Childminder

Childminder

Unique reference number (URN): EY391767 Registered with Ofsted: 18/05/2009 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

All children, including children with special educational needs and/or disabilities (SEND) and those who may face barriers to learning, achieve well from their starting points and are prepared for their next stage of learning. Gaps in children's learning close quickly, particularly for children with SEND and those who face barriers to learning. All children gain skills that prepare them well for school and beyond. Babies look at books and make sounds to represent speech. They listen to stories, point to pictures and learn new words. They explore their surroundings and walk with increased confidence. They make marks using crayons, learning about colours and developing fine motor skills ready for school.

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Achievement Expected standard

All children have the opportunity to move indoors and outdoors. They ride in the car, walk around, read books, play with toys and look at plants and animals in the garden. They use talk to respond to stories and respond to questions about what they see and hear.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a harmonious, calm environment in which all children can thrive. She teaches children, in particular children with special educational needs and/or disabilities and those who face barriers to learning, to be happy, achieve, establish routines and develop positive learning behaviours. As a result, children behave well. They know the expectations for behaviour and follow routines well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for what she wants children to achieve and how she wants them to behave. She always uses a calm voice, creating a very harmonious feel. Children are happy; they smile, laugh and express themselves. They are content and feel safe to explore their surroundings. This supports children to meet their milestones in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with experiences that support them to develop an awareness of culture and diversity and be able to form relationships. Children visit places where they meet children from different backgrounds and learn about 'difference' as a part of their weekly routine.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to ensure that children attend regularly. There is a good system for communication in place so that children continue to achieve well from their starting points.

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Children's welfare and wellbeing Expected standard

All children new to the setting, including children with special educational needs and/or disabilities and those who face barriers to learning, settle well. The childminder communicates well with parents to find out children's needs. The childminder gives close attention, eye contact, and uses soothing voices and cuddling so that younger children feel at home. The childminder makes sure that children sleep well and are well fed so that they feel content in a home-from-home environment. The childminder teaches children about making healthy choices. For example, at snack time, children eat yogurt and grapes. The grapes are cut into smaller pieces for children to chew safely. Children sit on a high chair facing the childminder. This supports safer eating practices and keeps children safe.

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Children's welfare and wellbeing Expected standard

The childminder works with parents to support children to develop independence and good hygiene practices when using the toilet. She talks to babies while changing their nappies. However, she does not encourage babies to wash their hands after. This is a missed opportunity to introduce handwashing from a young age and prepare children for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder prioritises physical and emotional development from an early age. On a rainy day, she supports children to put on waterproofs and takes them outside where they make independent choices about the things that they want to play with and enjoy being outside in the fresh air. The childminder takes children out every day. This supports their emotional health and helps them to feel happy.

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Children's welfare and wellbeing Expected standard

The childminder encourages children who arrive sleeping to rest. She allows them to wake up naturally before beginning activities. This supports their individual needs and allows children to feel energised and ready for learning.

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Curriculum and teaching Expected standard

Children develop knowledge and skills appropriate for their age and stage of development in all areas of learning. The childminder knows what children already know and can do. She plans new learning to meet individual children's needs, based on their interests and routines. The childminder prioritises physical development, mathematics and communication and language in young children. For example, she encourages toddlers to stand rather than sit at activities and supports their walking development, encouraging them to move around freely. This helps children to develop gross motor skills and prepares them well for their next stage of development.

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Curriculum and teaching Expected standard

The childminder uses a calm, soothing voice when speaking to children. She responds to toddlers' babbles and speech sounds by modelling talk and new vocabulary. This encourages children's language development. The childminder immerses children in rich spoken language to further develop language skills. She supports children to express their wants and needs.

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Curriculum and teaching Expected standard

While reading stories to children, the childminder encourages children to count pictures. She points and says 'one, two, three trees', supporting children's mathematical language.

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Curriculum and teaching Expected standard

The childminder supports children to develop fine motor skills. She supports children to make marks on paper, modelling mark making, naming each colour. For example, she says, 'This is green. This is salmon pink. This is moon grey.' Children draw while the childminder talks about the marks they make. This supports children's fine motor skills and communication skills.

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Curriculum and teaching Expected standard

The childminder encourages all children, including children with special educational needs and/or disabilities and those who may face barriers to learning, to love the outdoors. She takes children to the Horniman Museum, the library in Camberwell and local markets. This helps to develop children's social skills, and communication and language skills, ready for their next stage of learning.

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Curriculum and teaching Expected standard

The childminder uses lots of talk and praise to encourage children to talk. For example, in the garden, the childminder talks about birds. Children play under a sheltered area, reading books and playing with toys.

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Inclusion Expected standard

The childminder identifies children's needs quickly and accurately. She has high expectations for children and wants them to do well. The childminder supports the needs of all children, including children with special educational needs and/or disabilities (SEND) and those who may face barriers to learning. For example, she supports the needs of younger children who are not yet talking to develop skills needed for their next stage of learning. The childminder sings action songs and rhymes to encourage children's language development.

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Inclusion Expected standard

The childminder observes the progress children make and evaluates the support needed for children to continue to make progress. She speaks to parents about children's needs and liaises with other professionals who offer support in the early identification of children with SEND. This supports the childminder to help children to meet milestones.

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Inclusion Expected standard

The childminder knows children well and encourages all children to learn in ways that support them to achieve. For example, she provides a large clear space for children to develop walking skills safely. This supports children to become independently mobile and develops children's gross motor skills. As a result, gaps in learning close, and children are prepared well for school.

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Leadership and governance Expected standard

The childminder's vision is to develop the 'whole' child and provide children with experiences that equip them to live in Britain. For example, she takes children to places where they can widen their experiences of culture, such as museums, libraries and markets. The childminder wants to be able to network with other childminders. However, there is not a local childminding group nearby.

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Leadership and governance Expected standard

The childminder takes pride in supporting children to develop their communication and language skills. She shares her artistic passions and skills with children. This supports children to express themselves freely, develop fine motor skills and communication and language skills. These learning opportunities encourage children to thrive.

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Leadership and governance Expected standard

Parent partnerships are strong. Parents love how much children are interested in sculpture and art since attending, and they recommend the childminder to their friends. The childminder speaks to parents about children's welfare and development and expresses concerns where necessary, signposting parents to specialists. The childminder gives feedback at collection time and sends pictures throughout the day to update parents on children's progress. She has become friends with the parents and continues to see children as they grow and develop. She really cares about what parents want for their children. Since her last inspection, the childminder has focused on inclusion. She has books to support children from different backgrounds. She has learned Spanish to support children who speak Spanish and has more yoga mats to support yoga sessions with children that focus on moving, rolling and stretching. This supports all children, including children with

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Leadership and governance Expected standard

special educational needs and/or disabilities (SEND) and children who may face barriers to learning, to achieve from their starting points.

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Leadership and governance Expected standard

The childminder attends speech and development classes that are run in Camberwell. As a result, she supports children with SEND that have not yet been identified. This closes gaps in children's learning and prepares them for their next stage of development. The childminder reviews her practice. However, she does not consistently identify and pursue all training opportunities to raise standards to the highest levels.

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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 arrive happy to begin a day of fun, creative learning in a tranquil setting. They feel safe and well cared for. Children are warmly greeted with a smile. This makes them feel reassured when saying goodbye to their parents. They quickly settle, choosing an activity of their choice, in this lovely home-from-home environment that feels calm and welcoming.

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

Children form positive, caring, trusting relationships where they feel safe to explore the world around them. Toddlers learn to walk for the first time, gaining the confidence and trust to try new things, for example stepping into the garden and exploring the outdoors. Children who are not yet speaking learn how to communicate with each other and the childminder, making sounds to express themselves. They learn how to play with their friends and other children that they meet. Children learn to share and take turns, developing skills necessary for school and life.

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

Children enjoy learning indoors and outdoors at this creative home. They sing action songs, listen to stories and rhymes, and they play musical instruments. Children visit places of interest regularly to widen their experiences of living in London. They learn how to appreciate others around them. Children learn to develop their artistic and creative awareness, painting pictures, creating sculptures and playing musical instruments.

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

All children, including children with special educational needs and/or disabilities and those who face barriers to learning, achieve well from their starting points. They are punctual, and their attendance is good. Children are immersed in language, learning new words that support their experiences. They develop creativity and knowledge that support the skills needed for their next stage of learning.

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Next steps

The childminder should develop ways to exchange ideas and discuss good practice with other childcare professionals. The childminder should introduce handwashing from a young age to develop good hygiene routines, independence and self-help practices that prepare children for their next stage of learning.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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3

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. 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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