Childminder

Childminder

Unique reference number (URN): EY440560 Registered with Ofsted: 24/01/2012 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 Needs attention

Some groups of children, such as those with special educational needs and/or disabilities, are not making the progress they should because of weaknesses in the curriculum planning, assessments and teaching. Older children, in particular, make ample progress across all areas of learning from their starting points. They develop large physical skills as they bend and stretch up high while building a tower with large foam bricks in the garden. They demonstrate well-developed small-muscle control while threading beads onto laces. Older children are gaining many of the skills they will need to start school. For example, they put on their coats and footwear in readiness for playing outside and require little support when managing self-care tasks during daily routines. They use language confidently in a range of ways and demonstrate good listening, early mathematical and social skills, for instance while taking turns during a 'shopping' lotto game. They readily point out how the fruit and

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Behaviour, attitudes and establishing routines Needs attention

Younger children lose interest at times because the curriculum and learning environment are not well planned to fully support their independent play. However, the childminder helps older children to build positive attitudes to learning. They are eager to absorb new knowledge, such as finding out where different food items come from and how they are made, such as cheese. The childminder gives children time to think for themselves before offering an explanation. For example, while reading a story, she shares facts about wild animals that live in Kenya, such as how elephants have 'tusks'. The childminder ensures that children have good attendance to help instil important routines and habits in readiness for school.

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Behaviour, attitudes and establishing routines Needs attention

The childminder works in consultation with parents to settle children in and has formed warm, positive relationships with them. This gives children a secure base from which to grow and learn and helps them develop a positive sense of self and confidence. The childminder is a positive role model, teaching children important social skills, such as being kind and caring. For example, when minor squabbles occur, the childminder supports children in using words to express how they feel, understand how others may feel and develop emotional resilience. The childminder helps children understand the diversity of the world they live in, so they learn to be respectful and tolerant.

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Children's welfare and wellbeing Needs attention

Children develop emotional well-being through their trusting and, overall, supportive relationships with the childminder. This could be improved, however, through more focused interactions with younger children so that they receive greater levels of attention and support. The childminder is generally responsive to children's needs and supports them to develop a healthy lifestyle. She provides daily opportunities for children to access the outdoors, such as exploring in the woods. The childminder offers nutritious, home-made food to children and takes full account of their dietary needs. For example, she offers alternative sources of protein for children who do not eat meat. The childminder understands the importance of supervising children when they are eating to minimise risks. Children learn about how to keep themselves safe, for example, as they master holding the plastic knife correctly to chop up fruit. The childminder gives gentle

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Children's welfare and wellbeing Needs attention

reminders to the children not to run inside or to get up from the table while they are eating. She encourages children to follow good hygiene practices, which they are clearly used to. The childminder washes younger children's hands to introduce early healthy habits. Older children understand that they can make choices, such as what they would like to eat. This helps them develop lifelong skills, such as independence, decision-making and matching words to how they feel.

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Curriculum and teaching Needs attention

Young children are making certain progress from their starting points on entry. However, activities and the learning environment do not consistently align with their stage of development, interests and specific learning needs to accelerate this. For example, the childminder does not fully consider how she can support their developing mobility more successfully or fully facilitate their interest in 'sensory' exploration. That said, after discussion, the childminder makes some resources available. This increases younger children's motivation, engagement and development of skills, such as their hand–eye coordination. For example, they show excitement as they peer through transparent coloured blocks and focus intently as they place wooden rings onto a metal mug tree. They delight in peeping at themselves in the mirror. The childminder's curriculum and teaching are effective for older children and provide them with the skills and disposition required for future

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Curriculum and teaching Needs attention

learning. This includes teaching children early mathematical concepts.

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Curriculum and teaching Needs attention

The childminder misses important opportunities to build on younger children's developing communication skills, especially when this forms a large part of their next steps in learning from her assessments. That being said, her narration helps them to link words to actions, and young children babble and make sounds in response to social interactions. Older children are learning to negotiate turn-taking on their own. The childminder builds on their rapidly developing language skills effectively. For example, when children use words incorrectly, she models these correctly and explains the concept of singular, plural and irregular nouns.

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Inclusion Needs attention

The childminder does not make a positive enough difference for some children, including those with special educational needs and/or disabilities (SEND). She undertakes regular, detailed reviews in consultation with parents to assess children's progress and plan for their next steps. However, the childminder does not take into account pertinent information from other professionals working with families that could aid her assessments and target future learning. That said, the childminder gathers some information that helps her understand the particular needs of children with SEND. For example, she plans a variety of outings that tap into children's interests, such as those that offer sensory experiences.

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Inclusion Needs attention

The childminder does not consider sourcing specialist assessment, support and advisory services from those with the relevant expertise to support children with SEND. This includes, for example, those within her local authority, who could help her to deliver highly inclusive practice for all children through a more accurate and complete package of support.

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Inclusion Needs attention

The childminder adapts certain activities so that all children can take part. For example, she reads a story about a Kenyan girl named Handa who carries a basket of fruit on her head to her friend in the next village. After reading this, older children recall and count the fruits that the cheeky animals stole. Younger children explore the different textures of the pineapple skin and spikey leaves under close supervision.

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Leadership and governance Needs attention

The childminder has made some progress and positive changes since the last inspection. However, although she has identified certain areas for continued professional development, she has not acted swiftly enough to improve her skills, knowledge and understanding across all aspects of her role and responsibilities. The childminder has addressed the actions raised previously. For example, she has improved arrangements for supporting children to learn about good hygiene standards. This is reflected in children taking part in consistent handwashing routines, for instance, before eating and after using the toilet. In addition, the childminder has improved the quality of education by ensuring children, particularly older children, experience learning opportunities across all areas of the curriculum.

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Leadership and governance Needs attention

The childminder positively engages with parents and other providers to support children's care and education. For example, parents share what they know about their children on entry, including their interests, and this information is reviewed and updated regularly thereafter. The childminder and parents additionally look at how they can support children's next steps in learning together. This contributes positively to aspects of 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

The childminder does not consistently tailor her curriculum and teaching to ensure that they take full account of each child's individual needs, interests and stage of development. This includes a lack of careful planning of the learning environment to support younger children's child-led play, including those with special educational needs and/or disabilities. The childminder does not act quickly enough to narrow gaps in her knowledge of how to support all children. This includes understanding how to work in partnership with other professionals to help children make the progress they are capable of.

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

Children demonstrate they feel safe and secure in the childminder's home and enjoy learning. For example, older children are confident in choosing what they would like to play with and enjoy using their imagination while playing with animal figures. Children are familiar with daily routines, such as completing the 'How am I feeling today?' chart on entry and knowing what happens at mealtimes. These are sociable occasions that offer children opportunities to develop their independence skills. For example, children chop strawberries and bananas, developing their fine motor skills and hand–eye coordination. The childminder suggests different techniques that help children do this more successfully, which builds on their confidence, self-esteem and 'can-do' attitude.

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

Children spontaneously use good manners and are gently reminded to say 'please' and 'thank you' when they occasionally forget. When the range of toys on the floor increases, the childminder encourages children to help tidy some of these away. This helps children to develop a sense of responsibility and take care of resources. It also maintains a safe, uncluttered environment to support younger children as they learn new physical skills. Children enjoy sharing activities that promote their communication and language development, such as 'story time'. They learn to take turns to listen, ask and answer questions.

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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 and viewed written feedback from parents.

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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. Registration date: 24/01/2012

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About this inspection

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

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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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