Childminder

Childminder

Unique reference number (URN): EY553429 Registered with Ofsted: 12/12/2017 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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently provides warm and supportive interactions. She supports children with their understanding of age-appropriate manners and behaviour to promote a harmonious environment. Children act kindly and considerately, and the childminder teaches them how to share. She recognises that young children may struggle to share resources and offers gentle support. She reinforces the message that 'sharing is caring'. As a result, children learn to manage their feelings and behaviour very well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder regularly praises children, which significantly boosts their confidence and self-esteem. She adapts her practice to ensure that the individual needs of all children are met. Children confidently express their emotions to the childminder and communicate their needs to her, ensuring that their emotional needs are met fully. The childminder acts as a positive role model to parents and children. She promotes punctuality and attendance with parents and develops positive relationships, which help her maintain high expectations for all children. The childminder speaks with parents to gain an understanding of children's personal care needs, such as their sleep patterns. She tries to follow routines from home as much as possible, which helps children to settle.

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Children's welfare and wellbeing Strong standard

Children build strong relationships with the exceptionally kind and caring childminder, who actively nurtures their emotional wellbeing. The childminder very successfully keeps children cheerful and engaged throughout the day. All children demonstrate that they are content and thoroughly enjoy their time with the childminder. She ensures that she gives children's emotional security a high priority so that they are comfortable in their chosen environment. She supports children who are new to the setting to settle extremely well. The childminder offers children consistent nurturing comfort and care. She remains close to provide children with cuddles and sensitive reassurance. This helps children to become familiar with their new environment and builds their confidence.

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Children's welfare and wellbeing Strong standard

The childminder supports children's health very well. Children have many opportunities to be physical and demonstrate good coordination as they move around the setting. Children benefit from a range of healthy snacks and sit together at mealtimes to promote their social skills. The childminder supports families to provide their children with healthy packed lunches and supports children to learn about what foods are good for them. She has promoted and implemented healthy and highly effective procedures for nappy changing, toileting, hand washing and oral health.

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Achievement Expected standard

All children make progress in their development from their individual starting points. They gain the important skills they need to support their future learning. Children use visuals to help express themselves and communicate effectively. They use visuals during singing time to help make connections with the song and characters in the book. Children are making steady progress from their starting points. Gaps in children's learning are closing. The childminder demonstrates her understanding of the importance of removing barriers to learning. She is clear about effective support strategies for children with special educational needs and/or disabilities.

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Achievement Expected standard

Children develop their physical skills and build their strength and coordination during indoor and outdoor play. Younger children crawl and pull themselves up to standing. They cruise around the furniture and access activities in the tuff tray. Children are well prepared for going to school. They are confident communicators and can express their needs. Children independently feed themselves at mealtimes and are beginning to use cutlery. Young toddlers are quick to grasp new mathematical knowledge, and older children become secure in their understanding of numbers 1 to 5 in a variety of contexts, before extending their knowledge of numbers up to 10.

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Curriculum and teaching Expected standard

The childminder has developed a basic but effective curriculum that meets the needs of all children and is adaptable for children with special educational needs and/or disabilities. However, the childminder has not yet considered ways in which she can develop and implement a more ambitious curriculum that provides children with the highest quality educational programme. Despite this, she plans her curriculum based on children's interests and what children need to learn next. She has developed a system that enables her to identify if a child is falling behind and implement strategies to support their development. She helps children to develop their communication and language skills. Children develop a love of books, songs and rhymes. The childminder knows the children's favourite stories and songs. She uses props from her song bag to help children to join in and name different characters. Children are keen to turn the pages of books, name characters and join in

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Curriculum and teaching Expected standard

movement and music activities. The childminder has identified that reorganising some of her resources will help children to access equipment more freely to enhance the curriculum for literacy and encourage early writing skills.

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Curriculum and teaching Expected standard

Children are familiar with early mathematics. They demonstrate their counting skills by counting slowly and carefully. Children can recognise small quantities and identify the number to match the quantity. The childminder encourages children to choose what they would like to play with. She joins in with their play when appropriate and allows the children to lead their own play. Children can recognise their own photo and written name and use these as part of the registration process. Children enjoy singing the 'welcome song' together and show delight as their name is mentioned. This helps children to feel emotionally secure. The childminder understands what each child needs to learn next. She adapts and develops activities that harness their individual interests and needs. This helps children to achieve their individual next steps through well-planned play.

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Inclusion Expected standard

The childminder's main focus is for children to initially develop their communication, physical and emotional skills. She carefully checks how each child is developing in these areas and understands what they need to learn next. When children first start, she gathers useful information from parents about children's starting points. The childminder knows each child well and tracks their progress regularly. Her monitoring of children's development allows her to identify appropriate next steps and interventions and seek multi-agency support when needed. Although the childminder does not currently have any children with special educational needs and/or disabilities on roll, she demonstrates a clear understanding of meeting the individual needs of all children. For example, in the past she has used proven strategies to support children where additional support and adaptations are required. The childminder is aware of additional funding that is available to help her adapt and differentiate

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Inclusion Expected standard

her curriculum to meet diverse needs. She assists parents in helping their children to reach their full potential.

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Leadership and governance Expected standard

The childminder recognises the importance of adapting her provision to take account of each child and family's needs. She is responsive when different needs arise and plans for these. She regularly reflects on her practice, seeking feedback from parents and carers to contribute to this. She identifies ongoing improvements she would like to make to continue to engage and excite children in their play. The childminder keeps her mandatory training up to date, such as first-aid training. However, she does not focus on other professional development opportunities to expand her knowledge and skills to support children's learning even further.

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Leadership and governance Expected standard

The childminder has high expectations for all children, including children with special educational needs and/or disabilities. She plans her programme of learning to make sure children are confident communicators, and they develop the skills they need for starting school. The childminder develops effective links with parents and local schools that the children move on to. These partnerships provide a consistency of care for children and provide parents with ideas of how to extend and build on children's learning 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

The childminder plans her curriculum to support all children to make progress in their learning and thrive. She uses daily outings to help children expand their knowledge, skills and experiences. The childminder helps children to develop their physical skills during regular trips to the park and play areas, where they build strength and coordination. She takes children to the local library to enjoy a variety of books and play sessions. Children develop their social skills as they interact with other children and members of the local community. They demonstrate that they enjoy their learning and that they are safe with the

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About this setting

engaging childminder. The childminder gives songs and stories a priority. She uses a song bag with visual prompts to support children to develop their emerging communication and language skills. She adjusts her questioning and language during story time to promote children's development and encourage engagement. Children demonstrate a love of books, which supports their early literacy. Children learn through experiencing natural resources and experiences. This approach fosters children's sense of curiosity and intrigue, and they all appear continually engaged and excited by their learning.

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About this setting

The childminder provides a safe and welcoming environment for children. She supports children who are new to the setting to settle into their environment. Children delight as they play with the vehicles and use roads and ramps to push them along. The childminder shows respect to all children and values the unique qualities of all children who attend. This helps children to thrive in her care. The childminder shares meaningful updates with parents daily. Parents speak highly about the childminder and say that their 'children are confident and feel welcome in the setting'. They appreciate the positive partnership with the childminder and feel 'very supported'.

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Next steps

The childminder should consider ways in which she can develop and implement a more ambitious curriculum, which provides children with the highest-quality educational programme. The childminder should extend and enhance opportunities for children's early writing skills. The childminder should seek further professional development opportunities to update knowledge and skills.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): EY553429

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: East Riding of Yorkshire

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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

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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