Childminder

Childminder

Unique reference number (URN): 207399 Registered with Ofsted: 25/05/1995 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, including those who are disadvantaged, generally progress well from their starting points in learning, helping them to be prepared for their eventual move on to school. Older children use numbers in their play and learn how to count in the correct order. Children begin to develop an understanding of their emotions. They look at images of different facial expressions and talk about how they may be feeling. Children know about different cultures and traditions from other countries in the world. For example, they know how people in other countries use different utensils to eat, and put gold coins in red envelopes during some celebrations. Typically children develop their communication skills well, such as learning new words to help build on their vocabulary. There is less effective support for children to consistently build on their thinking skills, such as to consider how to answer questions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has rules and boundaries in place in her home, helping children to understand what is expected of them. Children show that they understand these and explain that to show kindness they do not push people. The childminder is a positive role model for children and gives them gentle reminders, such as to use good manners. Children respond positively to her requests encouraging them to be polite. The childminder provides children with opportunities to mix and interact with others. For instance, she takes them to libraries, where children listen to stories alongside others. This contributes to children's understanding of how to behave in different social situations. When children struggle to manage their behaviour, the childminder supports their individual needs appropriately. This includes showing younger children puzzles that show facial expressions. She helps children to understand why they may feel a certain way. This helps them learn to regulate their

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder supports children to follow routines well. For instance, she talks to parents and carers about their children arriving on time, to promote prompt attendance. This helps children prepare to follow routines when they move on to school. However, not all routines are well embedded. For example, the childminder does not consistently implement snack time routines to help children foster solid foundations for healthy habits and to understand when they need to eat.

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Children's welfare and wellbeing Expected standard

The childminder invites children to attend her home gradually, when they first start attending. This helps them to become familiar with her and her home. These sessions are adapted to support children's individual emotional needs, until they feel confident and comfortable to leave parents and carers. The childminder finds out about children's care routines at home and implements these in her setting. For example, she follows sleep routines that children have at home to help them feel secure in her care. However, the childminder does not embed all routines for children, such as to help them understand when they need to eat to promote their physical health. Children are supported to understand their feeling and emotions, especially when they struggle to regulate these. For instance, the childminder spends time with children naming and talking about how they may be feeling.

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Children's welfare and wellbeing Expected standard

Children learn how they can keep themselves safe in the childminder's care. For example, the childminder helps children to learn about road safety, stranger danger and how they can keep themselves safe around dogs. The childminder provides children with opportunities to be physically active. This includes taking them to parks and showing children how to do yoga poses.

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Curriculum and teaching Expected standard

The childminder's curriculum is generally planned and implemented to help children make progress in their learning. This includes encouraging children to be independent in preparation for their move on to school. For example, the childminder supports children to wash their hands and manage dressing and undressing for themselves. Through observation and assessment, the childminder identifies what children need to learn next from their starting points. This includes supporting children to understand mathematical language, such as when she reads them stories that include number sequences. Children have opportunities to be physically active. They copy the childminder, when she shows them how to move their bodies in different ways, such as to adopt yoga poses. This contributes to children's balance and coordination. The childminder takes children to libraries and parks to learn to love books and to develop their social skills further.

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Curriculum and teaching Expected standard

Since the childminder's last inspection, she has developed her knowledge of child development and how she can adapt activities to maintain children's focus and attention. For example, when reading a story, she uses resources to help children act out what is happening. Adaptations are made to support children's individual needs. The childminder makes sure that she is facing children with sensory delays, so they can hear and can see the words she uses. Support for children to develop their thinking skills is not always effective. For instance, sometimes when the childminder asks children questions, she does not give them time to think and respond, limiting the depth of learning they gain from these interactions.

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Inclusion Expected standard

The childminder demonstrates a general understanding of how to put early interventions in place for children with special educational needs and/or disabilities. This includes researching children's individual needs and working with other professionals to implement targeted support. The childminder identifies developmental delays through observing and assessing children, speaking to parents and carers and referring to other professionals for further advice. Children are typically well supported to close gaps in their development, such as around sensory issues, for instance.

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Inclusion Expected standard

The childminder understands that some children's progress is best measured in small steps. She understands how to adapt her provision and teaching as children's needs change. Children who face changes in their lives and challenges to their wellbeing are supported. For instance, the childminder helps prepare children for new siblings in the home. She talks to children about the experiences they may have, and provides books about siblings for children to look at and dolls for them to play with. This helps to support children's emotional wellbeing in preparation for life changes.

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Inclusion Expected standard

The childminder understands how to use additional funding to support the individual needs of children. She has links with the local authority for further advice and support for her role.

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Leadership and governance Expected standard

The childminder has made positive changes to her practice since the last inspection. This includes enhancing her knowledge, through professional development, of how to promote children's safety, plan more effectively to meet their learning needs and to improve her interactions with children. She has taken action in the best interests of all children, including those who are disadvantaged. The childminder establishes an appropriate work and life balance to promote her wellbeing so that she can be effective in her role. The childminder reflects on her practice and has plans underway to provide additional opportunities for children to develop their physical skills in her garden. These are positive steps to raising outcomes for children. However, routines are not consistently embedded to support children's wellbeing. The childminder's interactions to support children's thinking skills are not consistently of high quality.

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Leadership and governance Expected standard

The childminder works well in partnership with parents and carers. She keeps them informed about children's progress and provides ideas about how to build on learning at home. For example, she helps parents support their children to recognise numbers and read stories to foster a love of books.

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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 show that they feel safe and secure in the childminder's home. They are keen to interact with her in their play, showing their developing social skills that will help them in the future. Children ask the childminder to read stories, and are confident in their interactions with others. The childminder gets down to children's level as she joins their imaginative play with dolls. They tell the childminder what they want to achieve in their play and are supported by her to do this. Children know that their contributions are valued. For instance, when children ask to put clothing on dolls, the childminder talks about what they need to do. Children have positive attitudes to completing tasks on their own and make appropriate progress in their learning.

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

Children's abilities and needs are identified by the childminder, when they first start. Information is gathered from parents and carers about children's prior learning and home experiences. This, along with further observations and assessments, helps the childminder to identify what children need to learn next. She supports older children to develop their understanding of numbers. Children begin to count in order. Early identification of children's individual needs, and partnership working with parents and other professionals, helps support children to reduce barriers to their learning. Children's attendance is monitored and promoted. The childminder speaks to parents about the importance of children attending regularly to help build on their learning.

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Next steps

The childminder should strengthen strategies to give children time to process information, and respond to questions she asks, to support their developing thinking skills further.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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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Age range of children at the time of inspection

The childminder should embed daily routines further to enhance how children make healthy choices and decisions, promoting their physical health even more consistently.

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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 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

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 .

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

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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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