Childminder

Childminder

Unique reference number (URN): EY402075 Registered with Ofsted: 08/12/2009 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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Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing and emotional development. For example, children quickly settle into the childminder's setting and show confidence and a positive sense of self. The childminder quickly develops secure relationships with all children. She works effectively with parents and is highly responsive to changing circumstances for individual children. She adapts routines effectively to support children who are toilet training and is respectful of children's choices around self-care routines. For example, the childminder sensitively talks to children about feeling wet if they have a toileting accident and gives them the choice of fresh clothes to wear. She is mindful of providing children the privacy they need and encouraging them to develop their self-help skills from a young age.

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Children's welfare and wellbeing Strong standard

Children's self-care is promoted consistently. The childminder has well-structured routines, including handwashing before and after meals and after toileting and activities. Children have a varied, healthy diet, and the childminder supports their independence. For example, children serve themselves fruit at snack time, and older children carry their plates to the sink when they have finished. Children show delight with their achievements.

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Inclusion Strong standard

The childminder understands the importance of monitoring children's progress to quickly identify any gaps in their learning. She has previously worked with other professionals, including the local authority and healthcare professionals, and has supported children with special educational needs and/or disabilities (SEND). The childminder has skilfully adapted her home to ensure that children with physical disabilities are able to fully access the provision safely. This includes having artificial grass installed so that children can move outside suitably. In addition, she has purchased specialist furniture, such as high chairs, so that she meets their individual needs. This made a demonstrable difference to the experiences of children with SEND.

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Inclusion Strong standard

The childminder works closely with families to learn about any changes in their circumstances that may cause barriers to children's learning. For example, she has regular communication with parents and carers and is aware of changes at home that may affect children's wellbeing. The childminder understands where she can access support to ensure that she fully meets all children's needs, and she is aware of the different funding entitlements for children.

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Achievement Expected standard

Children are well prepared for the next stage in learning. They are confident and secure in the childminder's home, which helps them access all areas of learning. The environment is well organised to support this. For example, after reading a story about the Chinese New Year, children practise dancing with a puppet Chinese dragon. They move their arms up and down to make the dragon dance, showing enjoyment and confidence as they do so. Children typically develop their communication. For example, they are learning new words, such as 'ostrich', and the body parts of horses, such as 'hooves' and 'mane'. Children learn that horses live in stables and fields, and the childminder plans visits to local horse stables to extend this learning further. Children who face any barriers to their learning receive strong support to help them succeed. For example, children who are toilet training and whose learning may be interrupted as they visit the toilet more frequently are well supported to

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Achievement Expected standard

continue where they left off when they return.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well and show they understand the childminder's expectations. For example, they independently put crayons away when they finish drawing before moving on to the next activity. The childminder respects children's efforts and gives them time to finish what they are doing before introducing something new. Generally, children demonstrate positive attitudes towards learning and are keen to participate in activities. The childminder exposes children to a wide range of language and gives them instructions to follow. However, the instructions are not always simplified so that they are appropriate to the children's age and stage of development to enable them to fully engage in learning and develop their conversational skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to share resources and play collaboratively. She recognises children's changing interests and follows what they want to do or the skills they wish to practise. For example, during an activity, children demonstrate their need to use crayons to make vertical lines on paper and move their whole bodies up and down to create these lines. Other children transfer crayons from one container to another. The childminder recognises the patterns of children's play and the importance of allowing them to explore them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of monitoring children's attendance and the impact it has on their development.

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Curriculum and teaching Expected standard

The childminder has developed her curriculum so that it incorporates cultural events, such as Chinese New Year. She also focuses on what she assesses each child needs to learn next. For example, the childminder uses the 'Year of the Horse' topic to encourage some children to learn basic mathematics, such as counting how many hooves the horse has. The childminder focuses on supporting children's language development. She reads books to children and introduces new words. When children attempt to say some words, the childminder repeats them back. Although the childminder provides children with a wealth of information, her interactions with children are not always simplified and used as an opportunity to help children build on the language they already have before expanding on this.

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Curriculum and teaching Expected standard

The childminder models how to do things, such as how to use paintbrushes to paint face masks. She allows children to squeeze paint out of bottles to promote their physical development. The childminder speaks in French and English to children. Some children count in French independently. For example, they count how many horses there are and match them to the corresponding number. This helps promote their mathematical development.

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Leadership and governance Expected standard

The childminder ensures that she keeps her training up to date. She reflects on her practice and how she can best support children's changing interests. For example, she has recently updated her knowledge of schemas and children's patterns of play in response to her observations. She applies her knowledge to organise her environment effectively to support these areas of children's play and current interests. The childminder does not always know when to adapt her interactions with children to fully support all their communications in line with their ages and stages of development. However, she is passionate about providing high-quality learning opportunities for all children and is overall reflective of her practice.

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Leadership and governance Expected standard

The childminder is part of a childminding network group and meets regularly with other childminders to share ideas and understand changes to legislation to support her practice further. This helps her ensure that she makes decisions in the best interests of all children. For example, the childminder has identified that she would like to incorporate more craft experiences for children and uses ideas others share with her to do so. The childminder is multilingual and exposes children to various languages, such as French, Spanish and English. This helps children who speak English as an additional language.

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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 arrive happily and confidently explore the childminder's home. They eagerly engage in the activities the childminder has thoughtfully organised. For example, children enjoy playing together with small-world animals and learn that horses live in stables. The childminder organises her environment effectively to support her curriculum. For example, she displays books about horses and the Chinese New Year and arranges small-world horses with various materials to expose children to sensory experiences. The childminder understands how to support children with special education needs and/or disabilities (SEND), including how to access funding they are entitled to and how to refer to other professionals who may need to be involved in their care. The childminder has previously made a demonstrable difference to children with SEND and understands how to identify barriers to children's learning.

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

Children laugh as they listen to the different noises animals make, such as a penguin, and have a go at repeating these sounds. The childminder introduces children to animal names when reading books. Children listen to nursery rhymes carefully and copy the actions in songs. They point to their head, shoulders, knees, toes and facial features along with the words in the music. The childminder recognises when children copy the actions successfully and cheers and praises them. Children show delight in their achievements.

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

Children experience various outings with the childminder to promote their understanding of the world. They meet with other children at playgroups so that they can develop their social skills. The childminder takes children to the local woods, where they build dens, use sticks to make marks and listen for woodpeckers. She also plans to build on what children have learned about recently regarding horses with a visit to the local stables. The childminder promotes the importance of children's attendance with parents and has effective systems in place to monitor absences.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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Next steps

The childminder should strengthen interactions with children and expand their vocabulary to encourage conversation and boost language development.

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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.

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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

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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