Childminder

Childminder

Unique reference number (URN): EY548799 Registered with Ofsted: 22/08/2017 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 Expected standard

The childminder has created a 'home from home' environment in which children demonstrate they feel safe, valued, listened to and cared for. For example, when children feel shy, the childminder offers reassurance and comfort. The children feel confident to ask for help when needed and they know the childminder will help them. For example, when playing with the dinosaurs and children ask for assistance, this is provided promptly by the childminder. Parents understand and follow absence procedures and the childminder promotes good attendance and punctuality in the setting. Regular attendance ensures children to continue to build on previous learning, develop positive attitudes towards learning, and are prepared for the expectations when they start school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She supports children to learn daily routines. For example, children eagerly sit to listen to a story. Snack times and mealtimes are social occasions for children to talk about their morning and their favourite foods. Children behave well and show respect for each other. The childminder uses praise to reward positive behaviour. She teaches children how to play nicely and how to take turns to speak and listen to each other.

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Children's welfare and wellbeing Expected standard

The childminder welcomes children and parents into her warm, safe home. Children attending this setting feel happy, safe and confident to explore new learning. They form strong relationships with the childminder and their peers and play well together. The childminder encourages children to manage their feelings and behaviour. She supports them to solve problems with their peers, reminding them how to be good friends. The childminder embeds consistent routines that support children's physical development, promote their independence and prepare children for their next stage of learning. The childminder encourages children to develop good hygiene practices by washing their hands before eating and after nappy changing or going to the toilet.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy meals for the children and encourages them to try different foods. At snack time, the children sit around the table together and enjoy eating a selection of fresh fruit. The childminder supports children to eat safely and enjoy their food. The childminder prepares food that is nutritionally balanced to suit children's dietary needs. The childminder supervises children in her care and teaches them how to keep safe indoors and outdoors. For example, children know that the stairgate at the bottom of the stairs and the lock at the top of front door, are there to keep them safe. The childminder takes children out each day into the community where children access fresh air and exercise. The childminder teaches children how to keep safe when out and about and takes them to parks to help develop their gross motor skills, using apparatus.

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Inclusion Expected standard

The childminder encourages new children to settle well. She liaises with other providers as children join the setting, to promote children's transition and continuity of care. This helps

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Needs attention

children to have the best start as they form new relationships. The childminder takes the children to visit different playgroups each day. These experiences broaden the children's range of learning opportunities and encourages children to become independent, confident and sociable learners. This is an embedded routine which the children look forward to and enjoy. The childminder supports children who often face barriers to learning. For example, she includes sensory movement breaks for children with special educational needs and disabilities. This encourages children to settle quickly, maintain attention access the activities and achieve their potential.

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Needs attention

The childminder forms positive relationships with parents. Parents speak highly of the childminder, and she is regarded as part of the family. Parents say that their children are happy and since attending the childminder their language has improved. Parents listen to the childminder's suggestions and welcome her advice regarding their child's progress. She is aware of children's emerging needs and shares relevant information with parents about progress or concerns. The childminder shares ideas to support children's developing skills, for example using scissors to practise cutting skills.

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Achievement Needs attention

Typically, most children achieve well from their starting points. Gaps in most children's learning are closing. However, children who face barriers to learning, do not achieve as well, and are not suitably prepared for the next stage of learning, including school.

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Achievement Needs attention

Most children develop skills that will prepare them for school. They settle well and form bonds with each other. They develop literacy skills, sharing books and listening to stories, talking about what the characters are doing. Children learn to express themselves, talking to each other and the childminder about things they enjoy. They develop listening and attention skills, concentrating on small group activities. Children learn to count, name shapes and talk about patterns, developing mathematical skills. They build models with small construction, make marks and learn to use one-handed tools, developing fine motor skills. Children learn to share and take turns with their friends and follow rules and routines.

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Curriculum and teaching Needs attention

The childminder knows what she wants children to know and do. She uses communication and language to support learning across all areas of the curriculum. She encourages children to talk about what they hear, see, and think is happening in stories. This helps children to develop their imagination, a reading culture and widens their vocabulary.

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Curriculum and teaching Needs attention

The childminder supports children to count, recognise shapes and talk about patterns they see. For example, while telling the story, 'Hooray for Fish', the childminder asks children how many fish they can see. This supports children's mathematical development and gets them ready for their next stage of learning. However, although the childminder considers all areas of the curriculum in planning to meet children's needs, she does not consider children's individual starting points. Therefore, teaching is not effective in meeting children's individual needs, in particular for children who may face barriers to learning. As a result, some children are not engaged and do not access the learning. This means not all children are able to meet their milestones in readiness for their next stage of learning and school.

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Curriculum and teaching Needs attention

The childminder prioritises children's physical, personal and social and emotional development. She takes children out for daily walks. They visit playgroups and go to the park. This encourages children to form bonds with other children, which prepares children for school.

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Leadership and governance Needs attention

The childminder is reflective and attends weekly meetings with other childminders to share and gain knowledge and ideas. The childminder designs a curriculum based on children's interests, but she is not always clear what the children need to know and learn next. The childminder writes a termly learning summary for each child and shares this with parents to show their children's progress and so that parents can support their child's learning and progress at home. The childminder builds strong networks with other childminders in her local community. These networks help her to keep up to date with changes and share best practices.

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Leadership and governance Needs attention

The childminder has a broad awareness of strengths of the setting, what she does well and her vision for the children. However, her actions to address areas for development are not timely and effective. For example, how she will implement what she wants children to know. As a result, children do not always achieve their fullest potential and reach their milestones.

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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 demonstrate that they are happy, confident, feel safe and secure to engage in learning. They share experiences with each other and talk confidently to the childminder about what they like doing and share news about their weekend. Children have a lovely bond with the childminder and they know, understand and follow routines and rules for expectations and behaviour. The childminder plans opportunities that encourage children to take turns, share and have respect for each other. For example, when children are playing with the construction resources, and want to use the same toy, the childminder intervenes and encourages the second child to choose a different one. When they respond to her instruction, the childminder praises them.

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

The childminder creates an environment where the children know that they can choose to play with toys and activities that they enjoy. The childminder plans activities and experiences that stem from the children's interests. This helps all children, including those who may face barriers to their learning, to be curious, interested, maintain attention and learn. The children love learning and playing together. Children enjoy visiting different groups daily, where they can explore a range of learning indoors and outdoors. This supports children to develop their social skills, independence and encourages them to build new relationships.

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

Children at this setting are learning how to keep themselves safe and stay healthy by practising good hygiene and eating healthy food. They share snack times, mealtimes and teatimes, sitting around the table, talking to each other about the food that they are eating. One child describes the snack time fruit as 'yummy'. The childminder encourages children to learn about the needs of others and that some children might need different types of help and support.

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

Although children enjoy learning, there are occasions where the childminder does not use her assessments of children to plan an ambitious curriculum to meet children's individual

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About this setting

Register(s): EYR, CCR, VCR needs. As a result, children do not achieve their best outcomes and are yet fully acquiring the skills they need for then they start school.

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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 actions 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.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. 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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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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