Childminder

Childminder

Unique reference number (URN): 2524785 Registered with Ofsted: 19/06/2019 Registers: EYR, CCR

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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 in their learning and development. They show increasing use of language as they describe what they make with blocks and ask for help. They engage positively with peers, sharing and taking turns. Children manage their personal hygiene, such as washing their hands and approaching potty training with confidence. Children engage in a range of songs and action rhymes. They show their developing physical skills as they follow actions to rhymes and use small tools and cutlery with skill. Children who are disadvantaged or with special educational needs and/or disabilities make progress. Gaps in their learning are closing, and any barriers are being removed. However, children do not have consistent opportunities to broaden and extend their knowledge about the wider world. For example, they learn about the importance of healthy eating, but do not have the opportunity to explore this further to stretch and extend their thinking. This means that

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Achievement Expected standard

children do not fully develop curiosity and enquiring minds.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has set clear expectations for how children should behave. She applies these expectations fairly. Children show positive attitudes to their learning. They interact well with others and typically show kindness to their friends. However, sometimes, children struggle to manage their feelings, and this can lead to emotional outbursts. The childminder recognises this but has yet to implement strategies that support children to recognise and respond to a range of feelings and emotions effectively.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children well to learn to collaborate and get along with others. She sets high expectations for attendance and punctuality. The childminder ensures that parents and carers notify her of absences and regularly collects children from home to support their attendance. She works with parents to support children who may be experiencing changes at home or when children with communication delays struggle to communicate their needs. When children are learning to speak English as an additional language, the childminder supports children to express themselves using some words in their home languages.

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Children's welfare and wellbeing Expected standard

The childminder has organised her provision so that children's needs are well considered. The robust key-person system and initial gathering of information about children mean that the childminder knows children very well. The childminder speaks with pride about the progress children with special educational needs and/or disabilities make as a result of the effective support that is in place. Children develop confidence and resilience as a result of the praise and admiration showered on them by the childminder. Children show that they have formed secure attachments with the childminder and any assistants she works with.

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Children's welfare and wellbeing Expected standard

Children learn about personal safety, such as how to stay safe when on walks. They are beginning to understand about healthy food and exercise. However, the childminder has not extended children's learning to form a secure and embedded understanding about the impact of food, exercise and sleep on their bodies. For example, she wants children to learn about nutrition and healthy foods but does not consistently teach children the benefits of healthy food and exercise on the body.

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Children's welfare and wellbeing Expected standard

The childminder follows children's personal routines. This helps them to feel a sense of belonging in the setting. Children benefit from a rest after lunch as they settle down to sleep. Children are beginning to recognise when their friends are sad and need some care. They are beginning to recognise some feelings, such as hunger and tiredness.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has crafted a curriculum that supports children to make progress in their learning and development. Children access a range of tailored learning experiences that help them to build on what they already know and can do. The childminder places a high priority on children's communication and language. Children enjoy visiting the library. They hear a range of new and interesting vocabulary as they play. Children learn to count with confidence and recognise quantities. The childminder plans many opportunities for children to develop their physical skills, including community walks and trips to the local park. Children develop fine motor skills as they create pictures using glue and collage materials. The childminder plans activities that require children to work together. For example, when they roll balls down tubes to develop their coordination, they also develop essential social communication skills, such as sharing and taking turns.

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Curriculum and teaching Expected standard

The childminder adapts her teaching to meet the needs of individual children, including those with special educational needs and/or disabilities. This includes using targets that have been set by speech and language therapists and following their advice. The childminder regularly uses assessment to identify the progress children make and any areas where children may be falling behind. This means that teaching is designed to help children to make progress from their starting points. However, the childminder has not developed the curriculum fully to provide a broad enough range of opportunities that stretch and enhance children's thinking or extend their knowledge of the wider world.

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Inclusion Expected standard

The childminder swiftly identifies children who may be at risk of falling behind with their development. She uses ongoing evaluation of what children can do to identify where children may be struggling to access the curriculum in full. The childminder works closely with parents and carers and professionals to ensure the best support for children who have special educational needs and/or disabilities or those who face barriers to their learning. This includes working with speech and language therapists and specialist partners in the local authority.

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Inclusion Expected standard

The childminder ensures that herself and any assistants she works with typically access relevant training that supports them in their roles. The childminder knows the children well. She is able to plan engaging learning experiences built around the unique needs of children and what they enjoy. The childminder uses additional funding to enrich experiences for children who may not have the same opportunities at home. For example, children who do not have access to gardens enjoy frequent trips to the park and grow fruits and vegetables in the childminder's garden. The childminder works closely with parents to provide transport for children when parents are unable to drop them off. This ensures that children attend the setting.

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Leadership and governance Expected standard

The childminder has made significant improvements to her provision since the last inspection. She has designed a curriculum that supports children's learning and development. The childminder has improved her use of assessment to identify children's progress and plan appropriate next steps in learning. She has embraced the support made available by the local authority and has recruited assistants to work with her. The childminder regularly discusses the provision with her assistants. They use this opportunity to identify what is working well and any areas for improvement.

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Leadership and governance Expected standard

The childminder holds regular supervision meetings with her assistants and provides feedback about teaching. The childminder and her assistants attend essential training, such as first aid and safeguarding. However, the programme of professional development does not extend beyond this. This means that when the childminder identifies areas for improvement, she does not access training to raise the quality of teaching or develop the curriculum further. The childminder holds regular wellbeing discussions with her assistants to make sure that they manage their workloads effectively. The additional team members mean that the childminder is able to manage her workload while maintaining her standards of education and care.

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

Children enjoy their time with the childminder. They engage in activities with focus and concentration, such as craft activities and building with blocks. The childminder identifies children's starting points and next steps through initial assessment with parents and carers and ongoing observations. This means that teaching supports children to move on to the next stage of learning. Children show developing independence as they wash their hands and start to use the potty. Children who are disadvantaged or with special educational needs and/or disabilities receive support to make progress from their starting points. The childminder is aware of the barriers children face and provides support to help remove these barriers.

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

Children typically play well alongside their peers. They show developing social skills, such as kindness and sharing. Parents are an active part of the setting. The childminder encourages them to share their views and contribute essential information, including sharing information from professionals that families engage with. Parents receive regular communication from the childminder about children's progress and any emerging concerns.

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

The childminder supports children to develop essential skills, such as sharing and turn- taking. She offers praise when children achieve tasks. This promotes children's self-esteem and confidence. Children show secure attachments to the childminder and the assistants that she works with. The childminder promotes positive attendance and keeps a record of the days children attended. She offers a collection service for children who are otherwise unable to attend. Children are very well known by the childminder. She celebrates each child's uniqueness and circumstances to ensure that all children develop a positive sense of belonging. For example, the childminder works with parents to develop an understanding of the different languages children speak and incorporates these into their learning.

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Next steps

The childminder should continue to develop her curriculum and teaching by expanding the range and depth of learning experiences offered, ensuring children have increased opportunities to acquire broader knowledge and skills over time. The childminder should extend opportunities for children to understand, manage and regulate a broad range of emotions, to build skills needed for future learning. The childminder should build on her current practice by making learning about healthy lifestyles more explicit, so that children develop a deeper understanding of how healthy eating, exercise and sleep affect their bodies, leading to positive choices in the future. The childminder should further develop professional development opportunities for herself and any assistants she works with, so that their knowledge and skills continue to strengthen the curriculum, improve teaching practice and enhance outcomes for children.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 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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About this inspection

The inspector spoke with the childminder, her assistants and parents and carers through telephone calls 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

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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