Childminder

Childminder

Unique reference number (URN): EY550827 Registered with Ofsted: 22/11/2017 Registers: EYR, CCR

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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, including those who face barriers to learning, make typical progress in their development. They are prepared well for their next stage of learning. Children have secure attachments with the childminder and their peers. They understand how to take turns as they play cooperatively together. For example, children take turns to find pictures from their shopping list to fill up their pretend trolleys. Children skilfully name numbers and shapes as they find them hidden under oats in their tough tray. They eagerly shout about what they have found buried. Children confidently talk and share things of importance to them with the childminder, such as talking about their upcoming holidays. They develop their language skills, and the childminder links new vocabulary to their real-life experiences, such as learning about 'excavators' and 'diggers'.

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Behaviour, attitudes and establishing routines Expected standard

There are warm, trusting and respectful relationships between the children, their peers and the childminder. The children confidently share their thoughts and feelings with the childminder. They use the childminder for reassurance when needed, for example, they enjoy cuddles with the childminder when in need of reassurance. The childminder ensures that she acknowledges and validates children's feelings, in particular during these moments.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations in regards to children's behaviour. Children know what is expected of them and behave well, and there are clear embedded routines. For example, the children confidently work together to tidy up their toys when they have finished playing without prompt from the childminder. The childminder supports the children as they learn to play cooperatively together. For example, she helps children understand the different ways children play depending on their age and teaches them appropriate ways of managing this. The childminder ensures there is regular praise for children and their efforts. The childminder works closely with families to promote the importance of attendance and punctuality and the impact this can have on children's development.

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Children's welfare and wellbeing Expected standard

The childminder develops children's understanding of keeping themselves healthy as they play. As children play a particular game, they see pictures of different foods and toiletries, and the childminder skilfully weaves the importance of brushing their teeth regularly and which foods are healthy for us into conversations. The children demonstrate secure relationships with the childminder and their peers. The childminder gives children a sense of belonging in the home, for example, children have their photo included in the family picture wall. The childminder ensures that mealtimes are a valuable time to develop their social skills and communication skills. For example, she encourages children to talk about their day as they sit around the table together.

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Children's welfare and wellbeing Expected standard

Children learn to manage their hygiene needs, for example, they learn to independently wash their hands before snack. The childminder manages care routines well. For example, she ensures that children are treated with respect and dignity and given privacy when managing toileting needs. Children learn to recognise, express and manage their emotions. The childminder listens to them as they share their thoughts and helps them label their emotions before working through next steps together. Children begin to develop an understanding of their physical skills as well as how to keep themselves safe when taking appropriate risks, such as when using climbing equipment.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to keep themselves safe in particular situations. For example, children learn how to cross the road safely, and they confidently share what to do when the fire alarm goes off. The childminder has begun to teach children about making healthy choices in regards to screen time but has not yet covered online safety in depth with children and their families.

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Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development. For example, she supports younger children as they learn to take turns. The childminder teaches children independence skills, such as cutting up their own snack and drinking from a cup. The childminder builds on children's language skills as she skilfully introduces new words relevant to children's age and stage. For example, older children learn about excavators and younger children learn about action words, such as scoop. The childminder extends and challenges children based on their individual needs. For example, younger children focus on recognising numerals one to 5, whereas more capable children start to learn basic addition. The childminder skilfully shows children how to complete these sums using their fingers, and children eagerly repeat this independently. The childminder adapts her teaching to ensure that those who face barriers to their learning are supported fully. For

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Curriculum and teaching Expected standard

example, she provides language support to develop children's communication skills further. The childminder uses assessment well to ensure that children are making appropriate progress in their learning and development from their starting points.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the children and what she wants them to learn. However, she has not yet precisely identified areas for development in her curriculum and teaching to bring her practice to the highest standard. For example, she has not yet developed children's understanding of online safety and healthy choices around screen time.

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Inclusion Expected standard

The childminder ensures that she regularly reviews children's development and quickly identifies any gaps in learning. The childminder demonstrates her understanding of reducing the barriers to learning that children may face by adapting her teaching and the strategies used to support children. This helps children close any gaps in their learning and development. The childminder demonstrates her understanding that she needs to regularly assess to check that her approach is working and makes adaptations as and when needed. The childminder understands the importance of working with other agencies to support children who may have special educational needs and/or disabilities or who may be known to children's social care. This includes understanding the need to regularly share information about the progress children are making at her provision and any identified concerns. The childminder demonstrates her understanding that additional funding should be used for

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Inclusion Expected standard

specific children and that it must be used to target their learning and development as well as helping to reduce any barriers to learning children may face.

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Inclusion Expected standard

The childminder also considers other aspects, such as working with families to support children who speak English as an additional language. She ensures she is sensitive to their home cultures and traditions and encourages them to share with the provision so that others can learn about their culture as well.

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Leadership and governance Expected standard

The childminder is passionate and dedicated to her role. She places a high importance on children being happy and settled in her provision. The childminder has a thorough understanding of the requirements in the early years foundation stage. She has undertaken further research to ensure that she understands these requirements. The childminder has a clear understanding of the strengths of the provision. She has identified some areas of training, such as learning more about supporting children's emotions. However, she has not yet precisely and consistently evaluated her provision to identify, consider and consistently drive improvements across the curriculum further.

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Leadership and governance Expected standard

The childminder ensures that children are at the heart of everything she does and ensures that decisions made are in their best individual interests. The childminder engages well with parents and works closely in partnership with them to support children's learning and development. For example, she shares information with parents about healthy eating in regards to lunch boxes.

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Leadership and governance Expected standard

The childminder recognises the importance of working closely with settings that share care of children so that children benefit from teaching that is coordinated and consistent.

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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 show a keen drive to learn, and they show curiosity about the world around them. Children are confident and develop age-appropriate independence skills, for example, they help the childminder set the table for lunch and clear up afterwards. Children make typical progress in their learning and development from their starting points, and the childminder is quick to identify any gaps or barriers to their learning. The childminder puts strategies in place to minimise these gaps and/or barriers and works closely with families. This includes working with families to ensure that timely referrals are made to other agencies, such as speech and language therapy.

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

Children have secure and positive relationships with their peers. They play well together and want to be in each other's company, even as they play separately. Families are made to feel part of the childminder's family, and she has developed close relationships with the families. She values their contributions and welcomes their feedback.

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

The childminder ensures that children have a sense of ownership over their activities and resources. For example, children help set up the activity in the tough tray and show an eagerness to be involved. Children excitedly use remote control trucks to explore the tray of oats. They demonstrate a secure understanding of how simple technology works as they scoop and tip the oats. The childminder skilfully uses their interests to weave in other aspects of the curriculum. For example, children engage in stories about construction vehicles as they listen intently and talk about what they can see in the photos.

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Next steps

The childminder should build on ways to help children gain an early understanding of online safety to enhance their understanding of how to keep themselves safe. The childminder should continue to develop methods for continuous development, using more detailed analysis of the setting's strengths and areas for development to consistently drive improvements across curriculum and teaching further.

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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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Our grades explained

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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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