Childminder

Childminder

Unique reference number (URN): EY452915 Registered with Ofsted: 13/11/2012 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's in-depth knowledge of each child ensures care routines suit their individual needs. Through effective partnership and communication with parents, the childminder stays informed about children's developmental stages, such as toilet training and weaning. She offers guidance and encourages a collaborative approach throughout these stages. The childminder understands child development and what to typically expect of children at different ages. She is however mindful that all children are different and ensures a unique approach. The childminder follows children's leads and supports children in the moment. For example, when a child spontaneously asks to use the potty for the first time, she encourages them to do so.

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Children's welfare and wellbeing Strong standard

Nurturing and caring relationships have been formed. Children attend settling-in sessions before they attend for a full day. This helps children and parents get to know the childminder before they start. Children are supported to explore and discuss their feelings in an appropriate way. The childminder engages in discussions with children about their feelings. For example, the childminder supports children to remember how they felt when watching certain films.

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Children's welfare and wellbeing Strong standard

The childminder teaches children about how to stay healthy. During play, the childminder discusses the importance of looking after teeth. Children enjoy brushing small model teeth. Discussions about recent visits to the dentist further embed this understanding of oral hygiene.

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Inclusion Strong standard

The childminder uses her professional knowledge and experience to swiftly identify gaps in children's learning and development. She continuously observes children and conducts regular assessments to determine if additional support is required. The childminder works closely with parents to support them to understand what is typical for their child's age and stage of development. She closely monitors any interventions to determine if they are having the desired impact on children's learning.

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Inclusion Strong standard

The childminder knows the children and their families very well. She is aware of any potential barriers to learning or personal circumstances which may impact on a child's emotional well-being. The childminder can confidently explain a range of support that may be available to some children and families. She supports parents with referrals using her own professional knowledge of the child. The childminder is proactive in extending her knowledge even further, particularly around supporting children with special educational needs and/or disabilities. This ensures the childminder has a thorough understanding of how to support all children.

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Inclusion Strong standard

Inclusive practice provides a basis for a range of activities. For example, the childminder supports children to understand children's similarities and differences through books and stories. Stories feature children with disabilities and embraces children of all faiths and cultures. The childminder engages in training which informs her practice; where applicable,

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Expected standard

she understands how early years pupil premium (EYPP) can be used to support children's outcomes.

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Achievement Expected standard

Children make steady progress across all areas of learning. They are developing a range of skills and language. Children are becoming confident communicators. They are confident to ask for different toys which they might not be able to reach. Children learn a range of mathematical language which is appropriate for their age and stage of development. For example, children proudly state that they have drawn 'big circles' on their paper.

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Achievement Expected standard

Children are learning a range of self-care skills that will help prepare them for their next stage or learning. For example, children are growing in confidence attending to their personal care needs, such as using the bathroom and washing their hands. Younger children are beginning to learn to pick up and hold food to enable them to feed themselves. Children help themselves to their water bottles throughout the session. At mealtimes they have opportunities to learn skills such as using open top cups.

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Behaviour, attitudes and establishing routines Expected standard

Clear and consistent boundaries support children's behaviour. The childminder has a clear understanding of what is appropriate for the age of the children. She applies this when supporting children. For example, when they find sharing and taking turns challenging. The childminder offers alternatives for some children to engage them in another activity. There are times when children become engaged in their learning. Children become focused in a number counting line activity or enjoy attempting jigsaws .

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of children attending regularly. She follows up any non attendance in line with her policies and procedures. The childminder has formed positive relationships with the children and families. She knows how to support individual families with attendance and punctuality where necessary.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to tidy away at key points of the day, such as, before lunch or before leaving the house. However, the childminder does not consistently encourage children to tidy away toys before they get something else out. Therefore, children are not consistently learning to tidy away their play once they have finished. This means ,at times, the play space becomes cluttered and not conducive for high quality teaching and learning.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum around children's interests. She supports children within their play. The childminder completes assessments to help her shape learning opportunities and activities. The childminder uses opportunities within children's play to support their learning and to assess their knowledge. For example, in play she plays games asking children to pass her different coloured items. This helps the childminder to plan future activities based on any gaps in knowledge. There is still scope for the childminder to plan and implement activities that focus more precisely on children's next steps in learning.

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Curriculum and teaching Expected standard

The childminder supports children's speech and language development well. This is done in a range of ways, however books and stories play a major role in this. Children enjoy listening to stories. Young children copy the noises in the book such as imitating an owl within the story. Older children excitedly finish the sentences within well known stories which they have read several times.

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Curriculum and teaching Expected standard

The childminder plans a range of well-planned outings. This teaches children about the world around them. For example, the childminder takes children to local parks, farm shops and garden centres. They get to meet a range of animals such as a talking parrot.

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Leadership and governance Expected standard

The childminder reflects on her practice and has plans to further improve the setting. For example, she continues to develop her outdoor space with further plans to improve this area. This will allow teaching to extend further to the outside area.

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Leadership and governance Expected standard

The childminder is dedicated to her own professional development. She attends regular training to ensure knowledge is kept up to date. For example, the childminder has attended training on how to support children's oral health and safeguarding issues such as 'Prevent' duty. The childminder engages with the local authority support available to help her reflect on her practice.

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Leadership and governance Expected standard

Effective partnerships with parents ensures a collaborative approach to children's learning. The childminder works closely with parents and shares information with them about children's learning. The childminder engages with professionals in other settings which children attend. She shares information with them about children's progress. This helps to establish a shared and continuous approach to children's learning and development.

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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 are safe and happy. The childminder strives to provides a home from home environment. They are forming positive social skills with the childminder and each other. Children enjoy their time with the childminder and the activities which she provides.

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

Children benefit from a wide range of exciting experiences outside of the childminder's home. These include trips to local libraries to enjoy a variety of different books. Children visit the local farm shop and garden centre. This helps children to begin to understand where food comes from. Children excitedly talk about the parrot they regularly see at the local garden centre who talks to them.

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

The childminder supports children's communication and language skills well. She uses a range of books and stories to support children's understanding and uses stories to teach children about the diverse world in which we live. Children recall well known stories as they excitedly shout out the endings to the sentences.

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

Children develop positive attitudes towards their learning. They are confident to make choices within their play. The childminder has created a safe and nurturing environment. This supports children to feel confident to explore their emotions and are beginning to discuss how they are feeling. Children are confident to explain that they felt sad during a film in which a snowman melted.

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

Children are making steady progress across all areas of learning. They are developing skills such as tending to their own personal care needs. Children are learning how to share and

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 16:30,Monday : 15:00 - 18:00

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About this setting

Local authority: Bradford take turns with the support of the childminder. The childminder understands the value of attendance at her setting. She supports children and families to arrive at their planned sessions on time.

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Next steps

The childminder should develop routines throughout the day, particularly in regard to encouraging children to tidy away. The childminder should continue to expand on the planning of activities to focus more precisely on children's next steps.

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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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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. 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

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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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