Childminder

Childminder

Unique reference number (URN): EY470060 Registered with Ofsted: 28/01/2014 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 make progress through the curriculum at their own rate. They are supported to build on all the areas of learning. There is a particular focus on communication and language and building vocabulary. Children learning more than one language are supported to ensure any gaps to learning are monitored and closed swiftly.

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Achievement Expected standard

Children become confident learners. They learn the skills needed to progress onto the next step of their journey including starting school. For example, they learn how to ask for help when they need it, how to dress themselves and how to socialise with others. In preparing for school, children's social and emotional skills are prioritised to support the transition and build emotional security. Alongside this, they build on the vital physical skills, such as gross and fine motor skills, that will support writing skills in the future.

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Achievement Expected standard

Children require more support to build their knowledge of turn-taking with their friends. In addition, they also need more support to understand healthy eating and healthy habits and the impact on their bodies.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the daily routine in the setting. This helps them to understand what happens at each point of the day. In turn, this helps foster feelings of safety and security along with knowledge of what is expected of them. There is a positive atmosphere and the childminder models good manners and kindness to support children to mirror this. Children enjoy playing together and they get along well. They are kind to each other. They sometimes struggle to share toys due to the broad range of their ages and stages of development. When this occurs, the childminder offers reassurance to all children. She aims to support them to find resolutions, but they vary in effectiveness due to the age and stage of development across the children. This means that teaching to support children's positive behaviour is not always effective.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive relationships with each other and the childminder. They actively listen to the childminder and learn how to take care of their belongings. They can work together to achieve a goal, for example, they all help to tidy away any toys and activities before snack time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the impact of punctuality and attendance and she promotes this well with all children and families, supporting them to embed positive habits that support learning.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy meals and snacks throughout the day. Children sit together with the childminder for a family style mealtime. This supports them to build upon their social skills. They enjoy this experience as they explore new foods with their peers and they eat well. Although the food is healthy, the childminder does not take the opportunity to talk to the children about healthy eating and the benefits on their bodies. Similarly, through physical play, children do not always learn about the impact of exercise on their bodies to embed healthy habits for life.

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Children's welfare and wellbeing Expected standard

The childminder has built secure relationships with all children and they feel safe in her care. She knows the children extremely well and uses this knowledge to ensure all children's care needs are individualised. The childminder provides a warm nurturing environment where children are supported to express how they feel. The children seek out the childminder when they need to check in for emotional support such as cuddles. The childminder is very responsive to all children's needs, prioritising their emotional wellbeing throughout the day.

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Curriculum and teaching Expected standard

The childminder bases her curriculum on the early years foundation stage. It covers all 7 areas of children's learning. She uses this to ensure children are meeting their expected milestones. Based on the children's interests, she plans a broad range of activities that allow her to teach children their next steps in learning. She uses an effective assessment cycle to ensure children are making progress. This supports her to assess what they have achieved and build on what they know. She plans activities that suit a range of children's age and stage of development. This is tailored to suit the children attending each day.

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Curriculum and teaching Expected standard

The childminder pays particular attention to adapting her teaching to suit any children with potential barriers to learning. For example, many children attending are learning more than one language. She gives them ample time to think and process their responses when interacting with them. Children build their vocabulary well and become confident speakers. They count in more than one language to 10.

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Curriculum and teaching Expected standard

Children learn vital social and emotional skills through interacting with the childminder and their friends. However, teaching is not yet consistently extending children's learning of turn- taking.

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Inclusion Expected standard

The childminder identifies any barriers to learning quickly. She makes accurate assessments that allow her to plan learning that supports children's individual needs. The childminder works in partnership with professionals within the local authority. This allows her to gain targeted support for those who need it. This further supports her own knowledge of teaching children with special educational needs and/or disabilities. The childminder understands the importance of working with parents and carers to set achievable next steps in learning for all children. The plan, do, review cycle is a collaborative approach that supports positive outcomes for children's development and learning.

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Inclusion Expected standard

The childminder works hard to support children that are learning multiple languages. She speaks 2 languages and this gives her the advantage of understanding how children learn and process more than one language. She ensures that she closely monitors children's language development to minimise any delays in securing vocabulary. She ensures that all children feel included and adapts her communication to support all children. Turn-taking strategies for all ages and stages of children are not yet fully developed. This creates a barrier to all children consistently participating and engaging together.

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Leadership and governance Expected standard

The childminder understands her setting well. She can clearly identify what is working well and what areas she would like to develop. For example, she accurately details the setting's strengths in building a family-style provision where all children and their families feel included. Parents feed back on the successfulness of this and note how valued they feel as part of her extended family within the setting. This supports solid parent partnerships that further enhance positive outcomes for children and their learning and development. The childminder further identifies areas she would like to further enhance such as her confidence in supporting children's positive behaviour, particularly around supporting turn-taking and sharing toys.

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Leadership and governance Expected standard

The childminder regularly reviews her setting to ensure it supports all children to thrive. She builds her own professional knowledge through reaching out to the local authority to attend training. She also meets frequently with other childminders where she finds new ideas and activities to try to support children's 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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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 at this setting thrive in a warm and inviting atmosphere that has a family feel to it. They arrive happily and separate from their parents confidently. They enjoy spending time with the childminder and have fostered secure attachments with her; they enjoy laughing and cuddling with her. Children feel a sense of security and safety at the setting.

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

Children have lots of fun while they learn new skills. For example, they build their fine motor skills as they play with arctic-themed play dough. They pat, roll and shape the dough as the childminder plays with the children. They smile and proudly show her their creations, enjoying the specific praise they receive back. Children take part in a multitude of experiences, supporting them to gain new skills and knowledge across all areas of their development and learning, and make progress. For example, they spend lots of time attending local playgroups, play parks and local woodlands. They learn about their similarities and differences and what makes them unique. For example, they listen and watch intently as the childminder reads a story using a wooden Japanese storyboard; a tradition known as Kamishibai. Older children signal the start and end of the story by tapping the wooden instrument Hyoshiki together. Children are learning about the childminder's

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

Japanese culture in this wonderful experience.

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

Children build social skills as they play together. They can choose what they would like to play and where. They enjoy time by themselves when they need it, for example looking at a book inside a cosy tent. They seek each other out for play opportunities and fun. For example, older children find younger children and play 'Row, Row, Row Your Boat' with them; they laugh excitedly as they hold hands and push-pull each other to the song.

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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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Next steps

The childminder should develop her teaching further to support children's understanding of turn-taking, appropriate to their age and stage of development. The childminder should further develop teaching to support children to learn about the impact of healthy eating and healthy habits on their bodies.

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About this inspection

The inspector spoke with the childminder and parents 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

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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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