Childminder

Childminder

Unique reference number (URN): EY555232 Registered with Ofsted: 22/12/2017 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 are happy, confident communicators and enjoy problem-solving in their play. For instance, they work out how to build a train track together and discuss the pieces being straight, curvy, long and short. Children are well behaved and play cooperatively together. Older children actively include younger ones in their activities, such as in role play when they re-enact their regular visits to a railway museum.

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Achievement Expected standard

All children are well prepared for the next stage in their learning. They learn to count successfully in the correct sequence up to 10 and are learning to count and compare groups of items. Children develop a deep appreciation for books. They listen intently to stories and talk about what they can see. Children make up their own stories and read to their dolls in role play. This contributes towards children making good progress in their language, listening and social skills as they learn to focus and interact well with others.

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Achievement Expected standard

Children become strongly engaged in the activities, and all children are making progress towards their planned goals.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm, secure and trusting relationships with this kind and caring childminder. Children are confident and thoroughly enjoy their time together as the childminder role models how to treat each other with consideration. The childminder helps all children learn to play cooperatively. She helps them name and understand their emotions as they learn to share and take turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children's behaviour. This includes those children whose individual needs and circumstances may mean they need extra support. The childminder role models 'kind words' and gently challenges any unwanted actions. Overall, she provides children with clear and consistent behavioural boundaries, so they understand the difference between right and wrong and can avoid conflict and disputes. Children play happily together and show genuine care towards each other.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to ensure regular attendance. She has daily discussions to help support children's learning and development. This helps children's behaviour and social skills develop quickly. Children are polite and use good manners.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, safe and welcoming environment for children and their families. She is very nurturing and attentive towards the children and supports them to recognise and be able to express their emotions with her. The childminder works closely with parents to meet children's care needs and sleep routines. Children settle quickly into her care and begin to flourish. Parents say she goes 'above and beyond' to support them and their children. The childminder supports children to understand the benefits of a healthy lifestyle and personal safety. For instance, she teaches children to assess risks and achieve manageable challenges, such as when they use outdoor play equipment at local parks. Children learn road safety on their regular walks around York City. They learn to use tools safely, for example as they use a chopping board and safety knife to chop their fruit and vegetables at mealtimes. The childminder advises parents about online safety for children.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy snacks and meals throughout the day. They discuss with the childminder the nutritional values of the food they are eating. Children visit the local library's 'growing garden' to experience how to care for plants, fruits and vegetables. This helps children build their knowledge about where food comes from as they learn how to make healthy food choices.

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Curriculum and teaching Expected standard

The childminder has high expectations for all children. She has a clear intent for her planned curriculum and adjusts this for each child. The childminder focuses her discussions to help develop and extend children's social, emotional and physical development. She skilfully weaves early mathematical concepts into everyday activities and routines. Children regularly attend the local library and develop a love of books. They have chances to discuss the benefits and risks of using digital technology. However, the childminder recognises she does not use her everyday discussions to help fully guide children to make sense of their physical, social and technological environment. This does not help children fully explore and understand how things work.

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Curriculum and teaching Expected standard

The childminder monitors children's progress carefully, especially in communication and language. This helps her plan next steps and identify any delay or gaps in learning that she can progress. When needed, the childminder works with other settings that children attend and other professionals involved with children's learning and care. This contributes to the childminder's success in accurately planning for, and meeting, each child's needs, including those with special educational needs and/or disabilities. The childminder shares her attention between the children so they all make notable progress from their starting points. The childminder is passionate about promoting children's independence, resilience and lifelong love of learning and nature.

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Inclusion Expected standard

Children are happy and content in this welcoming, child-orientated environment that helps them feel at home and secure. They are warmly greeted by the childminder, who takes a genuine interest in how each child is feeling when they arrive. The childminder puts children's emotional wellbeing and safety at the heart of everything she does. She creates an inviting, inclusive environment with a wide array of resources that children of all ages and stages can access easily.

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Inclusion Expected standard

Children with special educational needs and/or disabilities, and those who are disadvantaged, make consistent progress due to her sensitive and considerate focus on meeting their needs. The childminder monitors children's learning effectively and plans individual next steps to ensure progress. She works well with other professionals and parents to support each child's learning, including inviting local Reception teachers to her setting as children transition to school. All children are encouraged to make choices in their play and select resources and activities for themselves. They are praised for their concentration and for completing a task, such as tidying up.

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Inclusion Expected standard

The childminder adapts her teaching style to meet each child's needs. She ensures any planned outings in the community link to all children's further learning. She listens hard to those children who are quieter about what they would like to do.

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Leadership and governance Expected standard

The childminder misinterpreted the requirement and failed to notify Ofsted of a significant event within the required timescales. This is an offence. However, the breach does not have a significant impact on children's learning and development and/or safety and welfare. The childminder has improved her understanding and knowledge of what and when to notify Ofsted. Therefore, no further action will be taken.

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Leadership and governance Expected standard

Generally, the childminder understands how to implement the requirements of the early years foundation stage well. She reflects on her passion and commitment to offer high- quality care and learning for children, influenced by the Steiner and Pikler approach. The childminder undertakes regular training and research to support her professional development. For example, she has concentrated her studies on how to support children with additional needs and remove barriers to learning. She has undertaken training recommended by professionals, the portage team and the local authority. This has covered aspects of neuroscience, brain development, psychology and inclusion to help her improve outcomes for every child.

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Leadership and governance Expected standard

The childminder has worked hard to develop more opportunities for children to explore and learn at their own pace. This has impacted on children's growing imaginations and critical thinking skills. She has also strengthened her curriculum for outdoors to suit children's individual needs and preferred style of learning. This has had a positive impact on children's physical, social, communication and language skills.

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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 blossom in the enabling and safe environment that the childminder provides. They learn to behave well and interact positively because the childminder is a lovely role model for children. For example, children take turns as they pretend to jump off a wobbly bridge as they sing a lively song. They giggle as they make 'rainbow tea' for a picnic and create umbrellas and a tent for the childminder so she does not get wet. This collaborative play helps children have fun together and learn to behave. Children develop firm friendships with one other. They develop their social and communication skills ready for their move to school.

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

Children develop as active, capable learners who freely decide where and what to play with. The childminder skilfully supports their choices. Children delight in studying the nature table, asking questions such as where the bees go in winter. The childminder offers them language to describe how they stay warm in their hive. This leads to a lively discussion about snakes and hibernation.

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

Overall, the childminder is a skilful practitioner who adds challenge and helps children make links and build on their previous learning. She actively encourages them to describe their thoughts and ideas and experiment in their own way. This gives children the confidence to try new things and persevere as they set their own tasks. Generally, children are highly motivated to learn through exciting sensory exploration and experiences that spark their curiosity, especially on their many adventures around the City of York. They engage in lively conversations, sharing their experiences and memories with the inspector through photo books of past experiences they have enjoyed with the childminder. All children make good

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About this setting

Operating hours: Monday,Tuesday : 08:00 - 18:00

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Facts and figures used on inspection

progress in their learning, including those with special educational needs and/or disabilities and those who face other barriers.

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Next steps

The childminder should enhance the opportunities children have to explore how things work, to further extend their understanding of the world.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspector spoke with the childminder, children and parents 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

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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