Childminder

Childminder

Unique reference number (URN): EY397437 Registered with Ofsted: 06/05/2010 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

Children show they are confident and enjoy engaging others in their play. Their role-play skills are developing well and their ability to be imaginative is supported well by the childminder. They actively enjoy engaging in the huge range of arts and crafts on offer and so ensuring there are always extensions, within children's chosen activities, would support them even further and maintain their concentration for longer.

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Achievement Expected standard

Children demonstrate they are emotionally secure and enjoy looking through their artwork books with the childminder as she offers them praise for their achievements. The confidence the childminder instils in children prepares them well for their next stages in learning, including starting school.

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Achievement Expected standard

Children develop their physical skills through climbing and balancing opportunities. They taste foods and dress up as they learn about the different celebrations of Lunar and Nowruz New Year. The childminder regularly reflects on children's achievements and plans carefully to ensure she is meeting the needs of all children in her care, to include children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Children show a positive attitude towards their play and learning and show respect for the childminder. The childminder models kindness and patience and children play happily alongside the childminder in this calm, welcoming setting. The childminder talks about the importance of welcoming new friends and models sharing and turn-taking through role-play opportunities. The childminder shows awareness of what to expect of children at their different ages and stages and this ensures that children fully understand her expectations for their behaviour within this area. The childminder offers them praise and encouragement for their achievements, which encourages children to keep on trying.

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Behaviour, attitudes and establishing routines Expected standard

Children generally respond well to the childminder's instructions for carrying out small tasks, such as taking their fruit bowl to the kitchen after eating and putting used tissues in the bin. However, there are times when the childminder could go further in supporting children to understand her high expectations for their behaviour. In particular, when supporting them to fully understand the importance of tidying away after each craft activity and in responding to her requests at tidy-up time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance to ensure they receive the continuity of her offering.

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Children's welfare and wellbeing Expected standard

The childminder quickly forms secure attachments to children. She fully understands their wants and needs, in particular when responding to their emotional needs, when they are hungry or tired. She provides children with healthy meals and snacks and engages in growing activities to teach children about where their food comes from. Children are happy in the childminder's care.

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Children's welfare and wellbeing Expected standard

Children enjoy role playing, preparing a feast of healthy foods for a tea party for the teddy bears. Children are taught the importance of oral hygiene and have opportunities to brush their teeth after mealtimes. Children understand the importance of sitting for mealtimes and this being a social occasion and that they must sit when eating to keep themselves safe. The childminder fully understands the importance of working alongside parents to support weaning and in providing a safe space for children to rest.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to use their words when expressing how they are feeling and uses visual aids to support children with special educational needs and/or disabilities or children with communication and language delay to ensure they are fully supported in being able to express how they are feeling.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children's care practices well by encouraging them to dress themselves and drink from open cups. However, there are times when more could be expected from children, in particular, when washing and drying their own hands before mealtimes and climbing down from their chairs. This means children are not yet fully independent.

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Curriculum and teaching Expected standard

The childminder engages in purposeful play with children, adapting her teaching to their individual needs. For example, she models how to roll play dough, paint with paintbrushes and collage with cardboard shapes to support children as they begin to develop their small- muscle skills. She introduces them to familiar songs through daily opportunities to listen to music and select their favourite songs.

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Curriculum and teaching Expected standard

Children enjoy selecting books to read with the childminder, turning pages and lifting flaps. The childminder carefully uses questioning to support their understanding and enjoyment. She extends their own spoken words when they point to where the eggs are in the story by saying, 'Yes, the eggs are inside the basket' modelling and extending their vocabulary development.

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Curriculum and teaching Expected standard

She supports children's understanding of number by explicitly teaching one-to-one correspondence, when counting the number of ladybirds in the book and by discussing the different shaped leaves and flowers added to their artwork. Children enjoy opportunities to go on nature walks to local parks and gardens and the many opportunities for climbing up steps and through tunnels at soft play and local playgroups. Her curriculum celebrates diversity and she engages children in a range of activities to learn about different religious celebrations around the world.

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Curriculum and teaching Expected standard

The childminder talks confidently about her curriculum offering and how it is designed to cover all the areas of the early years foundation stage curriculum as well as being tailored to children's individual needs. Generally, she supports children well, however, there are times when the childminder does not always offer them the challenge they need to build on the skills they are practising. This results in children moving quickly on and only maintaining concentration on activities for short periods of time. The childminder is always striving for continuous improvement of her offering and plans to engage in further training opportunities to enhance her provision further within this area.

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Inclusion Expected standard

The childminder tailors her curriculum to ensure she meets the needs of individual children. Her regular, daily observations feed directly into her planning and next steps for children's learning. Her assessments allow her to set personalised targets for children that build on what they know and can do. She is aware of the importance of swiftly identifying children's emerging needs and understands that she can refer into external agencies, as needed, to support children's learning and ensure they achieve the best possible outcomes. She speaks confidently about how she has successfully used visual prompts and props to support children's understanding as they begin to develop their communication and language skills.

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Inclusion Expected standard

The childminder values opportunities to further support children with special educational needs and/or disabilities and has engaged in a number of training courses to further support her practice. She works closely with the local authority and plans to do more within this area to ensure her practice and skills remain up to date.

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Leadership and governance Expected standard

The childminder fully understands the strengths and areas of development of her setting and strives for continuous improvement by actively seeking out training opportunities to improve upon areas that she has identified she needs to develop. She meets up with other childminders to share skills and ideas, which she then embeds into her day-to-day practices. She has built a strong relationship with the local authority and takes on board any advice given. She works in partnership with parents and provides them with ideas to help at home, in particular with potty training and ideas of books to re-read at home. She shows awareness of learning being consolidated at home to ensure children have continuity and are ready for their next stages.

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Leadership and governance Expected standard

The childminder keeps her knowledge up to date and attends face-to-face training and engages in regular reading of educational materials. She plans to do further training to ensure she can offer high-quality support for children with special educational needs and/or disabilities and children from disadvantaged backgrounds.

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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 are happy and enjoy the many activities on offer in this home-from-home environment. The resources on offer are easily accessible, and children enjoy self-selecting what they would like to play with. The childminder places children's emotional wellbeing at the heart of her curriculum and builds strong and lasting relationships with children and their families. Children regularly 'check in' with the childminder offering her cuddles and affection. The childminder knows children well and ensures that her offering is always inclusive to

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Inspector:

Penny Harman meet the needs of all learners, including children from disadvantaged backgrounds and children with special educational needs and/or disabilities.

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Inspector:

Children behave well and are supported effectively in a range of positive ways. Children enjoy the high praise they receive for their achievements and the rewards of stickers and the sharing of 'wow' moments with their parents. They understand the importance of sitting for mealtimes to ensure they keep themselves safe and of tidying up after snack times and putting tissues in the bin after use. However, there are times when children need further support to develop their independence skills to ensure they are fully ready for their next stages, including starting school.

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Inspector:

Children engage well in two-way conversations with the childminder as they enjoy 'caring for the baby' and playing with the doll's house. They show development in their vocabulary, as they label the different rooms and furniture. Children answer the childminder's questions, demonstrating their language and conversational skills. They enjoy the opportunities they have to play imaginatively as they role play giving the baby her milk and putting her into bed. Children enjoy looking at photos of activities of past events and recalling the fun they have had with friends and family and the childminder and seeing how they have grown and developed from when they were babies.

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Next steps

Ensure children are given the challenge they need to build on the skills they are learning, to encourage them to stay focused on activities for longer. Ensure children fully understand the high expectations for their behaviour and respond to requests for tidying up. Support children further to become fully independent with day-to-day care practices.

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About this inspection

The inspector spoke with the childminder and looked at parent testimonies 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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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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