Childminder

Childminder

Unique reference number (URN): EY240196 Registered with Ofsted: 16/09/2002 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 make progress from their starting points. The childminder describes how children with special educational needs and/or disabilities that she has cared for in the past have made the progress they need to move on to school. They have developed the skills they need to express their emotions and manage unfamiliar routines. Children learn to develop their physical skills. For example, when younger children are learning to walk, the childminder arranges furniture thoughtfully, so children can pull themselves to standing and practise moving around with support. This helps children to build the core strength they need to walk with stability and confidence. Children have lots of opportunities to share stories and practise language. They enjoy pretend play, where they suggest places they can take dolls for a walk. Children initiate conversations between themselves and become confident using language in different contexts.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets suitable behaviour expectations for children. She reminds children of rules and takes time to explain to them why these rules are in place. When children encounter conflict, she calmly supports them to understand how their behaviour may impact on others and helps them to find an alternative way to respond. As a result, children learn to behave well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder praises children for their efforts and recognises when children are following behaviour expectations. This helps all children to repeat these behaviours. She adapts her behaviour approaches for younger children who need extra support to learn what is expected of them and helps older children to understand this. Children are kind to one another and make lovely friendships. They invite one another into their play and willingly share resources to make sure everyone is included. Children understand the routines and happily help to tidy toys from the table ready to eat lunch. Generally, children engage well and are keen to participate in learning activities. Younger children sometimes struggle to maintain concentration and stay at an activity. That said, they show that they are happy and enjoy spending time with the childminder who has established warm and caring relationships with them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and encourages parents to get children into a consistent routine ready for when they move to school. She records children's attendance and any reason for absences. This helps to establish positive habits.

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Children's welfare and wellbeing Expected standard

The childminder gets to know children from the moment they start at the setting. She helps children to settle through warm and friendly interactions, building relationships that help children to feel safe and secure. Children show confidence and independence as they competently explore the environment. They develop a secure sense of emotional wellbeing. The childminder gives children comfort when required and recognises when they need to rest. As a result, children are learning to manage their emotions and feel relaxed in the childminder's home. The childminder understands how to ensure that children are safe when they sleep and provides a comfortable and safe space for them to rest, where she can check on them frequently.

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Children's welfare and wellbeing Expected standard

The childminder provides healthy, home-cooked meals. Children sit together and learn to be social at mealtimes. The childminder assesses risks in the environment to make sure it is safe for children and explains how to use equipment safely so that children develop an understanding of keeping themselves safe. However, some parts of the daily routines are not organised fully effectively. For example, when the childminder is preparing hot food, the children enter the kitchen area, and this increases the risk of an accident occurring. That said, the childminder reminds children to stay in a space away from where she is serving food, which reduces this risk.

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Curriculum and teaching Expected standard

The childminder understands what children need to learn to prepare them for their move to school. The curriculum covers all areas of learning and development. The childminder knows children well and accurately assesses their developmental stages. She identifies suitable learning targets for children to help them develop emerging skills and acquire new ones. For example, as children begin to understand basic ordering of number, she provides opportunities for them to practise this and extend their mathematical knowledge to include understanding quantity. Children develop their physical skills. The childminder provides climbing equipment and wheeled vehicles in the garden so that children learn to climb and navigate space. The childminder organises the environment so that there are always books available to children. Children freely choose familiar stories and sit with the childminder who takes time to read with them. Children recall parts of the story and talk about what the

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Curriculum and teaching Expected standard

characters are doing. This helps children to develop their communication and language development and acquire the skills needed for early reading. There are times, however, when younger children are not provided with engaging activities. This results in them sometimes becoming restless and climbing under tables.

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Curriculum and teaching Expected standard

Children are engaged and happy to take part in the activities on offer. The childminder warmly interacts as she joins children in play. She asks questions and takes interest in what they are doing. There is scope, however, for the childminder to extend children's learning even further. For example, as children make models of planets with play dough, she does not help children to explore these ideas and build on their existing knowledge.

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Inclusion Expected standard

The childminder has broadened her knowledge of how to support children with special educational needs and/or disabilities through personal research. She is keen to undertake further training to improve her knowledge even further. She understands how to identify gaps in children's learning and has knowledge of where she can gain further advice and support. She has cared for children who have had diagnosed conditions previously and successfully adapted the routines in the setting to meet the needs of these children. She has devised support plans for children and reviews these regularly to determine whether children are making the progress intended. The childminder understands that children develop at individual rates, and she describes how she adapts the curriculum to ensure that all children are included and make progress in their learning. She works closely with parents so that any needs that are identified in children are communicated quickly. This means that the support

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Inclusion Expected standard

for children can be coordinated and consistent.

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Leadership and governance Expected standard

The childminder has recently reviewed some of her practices and has actively taken steps to improve her knowledge and understanding of the early years foundation stage requirements. She has engaged in recent training and familiarised herself with important guidance relevant to meeting her roles and responsibilities. She is reflective and has recognised parts of her practice that she can improve further. She is keen to engage in further training and committed to continuously improving her knowledge.

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Leadership and governance Expected standard

The childminder works with assistants who support with getting children to and from school. She meets with them regularly to discuss plans for children and ensures that they are following her setting policies. The childminder makes sure her own and any assistants mandatory training is up to date. She considers the wellbeing of assistants and ensures that they are supported to carry out their roles effectively. The childminder works closely with parents and has devised communication books to share messages between the setting and children's homes. Parents comment on the positive progress children have made while attending the childminder's home and appreciate the experiences she offers them.

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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 show that they are confident and settled in the childminder's home. She provides a warm and stimulating environment that encourages children to play and learn. She develops positive relationships with children and gets to know their individual interests and stages of development.

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

The childminder enthusiastically interacts with children during their play. They are keen for her to join in with them. She supports children's learning through role modelling activities and asking questions. As children attempt to complete jigsaw puzzles, she shows them how to arrange the pieces, so they fit in the correct place. This helps children to understand about space and shape. Children develop their concentration and persevere when they encounter challenges. Children learn to be independent and show confidence as they explore the environment and access resources available to them.

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

The childminder supports children to be kind and respectful. She speaks to children calmly, reminding them of behaviour expectations. Children follow instructions and show kindness to one another as older children give younger children cuddles to show affection. The childminder does not have any child on roll with special educational needs and/or disabilities; however, she understands how to identify when children may require extra support from her. She understands how she can adapt her planning and teaching practices to meet children's individual needs.

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Next steps

The childminder should review routines so that children's needs are met at all times.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Age range of children at the time of inspection

The childminder should strengthen teaching practices to extend children's learning even further. The childminder should adapt the planning of activities to ensure that younger children are fully engaged and develop positive attitudes to learning.

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About this inspection

The inspector spoke with the childminder 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.

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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

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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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