Langworthy, Brigitte

Langworthy, Brigitte

Unique reference number (URN): EY423633 Address: 2 Princess Road, Strensall, York, YO32 5UD Type: Childminder Registered with Ofsted: 27/04/2011 Registers: EYR, CCR Registered person: Langworthy, Brigitte

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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 learn a great deal about the world around them. This includes the natural world and local facilities, such as the library and shops. They demonstrate confidence in the community as they point out the library as they walk past and march confidently into the allotment to plant the garlic. Children learn to count and sort and match pictures and items. Children benefit from rich conversational language. They point at their facial features as they learn to name them in both French and English.

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Achievement Expected standard

Children enjoy books, stories and songs. They often hum along to well-known songs and join in with the actions. They frequently choose to look at a book independently and spend time looking at the pictures. Children are well prepared for their next stage of learning, which includes where children have moved on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and supportive environment. The trusting relationships help children and their families to feel valued and promote their regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes children to groups to support their social skills outside of the childminding environment. She has identified that this is particularly important when the number of minded children is low. Children are confident and sociable. They are motivated and well behaved. They often mimic the childminder's pleasant disposition, for example when they play with the dolls.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands children's behaviour and what it means. She works sensitively to follow the children's lead as much as possible. She understands when a child is displaying signs of being very tired, and she manages this confidently and kindly. This means that children sleep peacefully and wake refreshed, ready to enjoy the rest of their day. She takes young children to playgroups in the village so that they can learn to play collaboratively with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates regular routines that help children to feel safe and secure. This is shown in their settled behaviour. Children know what is going to happen next and what is expected of them. They are used to heeding what the childminder says. This promotes children's safety and learning.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children's understanding of how to keep themselves safe according to their individual level of understanding. She talks to them about the traffic as they cross the road. She is particularly vigilant when they are near the road or the river. She sensitively teaches children to hold onto the buggy while walking in a safer area. Children learn to enjoy a healthy and active lifestyle. They relish their time digging and planting at the allotment. They benefit from the fresh air and exercise. They work up a healthy appetite, handling the small, healthy cheese sandwiches well, and they learn to name their fruit. The childminder adds spoons and cups to rice play so that children can practise the cutlery skills they need for other meals. Because the childminder knows the children's individual dispositions well, she monitors their health and safety accordingly. For example, she is vigilant when they are eating to make sure that they do not put too much

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Children's welfare and wellbeing Expected standard

food into their mouths. Children become used to sensible routines that promote their health and wellbeing. For example, children sleep soundly and safely, wash their hands and remove their boots to go indoors. The childminder talks to the children about why they are getting upset. For example, she kindly uses language that supports children to explain they are feeling tired. This helps children to understand their emotions and supports the strong bond with the childminder.

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Curriculum and teaching Expected standard

The childminder guides children's individual learning as they play and engage in daily activities, such as shopping or gardening. Children are motivated because of the praise and encouragement they receive. They delight as the childminder exclaims 'bravo' and demonstrate perseverance as they manage to walk or push their buggy on the uneven ground at the allotment.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that takes into account children's interests and prioritises the development of children's communication and language skills. Conversation is at the heart of everything the childminder does. She narrates children's play and their actions. Children access interactions in English and French languages. The childminder skilfully weaves other areas of learning into the conversations. For example, she chats about their library sessions and park visits on their way to the allotment. This helps children to make links in their learning. The childminder helps develop children's early mathematical understanding by matching pictures and ordering the stacking boxes. She supports them to count in both English and in French at every opportunity.

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Curriculum and teaching Expected standard

Generally, children respond well to the gentle conversational teaching. However, the childminder does not always wait long enough for the young children to reflect and respond. She has also not fully considered how to work with parents so they could continue to support children's learning at home, for example by practising specific language.

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Inclusion Expected standard

The childminder knows the children very well, including precisely what they need to learn next to help them to make progress. She understands and attends to their individual communications well. For example, she understands immediately when they indicate that they are tired or hungry. Children know their needs and feelings are valued.

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Inclusion Expected standard

The childminder works closely with parents about their children's care and learning. She monitors children's development regularly. She has an effective working relationship with the local authority should external help or additional funding be required for specific children. The childminder understands child development well and that this can sometimes be irregular. For example, she understands when children are making steady progress in their physical development and yet need a little more support with their language. She acknowledges that this balance changes continually as children grow and develop. She is also alert to barriers, at any level, that could hinder a child's development and promotes an individualised programme of care and learning for each child.

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Leadership and governance Expected standard

The childminder forges effective links with local facilities and groups that benefit the children. For example, children learn to develop positive friendships at local playgroups. They also learn to enjoy books and stories at their regular library sessions. The childminder values the support of the local authority. This has helped her to make sure that all necessary improvements have been made since the last inspection.

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Leadership and governance Expected standard

The childminder has prioritised important training to promote children's health and safety. For example, her paediatric first-aid and safeguarding training has been updated in a timely manner. However, the childminder has not considered what specialist training or guidance could be available to support children's language even more, especially for those who are learning to speak two languages or those who face barriers to their language development. The childminder forges close working relationships with parents. They are very pleased with the support they receive and the progress their children are making. Children are well prepared for the next steps in their learning.

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

Children greatly enjoy their time with the childminder and are motivated to engage in the rich learning environment she creates. They enjoy their learning and their developing independence. They are motivated to safely explore the resources in the childminder's home. They thrive in the outdoors and relish their time at the childminder's allotment. The childminder is vigilant at all times, which means that the children can explore safely. Children develop their strength and balance as they negotiate the uneven ground. They learn a great deal about where their food comes from. They know which way up to plant the garlic cloves and enjoy making the holes with the dibber. Younger children listen carefully for birdsong as they rest in their buggy after a busy morning. Their regular exercise in the fresh air helps them to sleep peacefully and work up a healthy appetite. The childminder creates a language-rich environment for children to engage with. They become familiar with the flow of

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

conversation in English and in French. The childminder uses praise and encouragement effectively to help children to develop their concentration, and children become confident learners.

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

The childminder gets to know the children and their families well. This helps her to create an individualised programme of care and learning that meets their needs. This includes addressing any barriers to learning that children might experience. She understands the importance of children's regular attendance for continuity in their learning. Children benefit from the warm relationships created by the childminder. They show that they feel safe, welcomed and valued.

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Next steps

The childminder should further support children's developing language skills by giving them time to process and respond within interactions. The childminder should provide parents with information to help them further support children's learning of 2 languages at home. The childminder should consider professional development opportunities to support her teaching of early bilingual education.

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About this inspection

The inspector spoke with the childminder, children and their parents 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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Address:

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

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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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