Childminder

Childminder

Unique reference number (URN): EY545764 Registered with Ofsted: 04/07/2017 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 generally make secure progress in all areas of their learning and development and are well prepared for their next stage of learning. They take part in activities matched to their interests and individual needs. Children enjoy exploring different textures as they play with pasta shapes, sand and wooden bricks. They develop their motor skills through scooping and digging and making marks as they wheel trucks through sand. Children develop their communication and language through interactions and exploring words and sounds. They develop a love of books by choosing them independently and discussing the stories. Children form friendships and actively involve each other in their play. They learn self-care skills, display increasing independence and tackle problems with growing confidence. Children who experience learning barriers are supported through tailored strategies and targeted interactions, enabling them to make progress at their own pace. Children learn

p.2

Achievement Expected standard

about the wider community during outings in the local area. They enjoy being physically active as they access outdoor spaces every day. Children explore mathematical language and practise counting during play.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder helps children identify and manage their emotions in an age-appropriate way. She finds out about children's interests and provides resources and activities to support them. Toddlers show growing awareness of sharing and taking turns. Children generally understand routines and expectations and follow them with support from the childminder. For example, children wash their hands at snack time, demonstrating awareness of hygiene routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's attendance. She works closely with families to establish consistent routines, ensuring that children arrive on time and are able to benefit from the learning opportunities provided. Effective routines support children's sense of belonging by letting them know what will happen next. As a result, all children are actively involved in routines. This promotes independence and teaches children responsibility. The childminder has clear expectations for children's behaviour. She is a positive role model who teaches children how to behave in appropriate ways from a young age. Children typically receive lots of praise and encouragement from the caring childminder.

p.2

Children's welfare and wellbeing Expected standard

The childminder knows each child well, including those who face barriers to their learning. She works closely with parents and carers to understand children's routines and home life. She recognises when children need support in their personal, social and emotional development. For example, she displays family photos, which helps boost children's confidence, emotional security and sense of belonging. The childminder identifies when children's emotions build during certain times of the day. She acts swiftly and puts strategies in place to help children manage these feelings. The childminder teaches children how to keep themselves safe, helping them understand simple personal safety rules during play and daily routines. Children develop independence as they put on their coats and shoes before going outside. They learn about healthy lifestyles, such as how exercise, a balanced diet and taking care of their teeth contribute. Children have many opportunities to develop their physical skills. They

p.2

Children's welfare and wellbeing Expected standard

visit toddler groups and engage in daily outdoor play in parks and woods, for instance. Children benefit from healthy meals and snacks. The childminder introduces hygiene routines throughout the day. Children wash their hands after play and before eating, for example. The childminder encourages children to drink water while they play and teaches them why this is important for their bodies.

p.3

Curriculum and teaching Expected standard

The childminder generally demonstrates a secure understanding of how children learn. She plans a curriculum that builds on what children know and can do. She bases this on the information she obtains from parents before children start and through her ongoing observations and assessments of their interests and abilities. The childminder prioritises the children's communication and language development through thoughtfully planned interactions. For example, she narrates children's play and provides opportunities for back- and-forth conversations. Overall, children make appropriate progress and are well prepared for the next stage of their learning. Those who encounter barriers to learning are supported effectively and achieve well from their starting points. The childminder offers a diverse collection of high-quality toys and resources tailored to children's developmental stages. However, she does not consistently consider the most effective ways to plan and support

p.3

Curriculum and teaching Expected standard

children's engagement and focus on their learning. For example, children are often distracted as they move quickly from one activity to another and find it difficult to concentrate well. The childminder responds sensitively to each child's individual needs and developmental stage. She monitors and promotes regular attendance, helping children establish secure routines and make progress in their learning and development.

p.3

Curriculum and teaching Expected standard

The childminder integrates mathematics into routines and activities throughout the day. For instance, she incorporates colours and numbers into play, counting the red cars with the children as they discover more. The childminder sings number songs and rhymes with children and teaches them about shapes as they see them in the environment. The childminder supports children in developing a love of books. They enjoy looking at books together and discussing the things they see and read, which helps children develop early literacy skills. The childminder encourages children to be physically active by providing experiences that are fun and engaging. Regular visits to places in the community, such as toddler groups, help children learn how to behave appropriately and socialise with larger groups. As a result, children develop the skills they need for the next stage of their learning.

p.3

Inclusion Expected standard

The childminder typically provides an inclusive environment. She supports families of children who speak English as an additional language and children who face barriers in their learning. The childminder supports children's emerging speaking skills effectively. She encourages children who speak English as an additional language to use their home languages, while supporting them well in learning to speak English. As a result, children who speak English as an additional language make secure progress and become confident communicators. The childminder monitors and assesses children's development, demonstrating an understanding of the changing, individual needs of each child. She identifies when a child may be at risk of developmental delay and responds promptly and appropriately. Through a well-considered approach, she provides targeted support that enables children to make typical progress. She works in partnership with parents, carers

p.3

Inclusion Expected standard

and other professionals, ensuring continuity of care and positive outcomes for all children.

p.4

Leadership and governance Expected standard

The childminder demonstrates a positive attitude towards developing her skills and knowledge. She reflects on her practice to consider what works well and, as a result, has a general understanding of her strengths and areas for development. However, the childminder provides a large number of toys and resources at once. This leads to children becoming distracted and moving quickly from one activity to another. Consequently, they find it more difficult to concentrate and fully engage in their learning.

p.4

Leadership and governance Expected standard

The childminder has clear expectations for children's learning. There are secure systems in place for assessing children's development and starting points. She understands children's stages of development and learning and the support they need to help them further.

p.4

Leadership and governance Expected standard

The childminder provides effective support for children who speak English as an additional language. She speaks Polish and uses both English and Polish when speaking to Polish- speaking children. Parents and carers praise the childminder's care and teaching. They are enthusiastic about the support she provides for children and their families. The childminder shares children's progress with parents on a regular basis. For example, she gives them verbal feedback and sends photos throughout the day. Parents comment that they appreciate the range of activities and the daily information they receive.

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

Children are happy and confident in the care of the nurturing childminder. Secure attachments between the childminder and the children help create a safe space. Affectionate interactions, such as cuddles, contribute to children's emotional wellbeing. The childminder takes time to understand each child and their family, sharing information about attendance and working proactively to reduce barriers to regular attendance and learning. She engages in meaningful conversations about children's individual starting points and uses this knowledge to plan fun, stimulating activities that support their ongoing development. Outdoor play is used well to enrich these experiences. All children, including those who speak English as an additional language, make appropriate progress in their learning. They acquire the skills they need to support the next stage in their learning and their eventual move on to school.

p.5

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

Daily routines promote independence, such as children washing their hands before lunch, and cooperative play fosters social skills, such as sharing and turn-taking. Children show a sense of belonging and are eager to join in with activities alongside their friends. They confidently explore how to use a range of tools and resources in different ways. For example, children learn to scoop and transfer carefully between containers. They develop their understanding of positional language as they move vehicles up and down a garage ramp.

p.5

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

Children make choices about their learning, and the childminder responds sensitively to their individual interests. She supports and extends their play. For example, she provides different-coloured vehicles when children take part in a colour-matching activity. These experiences help children learn to follow instructions and develop their listening and attention skills, preparing them well for the next stage of their education.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Next steps

The childminder should develop her understanding of how to plan the environment to support children's concentration and engagement, enhancing their learning further.

p.6

About this inspection

The inspector spoke with the childminder, children, parents and carers 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

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.

p.7

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.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.7

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.7

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