Childminder

Childminder

Unique reference number (URN): 2627287 Registered with Ofsted: 03/03/2021 Registers: EYR, CCR

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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 a positive role model who supports children to take turns and show kindness to themselves and others. Children are happy to sit alongside their friends as the childminder reads them a story. The childminder praises children as they show care for their environment by independently tidying away toys. Children have respectful relationships with each other and all adults who care for them. There is a clear routine in place. The childminder adjusts how she communicates what is expected depending on children's individual needs. For example, she has flash cards of daily routine key words to support if needed. Children confidently wash their hands before lunch and sit down ready for snack time. The childminder consistently praises children, which supports them to build high self- esteem.

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Behaviour, attitudes and establishing routines Strong standard

The childminder explains how she supports families with attendance and knows the importance this has on children's learning. Even when parents explain why children are not attending, the childminder ensures she keeps in communication with families to support them and help children return when they are ready.

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Inclusion Strong standard

The childminder works closely with families. This helps her to know each family member well and to learn about any changes in their circumstances that may affect children. She uses assessments well to help her know where children are in their development. The childminder swiftly identifies where children need support. She reflects on her own knowledge and skills to ensure she completes suitable training to support children further. She plans suitable activities and skilfully adapts teaching to suit children's individual needs. For example, to reduce gaps in children's communication and language development, the childminder attended training that helped her to learn about further assessments and strategies, which she has put into practice for all children. Following training, she adjusts how the curriculum is delivered to ensure it meets the needs of all children in her care.

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Inclusion Strong standard

The childminder effectively reaches out to other professionals to ensure the correct support is in place to reduce gaps in children's learning. Parents comment on how they notice a big improvement in a short time with the support provided by the childminder from when concerns were shared with them. Following feedback from parents, the childminder monitors any adaptions to the curriculum to ensure it has had the desired impact. This demonstrates that the childminder makes a sustained difference to children's experiences. She is confident in what funding is available for families and supports them to access it when required.

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Achievement Expected standard

All children make progress in their learning. For example, children develop their physical skills confidently as they learn to walk and use a spoon to feed themselves. Furthermore, children's speech develops as they go from using single words to longer sentences to express themselves in play and to share their interests with others. For children who need additional support, the childminder ensures she promotes their self-confidence as a priority so they are more likely to have a go. Children typically develop skills for school. However, at times, there are inconsistencies in effective communication. For example, saying 'nana' instead of 'banana' means that children will not have all the correct pronunciation of words in their vocabulary, which may impact on school readiness and later outcomes.

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Children's welfare and wellbeing Expected standard

Children are confident to explore their surroundings, as the childminder knows each child's interests well. The childminder builds warm relationships with children as she shows an interest in what they are doing and comforts them when needed. The childminder labels how children are feeling and supports them to manage their emotions. This helps children to feel safe and secure. The childminder is patient and confident to let children have a go and knows when best to support them. Children persevere as they put on their puddle suits and show delight when they are ready to go. Children learn about road safety as they cross the road to look at and smell the spring flowers with their friends. The childminder is very conscious about children developing healthy lifestyles as she prepares healthy lunches and supports children with their self-care skills as they get ready for their nap. However, she does not always provide an explanation as to why it is important for their bodies.

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Curriculum and teaching Expected standard

The childminder is aware of where children are in their development. She carefully observes play as she gets to know children to help her to identify their starting points. The childminder carefully reviews the curriculum and resources to help her plan activities around their interests while remaining focused on the prime areas of learning. The childminder has a clear focus on children's physical and social development. She gives them opportunities to engage in conversation as they talk about what they see on their walk. The childminder typically considers how she can further support children in their communication and language development as she adapts how she communicates to different children's age and stage. However, she does not always consider how modelling language correctly further supports language and literacy development. At times, she can shorten words, which may impact on children's understanding and how well their vocabulary is being formed.

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Curriculum and teaching Expected standard

The childminder teaches children to do things for themselves, such as wiping their own nose and taking off their coats and shoes as they come in from their walk. Mathematical language is carefully woven into play through children's interests and next steps. Children enjoy comparing the size of dinosaurs and counting pom-poms back into a container after excitedly tipping them all over the floor. This demonstrates that she understands age- and stage-appropriate teaching, while keeping expectations for children high.

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Leadership and governance Expected standard

The childminder targets training to ensure she can provide the best possible teaching to support children with additional needs. For example, when gaps are identified through individual assessments, she ensures she reaches out to the local authority and other professionals to learn the best possible approach to support them. As a result, the childminder recently attended training to develop her skills and knowledge to help children in their social and communication skills. However, she does not always reflect on day-to-day practice, in particular how she communicates with children. This means that she does not always identify where areas of her teaching may need adapting to support children's development further.

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Leadership and governance Expected standard

The childminder communicates with parents daily in person and by using an online app. Parents express how settled their children feel, as the childminder provides a warm and welcoming environment. They comment on how they feel well updated on children's progress through the online app and how children are learning new songs and actions.

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

Children and families settle well from the beginning. The childminder develops relationships with children as she learns what their interests are, which helps her to plan the environment and daily activities well. This helps children to explore confidently and learn as they play with familiar resources. Children have secure relationships with adults and their peers. They enjoy walks together in the rain as they spot signs of spring while learning how to keep safe as they cross roads. Children are confident to express their wants and needs. The childminder considers each child's age and stage as she communicates with them, especially when they need additional support. Parents comment they feel well updated on their child's progress, which supports them to share information with other professionals as well.

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

The childminder swiftly identifies when a child may need support in an area of their development through assessment. Following this, she works closely with families and other professionals to get advice and support. As a result, she is able to identify suitable training that helps her to build on her own knowledge and practice to reduce gaps in learning. The childminder encourages children to develop their independence skills. For example, she plans activities for children to practise their scooping skills to support them to feed themselves at mealtimes. Children behave well, as the childminder models positive behaviour. She praises children as they have a go.

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Next steps

The childminder should consider how to model all language correctly to help children to progress in their communication and language development further. The childminder should enhance teaching further to help children to form a secure understanding of why healthy choices are important. The childminder should further identify and target areas for improvement to continue to improve outcomes for children.

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About this inspection

The inspector spoke with the childminder, co-childminder and children 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. Tina Twynham

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 16:30

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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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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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