Childminder

Childminder

Unique reference number (URN): EY267984 Registered with Ofsted: 30/09/2003 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 Expected standard

The childminder demonstrates a consistent approach to managing children's behaviour, acting as a positive role model. She carefully considers each child's individual needs, age and stage of development when supporting them to understand the expectations of the setting. The childminder encourages children to share and take turns through frequent praise and encouragement. Generally, children behave well and are beginning to form meaningful friendships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds effective relationships with children. She responds in a calm manner when they struggle with their interactions. For instance, the childminder gently guides them through their emotions and feelings, while using distractions. Her approach provides children with the opportunities to practise skills to regulate their emotions and learn what is expected of them. This contributes to children's growing personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

Children show an understanding of the daily routines and confidently anticipate what happens next. For example, they know when to tidy away their toys and wash their hands ready for lunch. The childminder works in partnership with parents and carers and monitors children's attendance. She acknowledges that this supports children's development and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder takes the time to build trusting and caring relationships with children. She supports children to recognise and manage their emotions, helping them to feel secure and understood. The childminder is attentive to children's developmental readiness, such as recognising when to begin potty training. The childminder works closely with parents and carers to ensure the transition is well timed and consistent between home and the setting. She supports children to understand how to keep themselves safe. For instance, the childminder teaches children to be aware of the boundaries within the home and carries out regular fire drills. This helps to build on children's awareness of safety routines.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's independence through daily routines. She encourages children to develop their self-care skills, such as washing their hands before meals. Children receive important messages about safer eating practice. For instance, the childminder reminds them to stay seated while eating to avoid choking hazards. Children have the opportunity to participate in a wide range of outings in the community. For example, they visit local parks and woodland areas. This helps to develop their physical skills and enhances their experiences of the world around them.

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Inclusion Expected standard

The childminder carries out regular observations and assessments of children, such as the required written progress check when children are aged between 2 and 3 years. This helps her to identify any gaps or barriers to children's learning. The childminder shares these with

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Needs attention

parents and carers to support them to understand their children's emerging skills and next steps. Parents appreciate the support from the childminder. They comment on how their children have grown in confidence, especially in their social skills.

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Needs attention

The childminder understands the processes to follow to help reduce any barriers that children may face. For example, she knows how to make timely referrals and consult with external professionals. The childminder explains how she will implement specific targets and strategies, following their advice and guidance. She recognises how to use additional funding to support the needs of intended children. For instance, she will purchase specific resources, tailored to meet children's individual needs. The childminder recognises that this support will contribute to the progress children with special educational needs and/or disabilities make alongside their friends.

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Achievement Needs attention

Children make some progress in their learning and development from their starting points. They are beginning to gain some of the skills they will need in readiness for their eventual move to school. For example, children develop their small muscles in their hands as they make marks on paper and build towers, showing control and coordination. Generally, older children learn to use their speech to express their wants and needs. Younger children are developing their listening skills as they follow simple instructions. However, achievement is not yet consistent for all age groups of children. Weaknesses in planning mean that activities do not always match children's current skills or interests. Consequently, children do not always make the progress they are capable of.

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Curriculum and teaching Needs attention

The childminder demonstrates an understanding of what children need to learn in preparation for their eventual move to school. She uses observations to acknowledge children's individual needs and interests. However, the curriculum is not yet consistently ambitious or well sequenced across all areas of learning. The childminder does not always identify precise next steps in learning that are accurately matched to each child's age and stage of development. While children benefit from some free-flow play and activities, these are not planned as well as they could be. For instance, children's learning experiences do not always capture their interest or attention. This leads to them being disengaged in their learning, which limits the progress they can make.

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Curriculum and teaching Needs attention

The childminder enhances children's learning by taking them on regular outings to local parks. Children have opportunities to practise physical skills and build social confidence through shared experiences. The childminder uses clear and simple language to support children's engagement. While this supports children's growing vocabulary, the childminder does not demonstrate enough focus on developing younger children's early language skills. Children benefit from a range of resources to explore counting and colour recognition throughout the day. However, these activities do not always reflect children's emerging skills and abilities, which limits clear progression in their learning.

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Leadership and governance Needs attention

The childminder has a general overview of the strengths and challenges of her provision. She completes regular online training, keeping herself up to date with the latest guidance and legislation. However, the childminder has not placed a further focus on strengthening the quality of the curriculum and teaching practice. For instance, the childminder does not consistently plan learning experiences that are ambitious for all children. This means that, at times, she does not extend children's development.

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Leadership and governance Needs attention

The childminder gathers key information from parents and carers when children first start. This includes details about children's barriers to learning or children's special educational needs and/or disabilities. This helps the childminder to build a clear understanding of each child's background and circumstances. The childminder shares daily updates with parents, helping to maintain effective communication. Parents value this method of communication and report that they feel well informed about their child's day.

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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 provides an inclusive, welcoming and homely environment where children feel valued and secure. She promotes children's regular attendance through trusting relationships with parents and carers. The childminder shows genuine kindness and warmth towards the children in her care. She takes the time to carefully plan settling-in sessions when children first start. This supports children to become familiar with the childminder and the environment. This helps children to feel safe, secure and build their confidence at their own pace.

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

Children make choices about what they would like to play with, following their interests and ideas. For example, they enjoy exploring with construction bricks as they build towers during free-flow play. Children engage in conversations with the childminder, talking about what they are creating. This supports their physical development, hand–eye coordination and growing vocabulary. However, teaching is inconsistent. At times, the childminder does not adapt the curriculum to reflect the age and stage of children present. This means that, at times, some learning opportunities do not fully support children's engagement and progress.

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

The childminder supports children's social development by regularly attending toddler groups alongside other childminders. These opportunities allow children to engage with other children. The childminder uses these experiences to help them to develop their confidence, communication skills and positive relationships. Generally, children enjoy a range of activities that the childminder provides, such as singing and dancing. They enthusiastically join in, smiling and laughing together as they choose their favourite songs. The childminder has an understanding of how to adapt activities to include children with special educational needs and/or disabilities and for those who face other barriers to learning. This approach helps to support all children to be included.

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About this setting

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

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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 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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