Childminder

Childminder

Unique reference number (URN): EY449473 Registered with Ofsted: 10/08/2012 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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Behaviour, attitudes and establishing routines Expected standard

Children change into their comfy clothes after school and work with the childminder to complete their homework. The childminder encourages children to treat each other with kindness. She consistently reminds children of her expectations for behaviour, saying 'kind hands and kind feet'. She reminds them to say friendly words. Children engage independently in chosen activities. They behave well. The childminder supports children who argue over a book. She reminds children that they have to share. She says, 'We've got to be kind.' She supports children to choose books that they want to read.

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Behaviour, attitudes and establishing routines Expected standard

Children form strong attachments with the childminder. Children sit on the childminder's lap and talk about their favourite story characters. The childminder encourages all children to play together. She supports children to solve problems, giving them choices. Occasionally, children become a bit upset when they do not win. The childminder notices this and reassures children so that they continue to persevere in the game until all children have collected the cards on their bingo boards. The childminder claps when children finish. Children say, 'I actually like that game.' The childminder teaches children how to play games as a group, where children have to share, wait and take turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares her expectations for attendance and punctuality with parents. This supports children's safety, emotional wellbeing and enjoyment in the setting.

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Children's welfare and wellbeing Expected standard

The childminder supports all children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning and/or wellbeing, to get changed out of their school uniform. Children play once they are changed while they wait for other children to finish changing. The childminder provides children with allocated spaces to do their work. She supports children to learn their weekly spellings. The childminder calls out words and puts each word into a sentence for children to understand the context. Children write the words down. Other children play independently on the road mat. The childminder supports children to read their school reading books. She points to each word as children are reading to encourage children to focus on each word. The childminder praises children for their lovely reading. Older children complete their homework independently. The childminder praises children for reading and asks, 'What did you learn

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Children's welfare and wellbeing Expected standard

from this book?' She asks further questions to encourage children to explain what they have learned and what they now know. She praises children for their efforts and achievements. Children sit together on the floor. They talk about pictures in books, tell stories and discuss feelings. For example, while reading The Colour Monster, children say, 'He is sad.'

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop good hygiene routines. Children call her if they need assistance in the toilet. She reminds children to wash hands with soap afterwards. When children sneeze, the childminder says, 'Shall we go and wash our hands with some soap and water?' She engages well with children and uses a very calm, soothing tone. Children respond well to the childminder and are very fond of her. They feel comfortable in her home and know expectations for routines and behaviour. The childminder supports children to manage their emotions. For example, children become upset when they glue their work and it does not stick. The childminder reassures children and says, 'You don't have to cry. We can fix it.'

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Children's welfare and wellbeing Expected standard

The childminder prepares freshly cooked hot meals for children's dietary requirements. Children have a hot meal every day before they go home, which supports families who work late. However, children wait while the childminder prepares the fruit for dessert. This is a missed opportunity to involve children in helping to organise and share the dessert.

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Inclusion Expected standard

The childminder identifies children's needs quickly and accurately, including any emerging needs. Children with special educational needs and/or disabilities (SEND) and those who may face barriers to learning and/or wellbeing develop well from joining the setting. They are better at managing feelings and emotions and are using a lot more language than when they first started. The childminder supports children with SEND to develop language skills. She asks children questions to encourage them to talk about what they see and find the matching cards. She uses lots of praise to keep children motivated and engaged. She reminds children of their choices and encourages children to read out their sentences. The childminder asks children questions to encourage them to choose the right answer. For example, 'Is he outside or inside?' Children with SEND and those who may face barriers to learning and/or wellbeing are supported to play with other children. The childminder gives

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Inclusion Expected standard

clear instructions and encourages children to be independent. She uses praise consistently to support children to manage their own learning and behaviour.

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Leadership and governance Expected standard

The childminder has high expectations for children's learning, wellbeing and safety. She attends relevant professional learning and expertise opportunities to further improve the quality of her provision and practice. The childminder keeps up to date with changes in Early Years. Training supports the childminder to carry out her role confidently and effectively. Attending courses and webinars enables her to collaborate with other childcare staff. This allows her to network, which is highly beneficial as a childminder. The childminder belongs to several memberships. She liaises with other childminders to share important information. The childminder is keen to keep up to date with what is current.

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Leadership and governance Expected standard

Parent partnerships are positive, and communication with parents is highly effective. The childminder gives feedback at the end of the session to inform parents of children's day and to support children's education and care. The childminder supports parents by helping children, including those with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, to do their homework. This allows parents to focus on spending quality time with their children at home, but it limits children's opportunities for outdoor play and fun activities at the childminder's home. The childminder plans to develop the outdoor area and extend ideas so that she can provide more fun opportunities for children while supporting children's homework.

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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 who attend this setting are calm, happy, confident and independent. They form loving, strong bonds with the childminder and each other, and learn to play well together. All children, including children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, learn to persevere and solve problems as they collaborate and play games together.

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

Children feel safe and secure in this lovely, warm and homely setting. The childminder greets children with warmth, and they feel like they belong to a little family. Children change

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About this setting

Registration date: 10/08/2012 into comfy clothes after school so they can relax after a long day. They are well cared for and learn how to manage their feelings and behaviour.

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About this setting

The childminder knows families really well and prioritises parents' needs. She consistently supports children to engage in and complete homework tasks set by schools. Children enjoy this part of their daily routine. The childminder supports children's individual needs in a way that encourages children to love learning. She is highly ambitious for children's achievement, wellbeing and care. Children are encouraged to be unique, feel proud, show care and concern for others and develop skills that will last them a lifetime. For example, the childminder knows children's individual needs well. She supports and guides children through each stage of problems they are trying to navigate.

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About this setting

Children at this setting love attending. The childminder's policies ensure that children are safe and attend regularly.

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Next steps

The childminder should continue to pursue professional learning and expertise opportunities that extend ideas and support children to thrive. The childminder should encourage children's independence and autonomy by giving children roles that involve children helping at snack times and mealtimes.

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About this inspection

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

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:30

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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

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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