Childminder

Childminder

Unique reference number (URN): EY549695 Registered with Ofsted: 11/08/2017 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children, including those with special educational needs and/or disabilities and babies, benefit from the 'family' setting. Children talk about their own families and activities that they enjoy with them. They have plenty of time to think and answer questions. However, they do not yet demonstrate rich and varied language relative to their ages. Children enjoy conversations, such as during snack time, when they discuss their favourite foods and likes and dislikes. They show a love of books as they ask for their favourite stories. They concentrate for significant periods of time while they independently turn the pages, looking at illustrations, and then choose another book. Babies show interest in board books.

p.2

Achievement Expected standard

Children demonstrate their fine motor skills as they dress and undress baby dolls, stack cups and bricks and remove cards from a board. They copy different poses as they stand on one leg, hug themselves or stretch up. Babies pull themselves up on furniture and balance momentarily, in readiness for walking.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model who shows respect and kindness towards all those in her care. She sets clear boundaries and guidelines for children's behaviour. Occasionally, she gives children gentle reminders about her expectations. For example, she quickly intervenes when children throw toys and ensures that they understand this is not acceptable or safe. Children typically show concern for others and a willingness to join in with routines. For instance, they sit with their friends for snacks and to play games. Babies cooperate with routines such as nappy changing. Children are settled and happy in the childminder's home. They have positive bonds with the childminder and enjoy showing her their books and toys. The childminder adapts routines to meet the needs of all children, including those with special educational needs and/or disabilities.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to ensure that they understand the importance of punctuality and regular attendance. She has procedures in place that she can follow when needed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children explore their wider community with the childminder. They visit local schools, libraries and other places of local interest, which the childminder uses to help them to understand about the world around them. They practise their social skills and gain an awareness of the similarities and differences between themselves and others.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides a warm and friendly play environment. She talks with children about their feelings and helps them to manage their emotions and show empathy for others. For instance, the childminder talks with children about how their actions make other children feel. The childminder provides healthy choices of fruit for children's snacks and nutritious home- made meals. Children access drinking water throughout the day to keep hydrated. They have opportunities for fresh air and exercise during walks in the surrounding areas. The childminder collects detailed information from parents and carers about any food allergies and the current stages of weaning for babies. She supervises babies and children carefully while they eat and prepares food appropriately, such as halving grapes, to minimise choking hazards.

p.2

Children's welfare and wellbeing Expected standard

The childminder follows babies' routines and needs when they are ready for a nap. This helps to ensure that they sleep safely and are rested. The childminder responds sensitively when children show that they are tired and provides them with comfort until they are settled. For example, she plays soft music to soothe them to sleep.

p.3

Children's welfare and wellbeing Expected standard

Children learn about how to keep themselves and others safe. For example, they close doors gently when they take themselves to the toilet, to avoid trapping their fingers. Children follow good hygiene procedures, including handwashing before eating.

p.3

Curriculum and teaching Expected standard

The childminder's curriculum is designed to prepare children with the skills they will need in readiness for school. Her priority is to support children to become independent, confident and kind individuals. The childminder understands what children need to learn next to build on their skills and knowledge. For example, she takes children to groups where they can practise their social skills. The childminder provides games for children to practise taking turns.

p.3

Curriculum and teaching Expected standard

Children demonstrate great enjoyment of books. The childminder provides them with easy access to a wide range of appropriate and attractive stories. She regularly reads to them from familiar favourites. This helps children to hear some new vocabulary and stimulates their imaginations, for example, during role play. Children show great excitement as they join in with songs and rhymes that the childminder typically weaves throughout the day. This supports the development of their early literacy skills.

p.3

Curriculum and teaching Expected standard

Overall, the childminder focuses well on children's communication and language development. She repeats single words clearly for babies and provides a commentary for children's play. However, she does not consistently model a rich vocabulary to extend their language skills even further. The childminder introduces mathematical language, such as 'some', 'more', 'bigger' and 'smaller'. She encourages children to recite numbers, count and recognise shapes.

p.3

Curriculum and teaching Expected standard

The childminder ensures that children have daily opportunities for exercise and movement. Children visit parks with her where they learn to climb safely on large equipment. The childminder encourages children to stretch and balance, following simple yoga moves. Babies attempt their first steps with the childminder encouraging them close by.

p.3

Inclusion Expected standard

The childminder has completed training in how to support children with special educational needs and/or disabilities (SEND) so that she is better able to help all children in her care. She has gained additional knowledge, skills and resources to enhance her planning for children with SEND. The childminder gathers a wealth of information from parents and carers to help establish children's starting points. She takes account of any concerns that parents may have. The childminder uses this to identify children who may have gaps or delays in their learning. She establishes meaningful contact with other professionals, with parents' agreement, to explore further ways to help individual children. Parents highly value the childminder's proactive approach.

p.3

Inclusion Expected standard

The childminder regularly reviews children's achievements to identify what is working for them and help to decide any further steps that may be needed. Her assessments include effective use of the progress check when children are aged between 2 and 3 years in this process. The childminder adapts her practice and routines to ensure that all children are included. She structures adult-led activities to provide appropriate experiences according to children's abilities. For example, the childminder provides different games to build on what children already know and can do.

p.4

Leadership and governance Expected standard

The childminder establishes effective partnership working with parents and carers from the start. Parents value the ongoing and detailed exchange of information about children's progress with the childminder. This helps them, for example, to continue their children's learning at home and address any issues, such as reducing the use of dummies. Parents comment that their children are eager to attend and happy in her care. These positive relationships support all children, including those with special educational needs and/or disabilities, to make progress from their starting points.

p.4

Leadership and governance Expected standard

The childminder has links with local providers to help ensure smooth transitions, such as when children begin attending school. She accesses support from other agencies, including local authority early years advisers. The childminder works alongside assistants. She ensures that they complete mandatory training promptly and supervises their practice day to day.

p.4

Leadership and governance Expected standard

The childminder frequently reflects on the quality of her setting and identifies specific improvements to develop it further. However, she has not yet identified a targeted professional development programme, for instance to enhance her skills and knowledge to promote the development of children's communication and language skills even more effectively.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder gets to know children well from the start. She adapts her approach to their care and development using this information. The childminder is a positive role model. She encourages children to use polite manners, such as saying 'please' and 'thank you'. The childminder offers praise for children's efforts so that they continue to have a go as they play. Children cooperate well with each other during their play at this homely setting. They are helpful and kind. For example, they share out cards so that their friends can complete a matching game during an adult-led activity. The childminder gives children plenty of

p.5

About this setting

Unique reference number (URN): EY549695 opportunities to practise their independence skills and contribute to routines. For instance, children pass around water bottles to others during snack time. They recognise which bottle belongs to each child.

p.6

About this setting

The childminder works closely with parents and carers to support children's self-care skills, such as toilet training. Children confidently take responsibility for small tasks, including putting away resources before sitting down together for snack. They listen to the 'tidy-up song' as they help to keep the floor free from hazards. Children learn about how to keep themselves safe because the childminder sets clear boundaries and guidelines for them to follow. One example of this is when she gently but firmly reminds children to sit down while they eat. Children approach the caring childminder for cuddles and reassurance when needed. Babies gradually become more confident to move away from the childminder, returning when they need her hugs and kind words. Children show that they feel a sense of belonging in her home as they explore and investigate the age-appropriate toys and equipment. They gain the skills they will need for the next stage of their learning, including

p.6

About this setting

making choices and leading their own play. Children thrive at the childminder's home.

p.6

Next steps

The childminder should strengthen the planning and teaching of language skills even further to promote the development of children's rich vocabulary and highly effective communication. The childminder should identify a targeted programme of professional development that prioritises children's needs, in particular their communication and language skills.

p.6

About this inspection

The inspector spoke with the childminder, her assistant and children during the inspection.

p.6

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. Type: Childminder

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8