Childminder

Childminder

Unique reference number (URN): EY330005 Registered with Ofsted: 25/05/2006 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

Children have good relationships with the childminder and any assistants who work with her. They enter happily and join in with activities. The childminder has rules and boundaries that differ between her home and the school setting. However, the childminder does not explicitly teach children about how these expectations differ. As a result, the childminder sometimes spends time reminding children to walk or to use quiet voices in the school hall, which sometimes interrupts other children's play. The childminder adapts her expectations to ensure all children, including those who face barriers to their learning, settle and thrive. For example, when children play outside, she spends time explaining why they need to move away from the footballs. Children typically develop positive attitudes toward their learning. Older children thoroughly enjoy building with construction kits with their friends. Younger

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Behaviour, attitudes and establishing routines Expected standard

children thoroughly enjoy playing with large vehicles. They explore how they work and are keen to explain to the childminder how they can extend the ladder on the fire engine. The childminder works with parents to ensure that children attend regularly and benefit from the club's routines. This includes giving children time in the club to play with their friends before they have breakfast.

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Children's welfare and wellbeing Expected standard

Children develop close bonds with the childminder and any assistants who work with her. They arrive happily and greet them with enthusiasm. Younger children enjoy playing games with them. Children are very pleased to see their friends in the morning. Younger children play alongside older children happily as they explore wheeled vehicles or construction toys. The childminder adapts her practice to support children who face barriers to their learning. For example, she spends time playing with children to help them manage their emotions more effectively.

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Children's welfare and wellbeing Expected standard

The childminder typically gives children clear messages about healthy lifestyles. For example, they have plenty of fresh air and exercise. Older children thoroughly enjoy playing with footballs in the school yard. The childminder walks to and from school with the children and teaches them how to keep themselves safe when walking next to the road. Children learn that they need to wash their hands after playing outside. The childminder teaches children to wash their hands when they arrive, before they play. Children usually eat shortly after they arrive. When this happens, the childminder sometimes overlooks the importance of reminding children to wash their hands before eating. The childminder plans a range of healthy meals with fresh vegetables. She learns about any specific dietary requirements and carefully plans her menu.

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Inclusion Expected standard

The childminder swiftly identifies children's individual needs. She plans any adjustments to help children settle and thrive. Although the childminder does not currently care for children with special educational needs and/or disabilities, she explains how she has supported children in the past. For example, she has adjusted routines so children know what to expect and what will happen next. The childminder works with parents to understand how she can better support children. She ensures that children who face barriers to learning benefit from additional time with her or any assistants who work with her to help them regulate their emotions. The childminder monitors the effectiveness of any adaptations or approaches and adjusts when necessary.

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Inclusion Expected standard

The childminder attends a range of training in this area to keep her knowledge up to date. She provides additional training for any assistants who work with her to help them meet children's individual needs. The childminder is aware of the need to work with other professionals, particularly school staff, to support children's individual needs. For example, she typically finds out how children are in school. However, this is not always swift enough or sufficiently detailed to develop a shared approach to supporting children's individual needs.

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Leadership and governance Expected standard

The childminder gathers detailed information from parents before the children begin at the setting. She has established effective methods to get to know the children and their families. For instance, she completes a home visit before they start attending the breakfast club she holds at school. This helps her to understand and respond to children's individual needs.

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Leadership and governance Expected standard

The childminder is committed to her own professional development. For example, she is working towards further qualifications to support her role. She implements key messages from training. Recently, she has explored ways to give children more choice over activities in the breakfast club. The childminder identifies areas for improvement and takes further action to enhance her provision. She is currently focusing on the support she gives to any assistants who work with her. The childminder shares key messages from training and highlights further training. She supports any assistants who work with her in managing their workload. When the childminder was aware of a concern regarding children's welfare, she acted appropriately and shared relevant information with the school. Overall, the childminder works well with school staff. She usually communicates with staff when she drops off or picks up children from school. However, the childminder does not consistently check with

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Leadership and governance Expected standard

school staff swiftly enough to find out how they are supporting children's individual care needs.

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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 happily in the breakfast club in the morning and greet their friends with enthusiasm. They demonstrate increasing independence as they hang up their coats and store any school bags. Younger children have time to try to do things for themselves, such as fastening their coats before they go outside. Children enter the school hall with confidence and choose what they want to play with. Younger children play happily with older children as they play with big, wheeled trucks. Children who face barriers to their learning enjoy their time at the club. They enjoy playing with the childminder and any assistants who

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Inspector:

Elizabeth Fish work with her. Children illustrate this as they laugh while creeping up on the adults undetected.

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Inspector:

Children develop positive relationships with their peers and staff. This is evident when they sit down to breakfast and talk about what they have been doing. Some children plan what they will do next. Children feel valued. They choose what they want for breakfast when they arrive. This demonstrates that their viewpoints are valued. They also make suggestions about the type of things they want to do at the club. When they go outside to play, children follow their own interests and respect those of others. While some children play with footballs, others walk along the lines on the playground. They demonstrate control and balance. The childminder supports children well, ensuring each child has a safe space to pursue their interests.

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Inspector:

Children learn how to keep themselves safe. They walk from school in the evening and cross the roads safely, holding hands with their friends. Children learn how to keep themselves safe as they play outside, choosing a safe space away from footballs. They attend regularly, which helps children benefit from the routines and stability the club provides.

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Next steps

The childminder should work more closely with school staff to ensure a shared approach to dealing with any issues swiftly. The childminder should ensure that she teaches children consistently about the importance of washing hands before eating. The childminder should consistently teach children about her behaviour expectations and how they differ between her home and the breakfast club in school to promote a calm environment.

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About this inspection

The inspector spoke with the childminder and her assistants 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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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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