Childminder

Childminder

Unique reference number (URN): EY335503 Registered with Ofsted: 29/09/2006 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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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly successful in promoting the importance of punctuality and attendance with families. She helps children understand the difference between right and wrong by guiding them to successfully follow the rules. The childminder swiftly praises the children for a job well done, regardless of how big or small their achievements may be. For example, children are praised for choosing to save their gingerbread biscuit and not eat too much sugar at one time. Older children show high levels of confidence and articulately challenge the boundaries the childminder sets. On these occasions, the childminder gets down to the children's level and repeats her expectations and why they are necessary. This supports the children effectively in learning how to keep their younger peers safe. The childminder is very fair in her approach, discussing with the older kids when it will be safe to use resources, such as when the younger ones are napping.

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Behaviour, attitudes and establishing routines Strong standard

Children concentrate for long periods in their chosen activities and participate in experiences that help them learn about their similarities and differences. The childminder provides a superb range of books to support children's knowledge of other people, communities and countries.

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Achievement Expected standard

All the children cared for by this childminder achieve and make steady progress in most areas of their development based on their starting points, and they reach higher levels in their personal, social and emotional development. This includes children with special educational needs and/or disabilities and those who face barriers to their learning. Children develop a range of skills that support their physical development. They confidently use small trowels to move soil from a bag to a plant pot and carry containers of water across the garden to water the plants. Children are encouraged to 'have a go' at new tasks, and their confidence blossoms as they achieve new skills, such as managing to independently carry a tray of flowering plants.

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Achievement Expected standard

Children have many opportunities to initiate their play and become independent learners, which supports them in preparation for the move on to school. Children use their imaginations to pretend to make birthday cakes with cups of varying sizes, coloured sand and candles. However, at times, children do not develop their mathematics skills during adult-led activities consistently.

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Children's welfare and wellbeing Expected standard

The childminder creates an inclusive environment that is very welcoming to children and their families. She takes time to speak to their parents on arrival to find out about their morning at home. She asks specific questions in relation to children with special educational needs and/or disabilities to ensure that she knows all of the necessary care arrangements. This enables her to schedule the right times for their food, sleep and play. The childminder works well with parents and replicates younger children's routines from home. This helps them settle and feel confident in her care.

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Children's welfare and wellbeing Expected standard

The childminder is a good role model for the children, showing them how to be polite, kind and respectful. She encourages the children to use their manners and learn how to manage and express their emotions. For example, the childminder listens to the children when they express how they feel.

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Children's welfare and wellbeing Expected standard

Children develop a love of the outdoors. They excitedly comment on the sunny weather and what they are going to do when they get outside. Children explore the environment, moving confidently from one activity to another. Children spend time at local groups with the childminder, accessing large climbing equipment that supports the development of their physical skills.

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Curriculum and teaching Expected standard

The childminder has secure knowledge of the 7 areas of learning, and she provides experiences for all children to support their overall development. The childminder knows the children's individual next steps as she monitors and assesses what they can do and what they need to do next. She takes children to local groups and spends time with other childminders. The childminder uses these opportunities to provide planned adult-led activities to support the next steps she has identified. For example, she organises activities to help children learn about taking turns and sharing. As a result, children are making rapid progress in their personal, social and emotional development.

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Curriculum and teaching Expected standard

The childminder ensures that children are supported in developing their language and communication skills. The childminder and children converse, and the childminder provides a narrative as the children play, talking about what they are doing and suggestions of what they may like to do next. However, at times, the childminder makes too many suggestions or provides too many instructions, which can result in children not responding or them becoming confused. Children are introduced to some mathematical language, such as 'heavy'. However, there are occasions during adult-led activities when the childminder does not consistently extend children's learning in relation to mathematical language, concepts, and their knowledge and understanding of the world. This at times restricts the progress they can make.

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Inclusion Expected standard

The childminder has experience in caring for children who speak English as an additional language and those with special educational needs and/or disabilities (SEND). Her research and training courses through her local authority support her knowledge and understanding of the arrangements required to meet children's needs.

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Inclusion Expected standard

When children first start to attend the setting, the childminder spends time with their parents, learning about each child's needs, likes, dislikes and overall development. The childminder takes time to find out about children's medical needs to ensure that she has all the information she needs to keep the children safe. The childminder requests words the children use at home to help her understand what they are saying. She provides books in children's home languages and supports them to speak in English by translating some of the words they use. This ensures that all children are confident in their surroundings by feeling valued and included.

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Inclusion Expected standard

The childminder places a high emphasis on working in partnership with parents to ensure she can meet the needs of children with SEND effectively. The childminder adapts her provision to ensure younger children's safety and so that their barriers to learning can be overcome. She readily welcomes advice and support from professionals involved in the care of the children. From the information she gathers from the children's parents and other professionals, such as physiotherapists, the childminder successfully utilises strategies to support children's development.

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Leadership and governance Expected standard

The childminder is receptive to feedback and reflective of her practice. She accurately identifies what children need to do next to continue to develop in all areas of their learning and overcome any barriers. The childminder is aware of her strengths and identifies how she can improve. For example, she recently identified that there is room for improvement in the outdoor area. The childminder participates in professional discussions with other childminders to enhance her knowledge and understanding of effective practice. She keeps her mandatory training up to date to ensure that she can respond appropriately to safeguarding concerns or accidents involving children in her care. The childminder has an effective understanding of how she would manage specific situations in the event of a concern relating to a child or family in her care.

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Leadership and governance Expected standard

The childminder's arrangements for partnership working with parents are very effective. All parents value the childminder and her family. They especially appreciate how she differentiates the experiences according to their special educational needs and/or disabilities, adapting the environment and following the lead of professionals involved in the children's care. Parents comment positively on the safe, stimulating environment and the childminder's unwavering levels of energy.

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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 very happy in the care of the childminder and enjoy their time with her and her family. The childminder creates a fully inclusive environment, and all children settle on arrival extremely well. They separate easily from their parents and grandparents and are ready to engage in their play and learning. Children have warm relationships with the childminder, which helps to support their emotional development. Children seek reassurance from the childminder, and she knows them well, providing appropriate additional support for them in unfamiliar situations, such as the arrival of a visitor.

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

Children keenly access the childminder's garden to plant flowers in pots. They recall their previous learning and talk about their engagement in a similar activity the week before. Children follow instructions given to them by the childminder. They watch as she demonstrates tasks, and they enthusiastically participate in the activities on offer. Children access the 'mud kitchen' and small playhouse as they pretend to make dinner on the cooker hob. Children frequently make their own decisions and switch between climbing the steps on the slide and sliding down to looking at the plants they have just planted. Children relish the experiences they have with the running water from the garden hose, filling different-sized buckets with water and learning how to successfully turn the tap off and on again. They demonstrate pride in their achievements when they successfully do this without help from the childminder.

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

Children with special educational needs and/or disabilities and barriers to their learning received care tailored to their individual needs. The childminder works with their parents to ensure a collaborative approach to children's arrangements relating to their medical and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 05:30

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Facts and figures used on inspection

learning needs. Children's behaviour is exemplary. This is because the childminder explicitly explains her expectations for behaviour and supports children's understanding consistently.

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Next steps

The childminder should consistently help children to extend their understanding of mathematical concepts and their knowledge and understanding of the world around them. The childminder should allow children more time to think and respond to suggestions and questions asked of them as they play and develop their communication further.

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About this inspection

The inspector spoke with the childminder 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. 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. 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

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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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