Childminder

Childminder

Unique reference number (URN): EY331288 Registered with Ofsted: 09/03/2006 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

Children respond well to the broad curriculum on offer and make progress in their learning. For example, they enjoy visiting the local nature reserve, where they practise their gross motor skills by using steps independently and walking in the woods to look at frogspawn. However, the childminder does not always extend children's mathematical development during play or focused activities. This means opportunities to develop children's understanding around concepts including volume and measure are not always fully explored.

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Achievement Expected standard

Children are regularly exposed to lots of new vocabulary. They have plenty of opportunities to communicate, such as asking questions, making suggestions and commenting on what they see. This also gives children a sense of importance and helps develop their self- esteem.

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Achievement Expected standard

Children learn to be independent and receive time to try something new. For instance, they enjoy exploring the play dough and use safety scissors and cutters to make pretend cakes. This builds on what children can already do and increases their confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the routine in the setting, and their behaviour is very good. The childminder is calm and speaks gently when children occasionally need reminding to share or listen to an instruction. Even very young children demonstrate kindness to their friends by sharing a toy or waiting their turn, and the childminder praises them for this positive behaviour. The childminder promptly responds to children when they seek her support or guidance. This helps children to feel a valued member of the group and develop secure relationships with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder consistently works with parents and carers to help them understand the importance of being punctual and ensuring children attend regularly. Partnerships with parents are very effective. They say their children enjoy attending the setting and comment how much the childminder supports children in learning new skills, such as putting their shoes on.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts activities to meet children's needs and move their learning on according to their age and ability. Children enjoy visiting local groups where they further develop their social skills in a busier environment. This provides opportunities to experience larger groups and spend time in the local community.

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Children's welfare and wellbeing Expected standard

The childminder provides an environment where all children feel a sense of belonging. Her approach helps children feel safe and settled. For example, children are familiar with the daily routine and flourish in a calm environment where they are encouraged to extend their thinking and ask questions. The childminder teaches children how to look after their bodies by providing healthy meals and giving children space to move. For example, children enjoy walking to the local park and visiting the nature reserve. This teaches children how to look after their health and promotes a love of exercise.

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Children's welfare and wellbeing Expected standard

Children learn to manage their emotions and show support if their friend is unhappy or needs reassurance. For example, during story time, the childminder asks children how the character might be feeling. This provides valuable opportunities for children to develop empathy and begin to understand how their actions can affect others.

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Children's welfare and wellbeing Expected standard

The childminder understands the risks of digital technology and shares information with parents and carers on how to keep their children safe online. She supports parents and shares simple steps they can take at home. For instance, the childminder sends information sheets home for parents to keep and refer to when needed.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that is ambitious and varied. She regularly uses observation and her assessment of what children can already do to identify their next steps in learning. The childminder takes care to ensure that communication and language are a key focus throughout the day. She regularly introduces new vocabulary during conversation and stories. Children are excited to listen to a story and enjoy pointing out characters in the pictures, asking questions about what might happen next. This consistent exposure to high levels of language and communication provides children with an effective foundation to develop their language further.

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Curriculum and teaching Expected standard

Children are exposed to a broad range of experiences, and the childminder regularly reviews her offer to ensure that the quality of teaching is effective and meets the needs of the children who are attending that day. For example, children enjoy using toy frying pans to toss pretend pancakes on Pancake Day. This provides opportunities for children to practise their hand–eye coordination and develop their concentration.

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Curriculum and teaching Expected standard

Children learn to count through engaging activities, such as playing with wooden trains. The childminder assists children in identifying the numbers and counting the remaining pieces needed to complete the track. However, she does not consistently encourage children to explore other mathematical concepts further, such as estimating or sequencing.

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Inclusion Expected standard

The childminder develops effective partnerships with parents and carers. She uses shared information to assess children's needs and plan how she can best support them during their time in the setting. For example, she shares information about children's achievements and next steps in learning. This helps ensure that children receive care that is consistent at home and in the setting. However, the childminder does not consistently explore if families are working with, or have previously received support from, external services, such as children's social care. This means the childminder may have an incomplete understanding of a child's needs and may not be able to fully support them. The childminder uses knowledge from training she has attended to inform her practice around supporting children who may need additional help. For example, she has a thorough understanding of children's development and uses this knowledge to notice when children

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Inclusion Expected standard

need extra support, such as adapting an activity or taking more time to explain something in simple language. This means support around their development is being provided promptly.

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Inclusion Expected standard

The childminder uses her knowledge of individual children to adapt activities. She ensures that all children are learning at a level that is appropriate for their age and level of understanding. For instance, children enjoy completing puzzles on the same table, but with an appropriate number of pieces for their stage of development. This means that children learn at their own pace and have the same opportunities as their peers.

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Leadership and governance Expected standard

The childminder has a thorough overview of her setting and regularly keeps her knowledge up to date. She attends training that will have the most impact on her practice. For example, the childminder understands the importance of accurate record-keeping and using the information to review significant events to keep children safe. The childminder has an effective understanding of the strengths of her setting, as well as the areas she would like to improve. This reflective approach helps her continue to meet the needs of individual children and move their learning forward.

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Leadership and governance Expected standard

The childminder understands the positive impact working with other professionals has on children's welfare and development. However, the childminder does not always gather information when children first attend the setting, which may hinder her understanding of which services are already supporting the family. As a result, children and families may receive inconsistent advice and experience a lack of joined-up working among professionals.

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Leadership and governance Expected standard

The childminder is aware of the importance of managing her wellbeing to ensure that she does not feel overloaded. This has a positive impact on the children who attend, and because of this, she remains focused and positive in her role.

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Leadership and governance Expected standard

The childminder makes effective use of her experience by ensuring she provides quality activities for the children who currently attend. She understands the benefit of drawing on what has previously worked well to provide a service that is high quality and meets the needs of all children.

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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 enjoy spending time with the childminder, who has created a calm and welcoming environment. She provides a broad range of resources for children to choose from. The childminder uses her detailed knowledge of children's interests to engage them in learning. For example, children enjoy drawing on a large piece of paper with their friends and using different-coloured pencils. This keeps children interested and gives them time and space to explore colours and shapes.

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About this setting

Type: Childminder The childminder encourages children to be independent. She praises them when they blow their own noses or wash their hands before snack time. Children enjoy the company of the childminder. They respond well to her gentle tone and calm nature. This means children feel safe and secure. The childminder is skilled at giving children enough time to process new information or practise a specific skill. For example, children enjoy choosing their favourite fluffy socks from the sock basket and spending time putting them on by themselves. The childminder praises them for trying hard, which gives them a sense of achievement and pride.

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About this setting

Children have plenty of opportunities to support their learning across the curriculum. They enjoy choosing their own toys to play with but also show excitement when the childminder introduces something new. For instance, children make pancakes for Pancake Day and enjoy measuring flour and cracking eggs to make a mixture. This provides learning opportunities that keep children interested and helps them to develop a range of skills, such as fine motor skills and listening to a set of instructions.

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Next steps

The childminder should extend information-gathering processes to explore other professionals who may be working with children. The childminder should build on the current teaching methods to further enhance children's mathematical development.

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About this inspection

The inspector spoke with the childminder and parents and carers 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. Registration date: 09/03/2006

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About this inspection

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

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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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