Childminder

Childminder

Unique reference number (URN): EY413844 Registered with Ofsted: 12/08/2010 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 gain skills and knowledge to help them for the future. Older children develop their understanding of different shapes, when they see different images. Children with special educational needs and/or disabilities develop their understanding of words to build on their speaking skills from their starting points in learning. Furthermore, children sequence their physical skills, as they build on their balance and coordination as they begin to walk and run. Younger children learn positional language, such as an understanding of who is sitting next to them. Younger and older children begin to develop their knowledge of syllables in words, building on their understanding of how words are constructed. However, younger children's experiences are not consistent to help them make the best possible progress.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder supports children's behaviour well. This includes her praising children for specific achievements and telling them how proud she is of them. The childminder reminds all children to be kind and to use gentle hands when interacting with others, taking into consideration their ages and stages of development. Children are aware of the childminder's high expectations for following daily routines. For instance, she uses the phrase 'choose it, use it and put it away'. Children are keen to work as a team to help tidy away toys. However, the childminder does not consistently help children to identify why some behaviours are needed and to understand the possible consequences for their behaviour. For example, children are discouraged from rocking backwards on their chair, however, the childminder does not consistently help children to understand the risks associated with this action.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are positive. For instance, when reading a book about a 'love monster' children tell the childminder that they love her and give her a cuddle. The childminder recognises the importance of promoting regular and punctual attendance and speaks to parents about the benefits from the learning opportunities she provides.

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Children's welfare and wellbeing Expected standard

The childminder helps children to promote effective hygiene routines, such as washing their hands at appropriate times during the day. She models privacy, such as when children use the toilet. Children know to keep themselves out of the view of others. The childminder finds out about younger children's routines at home, such as sleeping and feeding, and follows these when they are in her care. This helps to generally promote children's emotional wellbeing. Children have close relationships with the childminder, who responds well to their needs. They openly go to her for cuddles when needed.

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Children's welfare and wellbeing Expected standard

Children have experiences to develop healthy practices. This includes getting daily fresh air and exercise. The childminder helps children to learn about oral health. For example, she talks to children about how certain foods can promote healthy eating and how to take care of their teeth. The childminder helps children to understand how they can keep themselves safe, such as when using equipment. For example, children learn how to use knives safely to cut up fruit at snack time.

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Children's welfare and wellbeing Expected standard

The childminder typically helps children to understand their emotions and feelings. For instance, she uses books and toys that help children to link colours to how they might be feeling. Children begin to recognise how to identify calm and happy expressions.

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Curriculum and teaching Expected standard

The childminder's curriculum focuses on supporting children's communication, social skills and physical development. For example, she sings songs with children when they wash their hands to help them learn how to wash them thoroughly and to learn about the impact of germs. The childminder encourages younger children to play and interact with older children.

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Curriculum and teaching Expected standard

The childminder completes observations and assessments to help identify what children need to learn next, when they first start and ongoing. This includes supporting older children to develop their mathematical skills. For example, the childminder provides puzzles for children to encourage them to focus and solve problems. However, occasionally, the childminder does not support younger children as effectively when interacting with older and younger children at the same time. This means that the support for their development is not consistent.

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Curriculum and teaching Expected standard

The childminder identifies children's individual needs, such as if they need extra support for their physical skills. She adapts her provision to help sequence their development. The childminder ensures that children get fresh air and exercise daily. For example, she takes them to parks to access larger equipment to support their physical skills. The childminder plans to make changes to the garden to improve children's experiences further.

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Inclusion Expected standard

The childminder gathers information from parents and carers, when children first start, about their learning and what they already know. She generally uses assessments effectively to identify what children need to learn next as soon as they start attending. This provides early support for their learning needs. If the childminder identifies any gaps in children's development, she puts early intervention in place to help close these. For example, she takes children to see other professionals to meet their specific needs, such as to help develop their speaking skills.

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Inclusion Expected standard

The childminder is proactive in seeking additional support for children. For instance, she invites other professionals into her home to observe children and identify their specific needs. The childminder typically uses the information obtained from other professionals, such as the local authority, to help to develop her knowledge of how to support children's needs. The childminder uses additional funding that some children receive effectively. For example, she purchases equipment to help narrow gaps in children's speaking skills.

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Leadership and governance Expected standard

The childminder makes decisions in the best interests of children. This includes working with other professionals to closely monitor and provide targeted support to meet children's individual needs. The childminder maintains a work-life balance. She builds on her professional development. This includes completing training courses to help develop her knowledge of how to provide an inclusive environment for children.

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Leadership and governance Expected standard

The childminder identifies that relationships with parents and carers are a strength. She has effective communication with parents, sharing and gathering information about children's abilities and care needs. The childminder uses this to help her to get to know children well and to meet their individual needs. Furthermore, the childminder supports parents to continue to support their children's development at home. This includes sharing links to websites to support their knowledge of child development and activities parents can engage with children at home. However, the childminder has not evaluated her practice fully to identify how to build on her practice further to provide consistent experiences for younger children's learning and how to support the best possible behaviour management strategies.

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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 leave their parents and carers confidently, when they arrive at the setting. Discussions between the childminder and parents help the childminder to meet children's care needs throughout the day. For example, the childminder finds out how children have slept and what they have eaten before they attend. Children benefit from the childminder following their interests as part of her curriculum. She finds out about what children like through observing them and holding discussions with parents. For example, the childminder provides children with building blocks when children like to construct. When they do this, the childminder helps children to develop their knowledge of numbers and counting. This contributes to children learning skills for the future. Furthermore, older children develop their imaginations when they pretend to make pizzas in a role-play kitchen.

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

Children with special educational needs and/or disabilities (SEND) receive individual support to complement their development. For instance, the childminder repeats words that children say incorrectly, to help them hear the correct pronunciation. Children choose books they want the childminder to read, making decisions about where to lead their play and learning. At snack time, children show confidence in completing tasks for themselves. They use age- appropriate cutlery to eat and pour their own drinks. The childminder sits with children when they eat, helping to promote their safety. Discussions take place between the childminder and children about the healthy foods they eat. Children show positive relationships with the childminder, including children with SEND. The childminder speaks to parents about the importance of children's attendance. She follows up on children's absences, to help promote

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Next steps

The childminder should strengthen the support for children to understand why some behaviours are necessary and the possible consequences of their behaviour. The childminder should strengthen the support for younger children, when interacting with different ages of children, to help build on their learning and experiences.

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About this inspection

The inspector spoke with 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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