Childminder

Childminder

Unique reference number (URN): EY396207 Registered with Ofsted: 09/07/2009 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

Achievement Expected standard

All children, including those who need targeted support and others who face barriers to their learning, make steady progress across all areas of learning. They benefit from a particular focus on their communication and language skills. They communicate and make their own needs known most of the time. Children have plenty of time to think and answer questions in a calm, supportive environment.

p.2

Achievement Expected standard

Children who need extra support receive timely interventions, which boost their confidence and engagement. This ensures all children, including those with special educational needs and/or disabilities, progress well, which prepares them for their next stage of learning.

p.2

Achievement Expected standard

Children are curious and focused in their play. They display humour and imagination as they pretend to cook a pizza together, laughing as they do so. Children use mathematical skills as they count the pieces and name the shapes they can see. Experiences, such as these, help children to develop a range of important skills in readiness for the next stage in their learning and eventual move to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She sets clear rules for behaviour and explains them in ways children understand and in a calm manner. Children know the expectations and follow routines most of the time. The childminder reminds children to use, 'kind hands, kind feet and kind words'. This supports children's positive behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is calm and nurturing, and children typically respond positively. She supports children to talk about and regulate their own emotions, by asking how they are feeling. Children demonstrate trusting relationships with friends and the childminder. She listens carefully to them and responds with patience. For example, the childminder listens with interest as children excitedly talk about their painting and proudly hold it up, saying, 'taa-daa', when it is finished. The childminder helps children learn how to play together and take turns. She encourages teamwork through group activities and gentle guidance, helping children build positive friendships.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder considers each child's age, stage of development and individual needs when planning their learning. She adapts her approach to support all children to be able to participate. This helps all children meet expectations in an individual way that suits them best and supports their confidence and wellbeing.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of punctuality and regular attendance. She is proactive about following up on any unexplained absences. The childminder talks with children about how routines help them feel settled and helps them not to miss out on any activities.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides a warm and caring environment, where she recognises and supports children's individual needs. She knows each child well and adapts activities, routines and support to help them feel safe, happy and confident. Children with special educational needs and/or disabilities, those who face barriers to their learning and those known, or previously known, to children's social care receive extra help when needed. The childminder teaches children to understand how to manage their personal safety. For instance, when out for a walk she explains they need to stay away from the road and hold onto the buggy.

p.3

Children's welfare and wellbeing Expected standard

The childminder builds strong, secure relationships with children. She responds quickly to their needs, comforts them, when needed, and celebrates their achievements. As a result, children form strong attachments and feel confident to explore and try new things. Children are secure and well cared for. Their sleeping and feeding routines are flexible and matched to their individual needs.

p.3

Children's welfare and wellbeing Expected standard

Children learn how to be healthy through daily routines and healthy meals. The childminder values taking children outside in the fresh air to explore in places, such as parks and soft play. This gives children the opportunity to liaise with a wider social group. The childminder helps children recognise and talk about their feelings and supports them to recognise and manage their emotions.

p.3

Curriculum and teaching Expected standard

The childminder provides a warm, safe, and stimulating setting, where children feel happy and confident. She understands the importance of a high-quality curriculum and plans activities so that children build their knowledge and skills. The childminder does not, however, routinely use effective methods to review and reflect on what is working well and what could be improved, which does not always allow her to develop her practice to the highest level.

p.3

Curriculum and teaching Expected standard

The curriculum meets all the learning and development requirements of the early years foundation stage. It is well organised and flexible, allowing children to follow their interests. The childminder places a strong focus on language and communication development. She talks with children throughout the day, introduces new words and encourages children to explain their ideas. She supports mathematical learning purposefully by counting during play, comparing sizes and solving simple problems together.

p.3

Curriculum and teaching Expected standard

The childminder prioritises children's physical, personal, social and emotional development. She helps children manage their feelings, build friendships and develop independence. She knows each child well and adapts her teaching to support children who face barriers to their learning and those with special educational needs and/or disabilities. She makes reasonable adjustments to ensure all children can take part fully, such as by moving resources so all children can access them easily. The childminder uses ongoing assessment to check what children know and can do. She uses this information to plan next steps that match each child's starting point and stage of development.

p.3

Inclusion Expected standard

The childminder is passionate about ensuring all children have fair access to all opportunities. She understands how to support children with special educational needs and/or disabilities and works hard to reduce any barriers to learning. The childminder takes account of children's starting points to identify and inform their learning. She works closely with parents and external professionals to plan targeted activities and strategies to close any gaps in children's learning and to make sure every child can take part. This helps children to make secure progress from their starting points.

p.4

Inclusion Expected standard

The childminder supports all children to develop their language and communication skills effectively, adapting her practice as needed. For example, she uses simple sign language to communicate with children and sensitively repeats words said to her using the correct pronunciation. The childminder knows how to use additional funding appropriately. For example, where children may face barriers to their learning, she works closely with families to identify how best to use funding to improve their child's outcomes.

p.4

Inclusion Expected standard

The childminder liaises with other local childminders and they work together to stay informed about good practice and updates to legislation. Recent training on sign language has helped the childminder to develop her communication skills with all children.

p.4

Leadership and governance Expected standard

The childminder provides a warm and welcoming environment, where children feel safe, happy and valued. She builds strong, trusting relationships with children and their families. Children settle quickly and show confidence as they play, explore and talk with the childminder. She plans activities that reflect children's interests and stages of development. This helps all children, including those with special educational needs and/or disabilities, to make good progress in their learning. The childminder does not, however, always use effective methods to fully review and reflect on her practice. This makes it difficult to identify areas for training and improvement and to act upon them to elevate her teaching to a higher level.

p.4

Leadership and governance Expected standard

The childminder promotes positive behaviour well and helps children learn to share, take turns and respect others. The childminder makes a positive difference to children's education and care by maintaining clear routines and high expectations that support children's wellbeing and independence.

p.4

Leadership and governance Expected standard

The childminder works closely with parents and shares information regularly. Parents speak positively about the care provided and feel confident that their children are well supported. They value the adaptations that the childminder puts in place to allow all children to be able to fully participate in the daily routine.

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 their time with this friendly and welcoming childminder. They cuddle into her with big smiles, showing that they feel safe and secure. She values each child's individuality and knows them all well, helping children to feel respected and included. Children involve the childminder in their play. For example, they pass puzzle pieces to her and show impressive concentration skills as they carefully look where to place the pieces. The childminder praises the children, causing them to smile broadly. This helps to develop children's confidence and self-esteem.

p.5

About this setting

Registration date: 09/07/2009 The childminder is a positive role model and has high expectations for children's behaviour. She promotes good manners and speaks calmly and respectfully to children, explaining possible consequences of their actions. Children share well and work together to complete simple tasks. The childminder praises children for their efforts, helping to promote their confidence and self-esteem. She works closely with parents to share learning, progress and to promote children's regular attendance and punctuality.

p.6

About this setting

Children of all ages engage well in their play, and they make steady progress, including those with special educational needs and/or disabilities and those who face barriers to their learning. The curriculum focuses on topics that interest children, as well as celebrating a variety of cultural events. The childminder plans activities based on what children already know and can do, and then adapts them to extend children's thinking. The childminder does not, however, use effective methods to review and reflect on her practice to fully know what is working well and what could be improved. This makes it difficult to identify areas for training and improvement and to act upon them to elevate practice to a higher level.

p.6

Next steps

The childminder should establish effective methods to more consistently review practice, to identify areas for development and sharply focus the use of professional development to enhance their practice and the provision further.

p.6

About this inspection

The inspector spoke with the childminder 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. Register(s): EYR, CCR, VCR

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:30

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.7

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