Childminder

Childminder

Unique reference number (URN): 2747801 Registered with Ofsted: 21/09/2023 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 are confident communicators. Toddlers have the skills to ask for what they want, such as asking the childminder to read a book. Older children answer questions and tell the childminder in longer sentences what they have been doing that weekend. Overall, children are ready for next stages of development. They learn important self-care skills and how to do things for themselves. For example, children learn how to blow their own noses and take themselves to the toilet. Children build early reading habits that prepare them for starting school. They choose to read and build a love of books. They join in enthusiastically when books are read and act out parts of stories and songs with items such as telescopes and puppets. Children build their social skills and confidence to interact with other children and adults in larger environments at local childminder groups. However, children are still developing their understanding of how to regulate their feelings and what behaviours the

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are resilient and persevere when they find things hard. For example, they keep trying to put butter on their toast, working out how to move the knife to spread it all over. The childminder offers encouragement and prompts while children keep trying. She praises their achievements to reinforce the positivity of their actions. The children learn how to follow some routines and behaviours the childminder expects. For example, they know to wash their hands and sit nicely at the table during snack times. However, the childminder does not consistently make all expectations for behaviours clear for children so they know what she expects them to do. For example, sometimes she reminds children of the rules and other times she does not.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder develops caring relationships with children with strong, secure bonds. Children go to her for a cuddle when they start to feel tired and enjoy receiving the comfort offered. Children learn how to care for plants and small animals. For instance, they are keen to water the flowers to make them 'big' and know how to carry snails gently so they are not harmed. The childminder encourages regular attendance. She shares her attendance policy with parents and makes it clear why children benefit from positive attendance routines that prepare them for their next stages of development.

p.2

Children's welfare and wellbeing Expected standard

The childminder offers nutritional meals and includes foods the children like in her menu. Children learn how to make simple healthy puddings and show excitement in the foods the childminder has planned for that day. The childminder shares recipes to support parents in widening the range of foods children will eat at home. She supports children to develop their habits for brushing their teeth and works with parents when children are not keen to do this at home. She includes additional learning opportunities for children to learn how and why we need to brush our teeth to develop children's understanding of the importance of oral health. Children enjoy physical activity inside and outside. They challenge themselves to climb and coordinate their movements over small climbing frames inside and balance as they move across blocks in a line on the floor. They fill watering cans with water outside and use their

p.2

Children's welfare and wellbeing Expected standard

Interactions at snack time support children's social skills. Children ask questions of their peers and build conversations as they chat about foods they have eaten and what their family members like to eat. The childminder models respect and value for others. For example, she ensures children's nappies are changed privately and explains how it is respectful. She builds relationships with children and is caring and responsive to their needs. Overall, children develop positive relationships with their peers. However, the childminder does not always fully support children to discuss their emotions and build their understanding of the effects of their behaviour on others.

p.3

Curriculum and teaching Expected standard

The childminder's curriculum prioritises children's communication and language development. She narrates children's play to model language and speech. She asks children questions and gives them time to think and answer. She rereads stories to children so they become well known. Children join in when she reads, practising their speech and securing their knowledge of ambitious vocabulary, such as 'telescope' and 'shark'. The childminder repeats words back to children to further model correct pronunciation. The childminder gets to know children well through regular assessments and observations during their play. She adapts her interactions to support their learning. For example, she supports younger children by asking simple questions with less words, or rephrasing questions asked to the group so they understand and can join in.

p.3

Curriculum and teaching Expected standard

The childminder supports children's mathematical development and concept of size and numbers. For example, she encourages children to notice the different sizes of knives at snack time. Children talk about which are 'bigger' and 'smaller'. The childminder encourages children to count items and show her how many fingers that is. Children regularly sing number songs that include counting forwards and backwards and include mathematical words like 'more' and 'less'. They start to work out how many people will be in the 'pond' when one more person joins them and show this on their fingers.

p.3

Curriculum and teaching Expected standard

Children develop their physical skills. They build coordination and strength on equipment in local parks and climbing in woodlands. The childminder uses books and moments through the day to talk about emotions. However, she sometimes does not consistently discuss and explore how children are feeling and fully support children to think about positive ways to share those emotions. She does not always support children to understand the consequences of their actions for other children and how they can self-regulate for a more positive experience.

p.3

Inclusion Expected standard

The childminder monitors children closely to identify where they require further support. She works with parents and creates a constant dialogue to ensure she has clear and relevant knowledge of children's needs. She includes parents in identifying the best strategies to put in place for children when they are working towards a particular next step in learning or development. The childminder focuses on making each child feel included and valued. She adapts activities so all children can join in learning opportunities. For example, she offers softer fruits like kiwi for younger children to cut and challenges older children with harder fruits, such as pears. She teaches children to use 'the claw' position to hold the fruits and offers prompts and reminders to support children to succeed in safely cutting the foods without hurting their fingers. The childminder supports potential barriers to learning. For

p.3

Inclusion Expected standard

instance, she follows dietary and medical needs of children so they stay well and do not miss days of learning at her setting. She teaches babies simple signs and uses visual pictures to ensure that babies and children learning to talk can communicate their thoughts and needs.

p.4

Leadership and governance Expected standard

The childminder has high expectations of the care she offers children. She takes part in regular training to keep her knowledge up to date and to learn about different and impactful ways to support children's learning and development. For example, she completed training on building different communication environments for children in her setting. This prompted her to review the environment so that children now enjoy smaller more private spaces where they feel safe to chat and use their imagination more freely to support their creativity. Also, the childminder took part in training on valuing children and making them feel welcome and thought of. For instance, the childminder writes 'Good morning' in chalk as children arrive and demonstrates she has been thinking about children by making meals they like and have asked for. The childminder regularly shares next steps with parents and involves them in

p.4

Leadership and governance Expected standard

children's learning. She listens to parents' ideas and includes what they do with their children in her planning. For example, she takes children who have been reading 'Stick Man' at home on a 'Stick Man' trail to build on their enthusiasm and understanding of the story. She works closely with parents to understand where additional help is needed and how they can work together to support children. For instance, she provides ideas and good practice on how to support children's toilet training.

p.4

Leadership and governance Expected standard

Overall, the childminder has an understanding of her strengths and areas for development. However, the childminder is still developing areas such as consistently embedding her expectations to fully support children's learning and development.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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

Overall, children learn key skills to prepare them for their next stages of learning, such as starting nurseries. They build independence in putting on their own shoes and coats. They wash their own hands and know it is important because they need to remove dirt and germs. Children build confidence in making their own choices and inform the childminder of what they want and need, displaying confidence and security in her care. For instance, they let the childminder know when they are hungry, or want to listen to a particular song. The childminder supports children to feel genuinely valued and cared for in the setting. She asks children what they would like to play with and supports them to follow their interests. Children show genuine interest in the lives of others. For example, they look at the family photo board and ask questions about other children's family members.

p.5

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

The childminder assesses children when they start with her and collects essential information from parents, such as children's care routines and interests. She uses this information to plan activities and experiences across the early years curriculum that children will enjoy and to identify if there are any gaps in learning and development. She continues to regularly observe and assess children and selects relevant next steps to support progress. The childminder continually communicates with parents to ensure they work together to support children. For example, she shares daily updates verbally when parents pick up children. Also, she sends pictures and descriptions as well as in-depth reports on children's progress and next steps electronically so parents can view in their own time.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

p.6

About this setting

Local authority: Bristol City of The childminder ensures parents are well informed about the benefits for children who attend regularly and the expectations of the childminder. For instance, they know to contact the childminder if children are unwell and do this in a timely manner.

p.6

Next steps

The childminder should consistently make her expectations clear to children to further support their enthusiasm to join planned activities so that children understand the behaviours she expects from them. The childminder should improve the strategies used to teach children to recognise and positively share their emotions and develop children's understanding of the effect of their behaviours on others.

p.6

About this inspection

The inspector spoke with the childminder, parents and children 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

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.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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.7

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