Childminder

Childminder

Unique reference number (URN): EY472821 Registered with Ofsted: 31/01/2014 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

The childminder fully understands how to assess and identify any emerging needs that children may require. She draws from her wealth of experience as a childminder, as well as receiving support from local agencies. The childminder identifies children early, which ensures that she provides early intervention. The childminder understands how to make adjustments and adaptations. She has worked with speech and language therapists via video calls to help support children in her setting. The childminder has helped children with special educational needs and/or disabilities by working closely with parents and carers and receiving guidance from professionals in her local area. Parents report that they are grateful for the help they have received for their children.

p.2

Inclusion Strong standard

The childminder is very skilled in helping children who speak English as an additional language. She recognises the diversity of her local area and community. The childminder has adapted her setting so that children who speak English as an additional language are able to access their learning. She uses children's home languages to help them understand and participate in activities. The childminder regularly observes children alongside any assistants she works with. As a result, they can determine where support is needed and plan next steps to help children so that they do not fall behind.

p.2

Inclusion Strong standard

The childminder uses consistent and termly observations to track children's development closely. This helps the childminder to establish if adaptations are proving successful. The childminder understands the importance of working on her professional development by accessing training in relation to this area.

p.2

Achievement Expected standard

Children learn communication and language skills through their daily outings, the books they read together and the conversations they have throughout the day. They have opportunities to engage in a range of activities that interest them. This helps children to focus and feel confident. As a result, children develop age-related knowledge and skills across all areas of learning. Children are typically prepared for the next stage in their development or school. They listen for extended periods of time and face new tasks. However, children do not have consistent opportunities to improve their knowledge through further engagement in conversations. Children with special educational needs and/or disabilities or those with other barriers to their learning consistently achieve well from their starting points. They reach their developmental goals.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder reminds children of the rules that they need to follow within the setting. Children respond well to her expectations for their behaviour. This creates a harmonious setting for children to thrive in. The childminder deals with negative behaviour quickly, and children continue playing with little disruption. The childminder knows the children's capabilities well and demonstrates this by the requests she gives to them. Children follow her instructions to complete basic tasks, such as getting a wipe to clean their faces or put a toy away in its correct place. However, sometimes the childminder does not provide consistent messages to support children's understanding of what is expected of them. For example, she tells them that this is their last turn on the slide but then lets them continue.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has close attachments to the children in her care. She is affectionate, calm and kind towards them. Children feel safe in her care, and are respectful and adoring of her. Interactions between children are positive. They laugh and learn collaboratively. Children learn how to be gentle towards one another and typically get along together.

p.3

Behaviour, attitudes and establishing routines Expected standard

Punctuality and attendance are a priority in this setting. The childminder has a robust daily routine that encourages parents and carers to bring their children on time. She asks that any absences be reported early in the day, which helps to keep children safe.

p.3

Children's welfare and wellbeing Expected standard

The childminder welcomes children into her home and treats them like family members. She looks after children well and has a good understanding of hygiene practices. The childminder plans a daily activity on oral health to help children to learn the importance of self-care. She uses daily toothbrushing after lunchtime to instil good habits for children's future health.

p.3

Children's welfare and wellbeing Expected standard

The childminder is responsive to children's wellbeing and emotional needs. She recognises what children's needs are and immediately supports and reassures them. The childminder understands the importance of physical development. She teaches children personal safety through practical experiences, such as when learning to cut their own fruit. Children are encouraged to take risks, so over time they understand how to keep themselves safe.

p.3

Children's welfare and wellbeing Expected standard

Routines are effective in this setting. The childminder has consistent sleeping and feeding times to meet the needs of the individual children in her care. She offers mattresses, cots and bedding, and conducts regular checks on children to help promote safer sleep. The childminder lovingly prepares meals, which are nutritious and balanced, and children enjoy her food. She sits facing children while they eat and provides them with the equipment they need, such as utensils and bibs. This enables children to keep safe during mealtimes, encourages healthy habits and enhances social skills as they feed themselves independently.

p.3

Curriculum and teaching Expected standard

The childminder understands the importance of meeting all the learning and development requirements of the early years foundation stage. The curriculum is well prepared and considers children's current needs and next steps. The childminder regularly engages in conversation with children through their play and the activities they complete. For example, when children are building a train track, the childminder helps them to count. This helps children to develop their language and communication skills. The childminder places an importance on children's physical development. She recognises the importance of daily outdoor activity and plans an array of weekly classes and outings, such as to the local park and rhyme time. The childminder is quick to respond to the children's needs, which helps to support their emotional wellbeing. The childminder also encourages children's independence. For example, she reminds children to drink water and

p.3

Curriculum and teaching Expected standard

tidy up. This helps prioritise their personal care and develops their social skills as they work together to put things away. However, at times, the childminder does not consistently extend children's learning, and, therefore, their vocabulary can be restricted. This also means that children do not have time to share their views.

p.4

Curriculum and teaching Expected standard

The childminder completes regular assessments and understands how to use recommended non-statutory guidance. This helps her to identify what children can already do and what they are expected to achieve at each stage of their development.

p.4

Leadership and governance Expected standard

The childminder has worked on her leadership skills and maintains a positive working relationship with children, any assistants she works with and parents and carers. She operates from her home, which has its own spacious dedicated room for children. The childminder works alongside assistants, who she has built effective working relationships with. The childminder's assistants report that they enjoy their roles, feel supported and happily work alongside the experienced childminder. Parent reviews are positive and report that they like the settling-in process and that the childminder is quick to respond to them with very individualised support.

p.4

Leadership and governance Expected standard

The childminder assesses her practice by completing self-evaluation forms. This helps her to highlight where her strengths lie, such as her current focus on supporting children's self- care. She is also able to identify areas where she can help to improve her knowledge, but does not consistently reflect on her own practice to develop her teaching skills. For example, the childminder sometimes intervenes when children are completing a task, and this, at times, can hinder their development. Most recently, the childminder is looking at attending future training to help support children with special educational needs and/or disabilities even further and hopes to develop her outdoor area to provide more mark-making opportunities for them.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy attending this warm and inviting home-based setting. They are excited to explore and learn in the environment around them. Children are happy, well settled and ready to start their daily routine. The childminder provides purposeful resources and activities needed to develop children's knowledge and skills. As a result, children make positive progress for their age and stages of development. This prepares children well for school. The childminder carefully considers children's next steps in learning and implements these into the curriculum.

p.5

About this setting

Children feel safe and content in the setting. They form close attachments to their peers and the childminder. Children play together harmoniously and are respectful of each other and their environment. They feel valued, as the childminder celebrates milestones such as achievements and birthdays with them. The setting is well thought out and organised with good-quality age-appropriate toys, books and resources. These are easily accessible to children in clearly labelled boxes. The childminder has consistent routines in place that help children flourish in the setting and begin to understand the world around them. She provides daily story time and singing sessions regularly. This helps children to practise their language and communication skills and become confident talkers.

p.6

About this setting

The childminder carefully considers children with special educational needs and/or disabilities. She has experience of working with children who speak English as an additional language. The childminder regularly uses children's home languages to help support them. She has a positive relationship with parents and carers. The childminder works closely with them to help support children in the setting. Children are well looked after, and the childminder is attentive to their individual needs.

p.6

Next steps

The childminder should give children enough time to gather their thoughts and give their views. The childminder should ensure that she provides children with consistent messages about what is expected of them, to support their understanding of routines and boundaries even further.

p.6

About this inspection

The inspector spoke to the childminder and her assistant during the inspection.

p.6

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.

p.6

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Unique reference number (URN): EY472821

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8