Childminder

Childminder

Unique reference number (URN): EY349815 Registered with Ofsted: 23/05/2007 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children typically progress well and move forward in their learning and development. They enjoy their play and activities and engage positively in them. They develop their small and large physical skills securely, such as through using toy cars to make marks in paint. Children benefit from attending music and movement activities, where they start to learn the physical actions and words to songs and rhymes. This also encourages their social skills as they take part alongside a wider group of children. Children typically develop their confidence well as they receive ongoing positive praise and encouragement. They develop their awareness of safety, such as being reminded to sit on their bottoms on chairs. Children learn how to do things for themselves, such as feeding themselves, which builds their self- care skills and independence well. They cooperate with and follow the regular routines, such as washing their hands before eating.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has established a warm, caring environment for children. She understands her role in promoting children's regular attendance with parents. The childminder has procedures in place to monitor any late arrivals or absences to understand the reasons for these. The childminder understands her responsibilities to address any concerns about children's attendance.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with each other and the childminder. They feel safe, secure and confident in the childminder's care. The childminder provides clear age- appropriate expectations for children's behaviour. Children learn about respecting others as they receive calm guidance from the childminder, including about being kind, sharing and taking turns. Children typically learn these skills through play and activities together, including sharing painting resources and playing with role-play toys. They also enjoy outings to toddler groups, which helps them to learn and play alongside and with other children. The childminder is a positive role model to children, such as using good manners. She promotes children's sense of responsibility well through giving them appropriate tasks to do.

p.2

Children's welfare and wellbeing Expected standard

The childminder gains information from parents about their children's daily routines, including about how they settle their children to sleep to enable her to follow a similar approach. The childminder ensures children have ongoing access to drinking water. She monitors children's fluid intake and encourages them to drink enough. The childminder promotes healthy eating, including providing effective information to parents about food to provide for their children's snacks and lunches. This supports a balanced and nutritious diet for children. The childminder sits with children and supervises them while eating to promote their safety.

p.2

Children's welfare and wellbeing Expected standard

The childminder follows good hygiene practices, including around the care of her pets. She washes her own hands regularly and ensures the table and nappy changing mat are regularly cleaned to minimise any cross-infection. The childminder has established regular routines for children to wash their hands. While children play and eat the childminder provides some messages about healthy lifestyles, although she does not always extend children's awareness as effectively as possible.

p.2

Children's welfare and wellbeing Expected standard

Children form caring and trusting relationships with the childminder, which helps them to feel very comfortable and settled in her care. Children confidently approach the childminder for a cuddle, such as if they need reassurance. The childminder helps children to recognise their feelings and emotions through talking to them about pictures on display that reflect these. Children gain physical confidence and develop their coordination as they use the stairs under the childminder's close supervision. The childminder reminds children about their safety while on the stairs, which helps them to begin to recognise and manage risks.

p.3

Curriculum and teaching Expected standard

The childminder has a secure knowledge and understanding of each child's stage of development and their progress. She identifies children's starting points securely using observations and information from parents. The childminder completes effective observations and assessments, including the required progress checks for 2-year-old children to identify what they know and can do. This helps the childminder to identify what she needs to teach children, including those who need some extra support for their learning. The childminder plans activities to support children's progress and clearly identifies her learning intentions for these. She has a sound awareness of her curriculum aims to support children to become ready for their next stage of learning, including moving on to school. For instance, the childminder promotes children's early self-care and independence, such as learning to find their shoes and putting them on.

p.3

Curriculum and teaching Expected standard

The childminder promotes children's language development suitably. For instance, she repeats words back to children to help them hear how to say them. At times, she does not extend discussions so that children hear more language as they play and take part in activities. The childminder encourages young children's awareness of mathematics, including making them aware of patterns when they paint with cars and create lines. She uses mathematics in everyday routines, such as counting with children as they put their arms into sleeves, although this is not always consistently implemented. The childminder makes effective use of local facilities to support children's learning and development. For example, children walk in the local area and visit different parks, which promotes their physical development. They attend group activities, which help to support their language and social skills.

p.3

Inclusion Expected standard

The childminder knows children's individual needs well. She has a secure understanding of how to support and meet children's individual care and learning needs. The childminder encourages children to become involved and try new activities to build their confidence, such as exploring sensory materials. This helps to extend the range of activities children are happy to take part in. The childminder continually offers positive support and encouragement while sensitively acknowledging children's responses to new experiences. The childminder supports children's awareness of their own and other people's similarities and differences, such as through reading books. Children meet people different to themselves in the community and take part in activities to celebrate different times of the year.

p.3

Inclusion Expected standard

The childminder observes and assesses children's learning, development and progress soundly. She uses her knowledge of child development and refers to written guidance to help her identify any gaps in children's learning. The childminder uses this knowledge to plan support to promote children's learning and help them to progress. She works closely with parents to help close any gaps in children's learning. The childminder offers advice and suggestions to parents to promote a consistent approach to supporting children's individual learning needs. The childminder liaises with other professionals when appropriate. She provides information about children's development when needed and gains advice about how to support their needs when required.

p.4

Leadership and governance Expected standard

The childminder keeps updated with required training and completes further professional development, such as webinars, to help support her practice and provision. She has used some of the training completed to help her to positively manage her work–life balance and wellbeing. The childminder reflects on her practice and provision and identifies further areas to develop in the future, such as training to support children's learning and special educational needs and/or disabilities. Overall, the childminder understands her roles and responsibilities securely, although she was not fully aware of the scope of information required to be notified to Ofsted. This information has now been reviewed and there is no impact on the childminder's registration.

p.4

Leadership and governance Expected standard

The childminder has effective partnerships and communication with parents. She provides daily updates to parents about their children's time with her, including their care needs, activities and learning and development. The childminder supports parents to help their children's learning at home, such as suggesting reducing the use of dummies and reading books to promote children's language development. Parents speak highly of the childminder. They comment that their children are happy and settled with the childminder. Parents state their children enjoy a range of play experiences, activities and outings and progress well in the childminder's care.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children, including babies and toddlers, are happy and feel safe and at ease with the childminder. The childminder promotes children's consistent attendance. Children's individual needs are known well by the childminder. She considers each child's care and learning and understands how to meet their needs securely. Children happily engage with the childminder and approach her confidently to express their needs, such as for comfort. Children develop their confidence well. The childminder has a secure understanding of those who may need more support. For example, she gently encourages children to take

p.5

About this setting

Unique reference number (URN): EY349815 part in activities they are unsure of, giving them plenty of praise and encouragement for having a go. This helps children to become engaged and enjoy their learning while receiving sensitive support from the childminder.

p.6

About this setting

The childminder helps younger children to become aware of being kind to others. Toddlers learn to be caring, such as wanting to hold the hands of younger children. Children benefit from outings in the local area, helping them to learn about the world around them, such as when they visit farm animals. They build on their social skills through attending regular group activities where they mix with a larger group of children and adults.

p.6

About this setting

Children progress well from their individual starting points. The childminder identifies any gaps in their development and provides support to help close these. She encourages children to recall and use their language skills, such as to talk about recent outings they enjoyed. Children develop their listening skills and understanding, which helps them to follow simple instructions. They learn to do things for themselves, including finding their coats and shoes when it is time to go out. The childminder gives children time to complete tasks, such as learning to put on their own shoes.

p.6

Next steps

The childminder should build on her skills to provide highly effective teaching and interactions to children, particularly in relation to teaching mathematics and extending children's language development. The childminder should take steps to build on children's awareness of healthy lifestyles to increase their understanding further of making healthy choices.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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

p.6

About this inspection

Operating hours: Monday,Wednesday,Thursday,Friday : 07:45 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8