childminder does not consistently use opportunities to further extend children's learning. For example, the childminder continues to push children in the swings but does not talk to them as they enjoy this experience. This does not fully enable children to build on their understanding of different words.

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Curriculum and teaching Expected standard

The childminder supports children to develop their mathematical understanding. For example, when children choose to play with beanbags, the childminder uses positional language to describe them being 'on top' and 'under'. The childminder also sings counting songs with children. This helps them to make sense of mathematical concepts.

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Inclusion Expected standard

The childminder works closely with parents and carers, which enables her to get to know children well. She carefully considers children's individual circumstances and needs so that she understands any barriers that children may face in their learning. This helps her to plan for children's care and progress. For example, she supports children with delays in their physical development to broaden their range of movements by placing a variety of resources around the room. This encourages them to manoeuvre themselves to what they want to play with. The childminder generally follows their interests to further support their attention and engagement in their play.

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Inclusion Expected standard

The childminder monitors children's development and assesses how she can continue to support them with their learning. She shares information with parents and carers about additional funding, such as the early years pupil premium, to enable children to benefit from any further support that can be put in place for them. The childminder is also aware of her responsibilities to share appropriate information with other agencies involved in children's care, and overall, they work in partnership to support children's best interests.

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Leadership and governance Expected standard

Since the last inspection, the childminder has completed relevant training to improve her safeguarding knowledge. As such, she now has a secure understanding of the signs and symptoms of abuse and the procedures to follow to escalate safeguarding concerns. This helps to keep children safe.

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Leadership and governance Expected standard

The childminder identifies effectively areas of her practice that are secure. This includes getting to know children well before they start so that she can support them to settle in well when they first arrive. She uses this information to create a warm and welcoming environment, where children can feel safe and secure in her care. The childminder also recognises some areas where she could improve her practice further. However, the childminder does not consistently evaluate her provision well to precisely identify areas of practice and teaching that could be further improved. This does not fully enable her to benefit from refined professional development opportunities that support her to enhance the quality of her provision.

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Leadership and governance Expected standard

The childminder forms close partnerships with parents. She ensures that appropriate information is shared, such as where their children are in their development and how she is supporting them to make progress. The childminder also asks parents to share information about any other settings that children attend, including any identified next steps for children's learning. However, the childminder has not fully extended this to share information about how they can work together so that children 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

Children settle in quickly and develop secure bonds with the childminder. Young children check in with her regularly throughout their play, indicating that they want a cuddle. The childminder responds warmly and readily gives them the emotional support that they need in these moments. As such, children soon continue with their chosen activities, such as exploring the various resources that the childminder has put out for them.

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

The childminder arranges the learning environment so that it is accessible for all children. She follows their interests, and she generally uses these opportunities to support their learning. For example, when children play with wooden puzzles, the childminder encourages them to fit the pieces in the correct places on the board. The childminder shows patience and kindness as she gives children time to try to do this for themselves. She recognises when to step in to support children and gently guides them. This helps children to learn to do things for themselves.

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

Children benefit from support to learn how to lead healthy lifestyles. For example, the childminder ensures that children have access to daily fresh air, such as going for walks to the local park. Children show curiosity as they move around to the equipment that interests them, which helps them to build on their physical skills.

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

The childminder supports children's developing independence skills. For instance, she gives them time to try to put on their own coat, shoes and hat. Children enjoy trying to complete this task for themselves. The childminder praises them for trying before asking if she can help them. This helps children to begin to develop the skills they need to do things for themselves.

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Next steps

The childminder should consistently recognise opportunities to build on children's communication and language skills. The childminder should implement effective strategies during mealtimes so that children remain settled and engaged throughout. The childminder should evaluate practice more consistently to precisely identify professional development opportunities. The childminder should strengthen partnership working with other settings so that children receive consistent support in their development.

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About this setting

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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About this inspection

The inspector spoke with the childminder and her co-childminder and reviewed parent 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.

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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

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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