Childminder

Childminder

Unique reference number (URN): EY479286 Registered with Ofsted: 02/07/2014 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

Children generally thrive in their development. They make progress in their learning from their starting points. Children are ready for the next stage of their learning, which includes school. They develop their concentration and perseverance. For example, as children build using a range of construction equipment, they continue trying to fit the pieces together until they are unsuccessful. Children develop their hand-eye coordination as they fill and empty containers and learn how to feed themselves. They learn about their body parts through familiar songs and rhymes. Children independently point to their necks, shoulders and toes as they sing along. They learn how to express themselves and communicate. Older children confidently speak in sentences, while their younger peers smile as they babble and make sounds. They learn how to play cooperatively with and alongside each other. Children share ideas together as they play. They learn about space as they explore with a range of

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Achievement Expected standard

equipment. For example, babies attempt to fit objects through different-sized holes, and older children attempt to fit puzzle pieces into the correct space.

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Behaviour, attitudes and establishing routines Expected standard

Children thoroughly enjoy themselves at the childminder's home. They sustain high levels of engagement as they play. Children develop positive bonds with each other and with the childminder. They eagerly invite others into their play. Children know their routine extremely well. For instance, they help to tidy away after lunch. Children think carefully about where they need to put their used plates and cups and where to empty the food. They also go straight over to their mats for rest when they become tired. The childminder works well alongside parents to support their child's attendance at the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She engages well in their play. The childminder continuously praises children for what they do well. Children eagerly show the childminder what they have done as they seek out more praise. The childminder actively reminds children of the rules as they play. Most of the time, children follow the childminder's instructions and behave well. However, there are times when the childminder does not support children to understand how their actions impact on others. Consequently, some undesired behaviours can be repeated.

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Children's welfare and wellbeing Expected standard

The childminder immediately notices and responds to children's individual needs throughout the day. This includes if children require changing or cleaning. The childminder responds swiftly to children when they show signs of tiredness or hunger. Children have access to a range of balanced and healthy meals throughout the day. They help themselves to water. The childminder actively supports children to wash their hands. She talks to them about the importance of staying clean to help them stay healthy. The childminder checks on children regularly while they sleep. She supervises the children well throughout the day.

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Children's welfare and wellbeing Expected standard

Children have lots of opportunities to play outside and to develop their physical skills indoors. The childminder follows children's wishes well, for instance, when children want to play outside for longer and when children are ready to come back inside in cooler weather. Children often seek her out when they feel slightly uncertain. The childminder is very responsive to children during this time. For example, she offers lots of reassurance and support to children. This helps children to feel safe and secure. Before long, all children confidently and independently access and explore their learning environment. However, occasionally, the behaviour of some children impacts on the wellbeing of other children.

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Curriculum and teaching Expected standard

The childminder knows the children very well. She uses her knowledge of the children to provide a range of learning experiences for them to access. The childminder thinks carefully about the purpose of each activity and how she can support children to make continued progress in their development. Children develop their physical skills, as they pour, empty and fill water into different containers. They also practise jumping and running during group games. The childminder surrounds children with language as they play. She asks them questions and, most of the time, she gives children time and space to think about their responses. However, there are some occasions where the childminder does not fully promote children's critical thinking skills. For instance, she asks questions to the children about how they can move the water down the ramp, but then she quickly offers solutions without giving children a chance to solve problems for themselves.

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Curriculum and teaching Expected standard

The curriculum covers all areas of learning, both inside and outdoors. The childminder sequences the curriculum well to build on children's knowledge over time. She uses a range of assessments to find out what children already know and can do and what they need to learn next. She adapts her teaching to suit the different ages of children's development. Children of all ages remain engaged and enthused to learn. They eagerly access mark- making experiences and ask their peers to join in. Children use a range of media to draw pictures. The childminder supports children to develop their knowledge of numbers. She uses rhymes and songs, and children eagerly count alongside her. The childminder evaluates her teaching practice. She actively identifies areas of strength and where her teaching could be improved further.

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Inclusion Expected standard

The childminder finds out key information about the children's individual needs and development from parents. She continues to observe and assess children's progress over time. This helps her to identify any gaps, barriers or emerging needs children may have. The childminder proactively ensures that all children can access all areas of the learning environment. She makes referrals to other professionals and follows any advice given to her. The childminder ensures that parents are kept informed about any strategies or advice that has been given. This practice helps to ensure that disadvantaged children, including those with special educational needs and/or disabilities (SEND), receive the early and specialist help they require.

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Inclusion Expected standard

The childminder regularly monitors and reviews any plans and targets that have been developed. She makes amendments to these as required. The childminder carefully considers where to use any additional funding she receives. She monitors the impact this funding is having on the child and makes changes where needed. The childminder works well in partnership with other settings that children already attend or are due to start attending. She shares and gathers information about the children. This helps to ensure that children receive the consistency they require. The childminder attends training and seeks support from others. She is keen to further develop her knowledge and skills in supporting children with SEND.

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Leadership and governance Expected standard

The childminder evaluates her teaching and the quality of the setting well. She is a reflective and passionate practitioner. The childminder identifies areas of strength and where further improvements could be made. She is keen to develop further her knowledge of some assessments used to identify gaps in children's speech. The childminder knows where she can get further support. She accesses regular training with a focus on continuing to enhance her confidence, knowledge and skills. This helps the childminder to strengthen the overall quality of her setting over time.

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Leadership and governance Expected standard

The childminder knows the children and their families well. She is eager to help meet the individual needs of parents and carers. Parents speak very highly about the childminder. They praise the childminder for her continued support. The childminder keeps parents well informed of their child's progress. She provides them with information and advice about how they can continue to support the child's development at home. The childminder works closely with other professionals and settings. This helps to ensure that children continue to receive the early intervention and support they require. The childminder takes proactive steps to reduce her own workload.

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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 are extremely happy and settled. They seek out the childminder for reassurance where required. The childminder surrounds children with care, love and support. Before long, children feel confident to explore all areas of their environment. Children eagerly explore musical instruments. The childminder supports children to learn how to make the different instruments make sounds. She models this to them. Children become absorbed into this learning experience as they copy the childminder's actions. For example, they enjoy the cause and effect as they shake, bang, drop and knock the instruments to make the different noises.

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

Children thrive in their development. The childminder knows the children extremely well. She captures key information about the children from their parents before they start to attend. The childminder continues to monitor and assess children's development over time. She uses her knowledge of the children to set out a range of learning experiences for them to engage with. Children thoroughly enjoy getting involved. They remain engaged for prolonged periods of time. For instance, when building and stacking construction pieces onto one another.

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

The childminder works well with others, including other professionals or other settings that children attend. She shares and gathers information with them. This helps to ensure children receive the consistency they require. Children actively encourage other children to join in their play. They smile, laugh with each other as they copy the actions to familiar songs and rhymes. Children share their ideas well as they explore water play experiences. They use their hands and the different containers to transport the water. The childminder talks to the children about space, such as full and empty.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Next steps

The childminder should provide further opportunities for children to build on their problem- solving and critical thinking skills. The childminder should support children to learn about how their actions impact on others.

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About this inspection

The inspector spoke with the childminder 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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