Childminder

Childminder

Unique reference number (URN): EY243484 Registered with Ofsted: 21/01/2004 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 progress well in all areas of learning and development. They develop a wide vocabulary and become effective communicators. Where there is a delay in communication, the childminder provides additional support in the form of flashcards and gestures to encourage progress. This means that children with special educational needs and/or disabilities progress from their starting points.

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Achievement Expected standard

Children become increasingly independent during their time at the setting. For example, they learn how to put their own shoes on and zip up their coat. They develop excellent social skills as they learn how to share, take turns and get on with others. Children have lots of opportunities to develop their physical skills and express themselves. For example, they use their fine motor skills and imagination to create 'love bug' pictures for their loved ones. Children are eager to learn and develop excellent attitudes to learning. This prepares them well for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops close bonds with the children in her care. Children freely and confidently explore the childminder's home. They display very positive attitudes to learning. They are eager to join in and become deeply engaged in the fun and interesting activities. Children are excited to attend the setting, which helps families to arrive on time and attend all of their sessions.

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Behaviour, attitudes and establishing routines Expected standard

Everyday routines support children's learning and development. For example, during snack time, children use plastic knives and cutters to cut their fruit and vegetables. They talk about the shapes they cut. This supports children's fine motor development and their knowledge of shape.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. Children understand the setting's rules and generally follow them. Older children act as role models to younger children. For example, an older child reminds a younger child not to bang their plate when waiting for snack.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to navigate social situations, such as taking turns and resolving conflicts. For example, she reminds younger children what hands are for and what they are not for. This helps children to learn how to interact positively with peers.

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Children's welfare and wellbeing Expected standard

Children develop positive relationships with the childminder and each other. They enjoy taking part in group activities and have group hugs when appropriate. They explore emotions through stories, and they make different emotion faces in mirrors. This supports children to recognise and express how they are feeling. Children become increasingly independent in managing their own care needs. Older children go to the toilet independently, younger children put their own shoes and coat on, and they all use mirrors to wipe their faces after eating. Children actively take part in the routines of the setting. For example, they sweep up the floor, put rubbish in the bin and set the plates for mealtimes. This helps them to become confident and capable and helps them to respect their surroundings.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles. The childminder provides them with a healthy diet. At mealtimes, they talk about why healthy food and drink is important. For example, all children drink milk at snack time, and one child says that milk keeps their teeth and bones strong. They talk about how they brush their teeth and their visits to the dentist. This supports children's growth and helps them to form healthy habits for the future.

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Curriculum and teaching Expected standard

The childminder knows what she wants the children to know and do. She has effective planning and assessment procedures in place. She plans activities based on children's individual next steps and their interests. The childminder prioritises children's physical, personal, social and emotional development. Activities and experiences centre around children building healthy bodies, independence, relationships and emotional resilience.

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Curriculum and teaching Expected standard

There is a clear focus on developing children's language and communication. The childminder engages children in conversations, songs and stories throughout the day. She weaves mathematical language through planned activities and routines. For example, the children talk about 'more' and 'full' as they fill containers with colourful rice and then they shake the containers 'high' and 'low'. This helps children to learn the language of capacity and position.

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Curriculum and teaching Expected standard

The childminder's teaching methods are generally effective. However, she does not always model explicitly how to use resources or complete a task. For example, she asks children to screw lids on jars and later balance along a beam, without explicitly showing them the skills and techniques they need. This may impact children in making the very best possible progress in their learning and development.

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Inclusion Expected standard

The childminder gets to know the children well and identifies any gaps in their learning and development quickly. She communicates closely with parents to identify any special educational needs and/or disabilities (SEND). She then works with them to put plans into place to support children's individual needs and reduce barriers to learning. For example, she adapts activities and provides resources to support children's sensory needs. She then monitors children's progress and reviews and adapts plans to ensure children's individual needs are being met.

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Inclusion Expected standard

The childminder accesses advice and support from fellow childminders and external agencies to support children's individual needs. She engages in training and other professional development opportunities to enhance her knowledge of children's specific needs. For example, she is currently completing a 3-part training programme to develop her understanding of how best to support children's language and communication needs. The childminder has a clear view on how she will continue to develop her skills in supporting children with SEND.

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Inclusion Expected standard

The childminder understands the additional funding available to some children and supports parents in accessing funding. She considers the individual child and their needs to decide how to spend additional funding most effectively.

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Leadership and governance Expected standard

The childminder has an accurate understanding of the setting's strengths and areas for development. She engages in professional development opportunities to further develop her knowledge and skills. For example, she is currently taking part in a 3-part programme to enhance her knowledge on how to support children's language and communication needs. Since taking part in this training, she has implemented strategies to better support children, for example implementing signs to support language and embedding rhymes into routines. The childminder engages thoughtfully with the local authority to drive continuous improvement. She acts on advice and reflects on her practice.

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Leadership and governance Expected standard

Parents praise the childminder for the relationships she makes with their children. They report that their children are excited to attend the setting. They feel their children make excellent progress in their learning and development, particularly in their communication. Parents feel that their children grow in confidence and thrive at the setting. They would recommend the setting to others.

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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 very happy at this home-from-home setting. The childminder develops positive relationships with the children she cares for, and she knows them extremely well. Children's work is on display around the room and they pick up photos of their families and talk about them. This shows the children that the childminder values their work and helps them to feel they belong at the setting.

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

Children join in with engaging and fun activities in the childminder's attractive and well- resourced environment. They also benefit from daily trips into the local community. For example, they go to playgroups, local shops and the library. This helps children to develop knowledge of their local community and supports them to get along with others. Visits to soft-play centres, the local swimming pool and walks in the park help children to develop gross motor skills and healthy bodies.

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

Children love to read at the setting. They self-select stories to read independently in the cosy book corner. They gather around the childminder to listen to stories throughout the day. The childminder reads in an engaging manner and pauses frequently, for example to make links to prior learning and to explore the children's thoughts about the story. However, at times, children are unsettled and stand in front of the book, which means that others are unable to see and join in. This may impact children's listening, attention and thinking during story times.

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

Developing children's independence and autonomy is at the heart of the curriculum. The childminder encourages children to do things for themselves and make their own decisions. Children learn how to manage their emotions and they become confident and social. This helps children to thrive and prepares them well for their next stage in learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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 review the organisation of story times to develop children's listening, attention and thinking ever further. The childminder should model how to use resources and tackle tasks to support children in making the very best possible progress in their learning and development.

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About this inspection

The inspector spoke with the childminder and children 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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