Childminder

Childminder

Unique reference number (URN): EY415493 Registered with Ofsted: 16/09/2010 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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Achievement Expected standard

All children make progress from their starting points and develop the necessary skills for the future. Children build their independence skills as they wash their hands and slice their fruit at snack time. They concentrate and listen carefully to the childminder's instructions, so they know how to slice the fruit safely. Children have a positive attitude towards play and learning, and with support from the childminder, they show determination when faced with difficult tasks.

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Achievement Expected standard

Children make choices in their play and activities and enjoy using their imagination to explore and problem-solve. For example, through role play and support by the childminder, children learn to share a pretend birthday cake.

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Achievement Expected standard

Children confidently make their needs known; for example, they tell the childminder when they need to use the toilet or blow their nose. However, children are not yet confidently expressing their feelings or understanding how their behaviour affects others.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and trusting relationships with the childminder. They are settled, confident and happy in their surroundings. Children actively seek to involve the childminder in play and thrive on the focused attention that she provides. Children enjoy their time at the setting; they squeal and giggle as they place cups on the sides of their heads and pretend they are ears. The childminder monitors children's attendance effectively and works closely with parents to promote its value.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She is kind and respectful, and she is a positive role model for children. The childminder encourages children to be polite and use their manners. For example, when a child says 'what?', the childminder models the word 'pardon'. She uses praise and encouragement to promote children's positive behaviours. The childminder supports children in managing minor disagreements and teaches them how to share and take turns. However, she does not yet consistently help children talk about and understand their feelings and how their behaviour can affect others.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a healthy and nutritious diet. She understands the importance of oral health and avoids sugary foods and drinks. The childminder promotes children's healthy lifestyles and encourages them to be physically active. Children spend time outdoors daily. They go on outings and on trips to the local park, and the childminder has a secure garden for children to enjoy. The childminder helps children develop their physical skills, such as building strength and coordination on outdoor equipment.

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Children's welfare and wellbeing Expected standard

The childminder provides a clean and safe environment and supervises children effectively to ensure their wellbeing and safety. She provides children with appropriate places to sleep and rest and implements safe sleep practices. The childminder works effectively with parents to support children who are learning to use the toilet.

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Children's welfare and wellbeing Expected standard

Children learn from the childminder how to stay safe online. For example, the childminder uses age-appropriate books to help children learn about internet safety. However, there is scope to further develop how children are supported in understanding and managing their emotions during daily routines and interactions.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and provides simple, clear instructions to help them understand how to wash their hands effectively. For example, the childminder says, 'Make some bubbles with the soap; add water, rub, rub, rub, including the back of your hands, and rinse.'

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum based on what children know and can do in addition to their next steps in learning and development. She successfully supports children's mathematical development and understanding of concepts. For example, during snack time, the childminder encourages children to compare the sizes of banana pieces, and they discuss which pieces are 'bigger' and which are 'smaller'. Through role play, the childminder helps children count how many slices of pretend cake they will need for all the adults and children.

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Curriculum and teaching Expected standard

The childminder helps children develop their small- and large-muscle skills through planned activities and experiences. For example, she plans a play-dough activity for children to build strength and fine motor skills.

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Curriculum and teaching Expected standard

The childminder promotes children's communication and language skills effectively. Children sit comfortably with the childminder to share stories. The childminder engages children's interest by relating aspects of the book to their home life. For example, they discuss a dog in the book and the dogs that children have at home. The childminder widens children's vocabulary through frequent songs and rhymes. During songs, the childminder appropriately pauses to encourage children to recall the words that come next. Overall, the childminder supports children's personal, social and emotional development well through secure attachments, role play and consistent daily routines. However, she does not yet fully support children in developing a deeper understanding of their feelings and how their behaviours affect others.

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Inclusion Expected standard

The childminder makes effective use of observations and assessments to identify children's individual needs and how to support them. Close working arrangements with parents help the childminder form an accurate view of children's development.

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Inclusion Expected standard

The childminder adapts her curriculum and teaching to meet children's identified needs and promote their next steps in development. The childminder monitors children's development effectively. This includes carrying out statutory assessments, such as the progress check for children aged between 2 and 3 years. The childminder shares these assessments with parents and encourages parents to share them with children's health visitors. The childminder confidently knows what to do should she have any concerns about a child's development and to meet the needs of children with special educational needs and/or disabilities. She has a secure understanding of working in partnership with other professionals and agencies to help children receive targeted support.

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Inclusion Expected standard

The childminder understands how to use additional funding to support children's individual needs and help them make secure progress. However, she does not yet support parents to explore if children may be entitled to additional funding, such as early years pupil premium, to help further improve children's educational outcomes.

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Leadership and governance Expected standard

The childminder makes effective use of support from the local authority to evaluate her knowledge and practice. She dedicates time to accessing continuous professional development opportunities. This includes keeping up to date with changes in the sector, as well as learning about the available support for vulnerable children, including those with special educational needs and/or disabilities. This helps the childminder promote positive outcomes for all children.

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Leadership and governance Expected standard

Parents speak highly of the childminder and the assistants. They comment warmly on the positive relationships that they have forged with their children. Parents appreciate the shared information and strategies on topics such as toilet training and other areas of development. Parents comment that the childminder and her assistant have been a 'big help' in raising their children. However, the childminder has failed to ensure that all children who may be eligible for additional funding are identified, such as early years pupil premium, so that the funding can be used effectively to support their learning and development.

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Leadership and governance Expected standard

The childminder ensures that her assistants have the necessary knowledge and skills to meet children's needs effectively. Assistants say they enjoy their work and regularly have opportunities to discuss children's individual needs, next steps and any concerns they may have.

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Leadership and governance Expected standard

The childminder works closely with staff at other settings children attend. She shares relevant information to gain a secure understanding of children's development and how she can support them effectively in her setting.

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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 demonstrate feeling settled and secure in the childminder's setting. They show excitement and enjoy the planned activities provided by the childminder, and they confidently request and access other toys and activities. Children engage well with the activities and with the childminder and her assistants. They use their imaginations and immerse themselves in play. For example, they pretend that it is the childminder's birthday and excitedly sing 'happy birthday' to her. Children put on their backpacks and pretend they are going on an adventure.

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About this setting

Unique reference number (URN): EY415493 The childminder prioritises the children's social skills. She helps them learn to share and take turns. The childminder encourages children to consider how to resolve minor disagreements when they arise. This helps children to problem-solve and feel valued. The childminder takes children to local activity groups, where they further develop and practise their social skills with a larger group of children.

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About this setting

The childminder encourages children to take on responsibilities. For example, children tidy up before routine changes, such as snack time, helping them develop self-confidence and respect for their environment.

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About this setting

Children achieve well across the areas of learning and development and are well prepared for their next stage of learning. The childminder identifies children's individual needs and provides an inclusive curriculum. She knows children well and works closely with parents to understand each child's unique needs and to share information and strategies to support home learning. This helps to promote positive outcomes for all children.

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Next steps

The childminder should further strengthen her communication with parents to raise their awareness of additional funding, such as early years pupil premium, so this can be accessed for all eligible children to help improve their achievements over time. The childminder should help children express and understand their feelings, including how their behaviour may affect others.

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About this inspection

The inspector spoke with the childminder and her assistant, parents 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 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 09:00

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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

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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