Childminder

Childminder

Unique reference number (URN): EY400342 Registered with Ofsted: 16/10/2009 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 make progress from their starting points. They gain a wide range of skills and knowledge in readiness for school. Young children speak clearly and form short sentences to express themselves and to play with each other. They confidently name different toppings as they pretend to cook pizzas. Older children skilfully use a range of different tools to scoop and pour sand. They play the xylophone with growing accuracy.

p.2

Achievement Expected standard

Children show they are developing their independence with their self-care skills. They find and put their own boots on when it is time to go outside. There is good support for children who are in the early stages of toilet training.

p.2

Achievement Expected standard

The childminder works with other professionals and parents to help children with special educational needs and/or disabilities achieve well. Children who have difficulties using verbal communication go to school being able to use some simple words and phrases to express themselves. Children are developing skills in mathematics, but teaching in this area is not consistently effective at extending and developing children's knowledge and understanding of concepts to help them excel.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen to the childminder and follow her instructions. She has clear routines and boundaries. Children show they understand what is expected of them as they wait patiently for the childminder to give them their food at lunchtime.

p.2

Behaviour, attitudes and establishing routines Expected standard

Behaviour strategies are implemented well to help children learn how to share and take turns. The childminder adapts her approaches to help young children understand how to take turns with toys and equipment. She uses simple phrases for children to copy. Young children say, 'Can I have a go?' as they roll cars down a ramp. Children enjoy register time. They use photos of themselves to talk about who is here today and who is not. This helps children learn about themselves and each other and to celebrate everyone's uniqueness.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships with children are warm and caring. The childminder listens and responds to each child's wants and needs. When children ask to listen to music, she acknowledges their requests and lets them choose what songs they would like to hear. This helps children feel safe and valued and gives them a sense of belonging. They jump up and down and say, 'I'm so excited' when they hear their chosen song. This builds positive attitudes towards learning. Additional focus on developing children's interest in mathematics would further strengthen teaching.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to ensure children attend regularly to gain the most from their sessions and to build positive attendance habits ready for school.

p.2

Children's welfare and wellbeing Expected standard

Procedures for eating, sleeping and supporting children with their intimate care promote children's safety and welfare. The childminder supervises children well during mealtimes. She helps them wipe their hands and checks their straps are secure in their high chairs. She works closely with parents to ensure care practices are responsive and unique to each child. She teaches children how to use toys safely and reminds them to look around to see where their friends are playing. Children know soft bouncy balls are for throwing but must only roll hard balls, for example.

p.3

Children's welfare and wellbeing Expected standard

The childminder understands the importance of children developing healthy lifestyle habits. She shares recipes and signposts parents to websites and government guidance about healthy lunchboxes.

p.3

Children's welfare and wellbeing Expected standard

Children's emotional welfare is carefully considered. The childminder sensitively supports children who show some concern when they hear the doorbell. She explains it is a delivery driver and takes them to say hello. This helps reduce children's anxiety.

p.3

Children's welfare and wellbeing Expected standard

The childminder ensures children have daily opportunities to exercise and move their bodies. She organises her garden to give children plenty of space to move freely and develop their core strength, balance and coordination. Children demonstrate this as they kick balls, use paintbrushes to paint water on the floor and navigate space carefully on ride- on toys.

p.3

Curriculum and teaching Expected standard

The childminder's broad curriculum helps children develop a wide range of skills and knowledge. The childminder regularly takes children on visits to the local forest, beach and country park, often with other childminders. This widens their experiences and supports their personal, social and emotional development as they make relationships with other children and adults.

p.3

Curriculum and teaching Expected standard

The childminder adapts her teaching to meet the needs of individual children and groups of children. For instance, she attends the local toddler group to give younger children lots of opportunities to walk, run, climb, use large equipment and navigate space. This helps them to confidently move their bodies and promotes their physical development.

p.3

Curriculum and teaching Expected standard

Children's communication and language are supported well. The childminder's interactions help children learn and use new vocabulary. For example, the childminder names the different musical instruments children play and describes the sounds they make, such as 'That rain shaker sounds like thunder.'

p.3

Curriculum and teaching Expected standard

The childminder's assessment procedures help her plan and deliver learning opportunities tailored to each child's next steps. For instance, when children have difficulty pronouncing some letter sounds, she plays games to encourage children to explore different parts of their mouth to see how sounds are made.

p.3

Curriculum and teaching Expected standard

Children use some mathematical language as they play, such as colours and shape names. However, at times, the childminder misses opportunities to extend children's understanding of mathematical concepts and vocabulary as they play. This means children's mathematical skills and knowledge are not fully extended.

p.3

Inclusion Expected standard

Assessment procedures and robust induction processes are followed effectively to help the childminder understand children's starting points and build on their learning. She identifies any gaps in children's learning swiftly and adjusts her teaching to remove any barriers children may have to their learning. For instance, she slowly introduces children to new sounds in the environment. She provides reassurance to children to sensitively introduce them to new textures when sensory needs have been identified.

p.4

Inclusion Expected standard

The childminder understands the importance of keeping her knowledge of special educational needs and/or disabilities (SEND) up to date. She follows local procedures to gain additional support and/or funding for children with SEND or for children who may be disadvantaged. The childminder adapts her approaches and uses different resources, monitoring children's progress closely. When young children have issues with their mobility and balance, she plans additional opportunities for children to build up their core muscles and uses their interests as motivations to move. The childminder understands when to refer to other professionals for additional advice and guidance. However, the childminder's adaptations do not always fully extend children's mathematical development to ensure all children have the foundations they need to excel in this area.

p.4

Inclusion Expected standard

Parents comment on the support the childminder gives them when they have concerns about their children's development. They appreciate her regular communication about the progress children are making and the ideas she suggests for parents to help their children at home.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of the community she serves. She knows the importance of adapting what she provides to meet the changing needs of the children who attend. She builds good relationships with parents to ensure she knows when children's circumstances change. For example, she ensures consistency when children begin toilet training through daily conversations with parents.

p.4

Leadership and governance Expected standard

Relationships with parents, other providers and professionals are positive. The childminder knows where to seek help and advice to improve her own knowledge and how to seek support and funding when children need additional support. She regularly communicates with other providers when children attend more than one setting. This helps support the consistency of children's care and learning and helps promote smooth transitions.

p.4

Leadership and governance Expected standard

The childminder manages her workload and wellbeing effectively. She understands the importance of keeping her knowledge and skills up to date. She reads and carries out her own research when children have specific needs or experience barriers to their learning. The childminder reflects on her practice and generally understands what she does well and what she needs to do to further improve her provision, such as developing teaching in mathematics still further.

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 enjoy their time with this caring childminder. They benefit from the wide range of learning activities that the childminder provides, including trips to the forest, beach, country parks and local toddler groups. Young children explore and use a range of tools to pour and

p.5

Inspector:

Mikaela Jauncey scoop sand, push cars down ramps and persevere at trying to balance small play figures. These opportunities, alongside the childminder's encouraging interactions, help children make progress from their starting points.

p.6

Inspector:

The childminder's nurturing and calm manner helps children settle quickly. They form close bonds with her. They show they feel safe and secure as they confidently ask for more food at snack time and clap themselves when they achieve a goal, such as squeezing and popping small plastic balls.

p.6

Inspector:

Children follow the clear routines the childminder has embedded. Young children go to their high chairs and point to their lunch boxes when the childminder tells them it is snack time. They cheer and say, 'We're going outside!' and find their boots when it is time to go into the garden. Children behave well and show care and respect for the childminder and each other. They play with musical instruments carefully after the childminder models this and explains how they need to look after them so that everyone can play with them.

p.6

Inspector:

Partnerships with parents are positive. The childminder collects and uses information about children's care routines and starting points effectively. She uses this to meet the individual needs of all children. For example, she helps children prepare for a new sibling by encouraging play with baby dolls. She understands the importance of attendance and promotes this with parents.

p.6

Next steps

The childminder should make the most of all opportunities to fully extend children's mathematical knowledge by using mathematical vocabulary and introducing and/or embedding mathematical concepts as children are involved in their self-chosen play.

p.6

About this inspection

The inspector spoke with the childminder and children and considered parent's written comment 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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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.8

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