Childminder

Childminder

Unique reference number (URN): EY446016 Registered with Ofsted: 03/07/2012 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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Achievement Expected standard

Children make steady progress from their starting points. Children with identified gaps in their learning develop skills and soon catch up with their peers. Children develop skills across all areas of learning and development. They have opportunities to build on their physical skills. For example, children develop the muscles in their hands, including through threading. Children learn about road safety as they enjoy walks to the community with the childminder.

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Achievement Expected standard

Children make choices about their play and typically have fewer opportunities for targeted activities to build on their learning even further. Nevertheless, children have a wealth of opportunities to be independent. For instance, young children feed themselves at mealtimes and tidy their plates once they finish eating. They eagerly practise using the toilet independently, wipe their noses and wash their hands. This helps them learn about good hygiene routines.

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Achievement Expected standard

Children who speak English as an additional language gain communication and language skills in both their home languages and English. Children develop their vocabulary, learn to form words into sentences and communicate with their friends. They follow routines well. This successfully prepares them for the next stage in learning, such as moving on to school.

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Behaviour, attitudes and establishing routines Expected standard

Children develop secure relationships with the caring childminder. This helps them to feel happy and safe. The childminder has high expectations of children's behaviour. She is a positive role model and works closely with any assistants to support children's behaviour. As a result, children display positive behaviour and effective manners. They say please and thank you throughout the day. Children display kindness as they play with their friends. They learn to share toys and use 'kind hands'. The childminder encourages children to take part in tidying up. This helps children understand routines and learn how to keep themselves safe from tripping hazards.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works very closely with parents and carers. She understands the uniqueness of each child's stage of development as well as their family and supports parents to provide positive routines in the home. The childminder monitors and promotes the importance of regular attendance. This helps children to develop positive attitudes to learning.

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Children's welfare and wellbeing Expected standard

The childminder has created a warm, welcoming and safe environment. Children are happy and settled in her care. The childminder offers children comfort and attention, whenever they need it. She supports children in understanding and expressing their emotions. This supports children's emotional wellbeing. The childminder assists children with toilet training. Children learn to attend to their own hygiene routines. This builds on children's independence skills. The childminder helps all children learn about routines that keep their bodies healthy. Children benefit from a healthy diet. The childminder prepares healthy and nutritious home- cooked meals and fresh fruit snacks. Children learn to understand the importance of a healthy lifestyle, including through regular physical exercise and regular rest. The childminder is responsive to children's individual needs. She understands children's stages of development and works with parents and carers to support children with weaning and

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Children's welfare and wellbeing Expected standard

feeding. As a result, children soon start eating independently. The childminder supervises children while they are eating and monitors sleeping children to ensure their safety.

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Curriculum and teaching Expected standard

The childminder's curriculum focuses on developing children's communication and language and on getting children ready for school. She finds out about children's starting points from their parents. This helps her plan for children's learning and development from the start. The childminder knows what she wants children to learn next.

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Curriculum and teaching Expected standard

Children develop communication and language skills through rhymes, storytelling and everyday conversations. They develop a love for books. The childminder adapts teaching well for children who require additional support. For example, she uses repetition and flashcards to encourage children's communication and language development. Children make choices about their play, and the childminder follows the children's lead. This helps children develop confidence and self-esteem. However, the childminder does not plan many targeted activities for children and relies on children's choices in play. This practice does not maximise children's learning.

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Curriculum and teaching Expected standard

The childminder introduces mathematical language and concepts during play. For example, she encourages children to recognise shapes and comment on the sizes of resources. Children learn to recognise numbers, shapes and measure. This helps children set foundations for learning mathematics in the future.

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Curriculum and teaching Expected standard

The childminder ensures children build on their physical development. She provides opportunities for children to be active, including outdoors. The childminder encourages children to use resources that require small-muscle movement and hand–eye coordination, such as beads for threading. Children display a sense of achievement, when they wear necklaces they created.

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Inclusion Expected standard

The childminder has created an inclusive setting. She welcomes children of all cultures, different languages and abilities. The childminder identifies children's individual needs through her regular observations and assessments. She regularly monitors and reviews children's progress. The childminder knows how to provide support to help children close gaps in their learning and development. Although the childminder currently does not look after children with special educational needs and/or disabilities (SEND), she knows how to access training and explains how she supported children with SEND in the past.

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Inclusion Expected standard

The childminder believes in the importance of partnership working with parents and carers. She maintains professional links with external agencies, including the local authority advisory team. The childminder explains the importance of regular and effective information- sharing. This helps to ensure children receive the early intervention and support they need in a timely manner.

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Inclusion Expected standard

The childminder talks about how to remove barriers to learning, with her 'can-do' attitude. For example, she discusses how to rearrange the environment to enable children to access learning. The childminder knows how to arrange for additional funding and how to adapt her curriculum to meet individual children's learning needs. The childminder remains responsive to the diverse needs of children.

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Leadership and governance Expected standard

The childminder provides an inclusive and home-from-home nurturing environment for children. She has made positive changes since the last inspection and improved the overall quality of the setting. The childminder ensures her home is safe and secure, and children are kept safe. She has enhanced hygiene practices during nappy changing.

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Leadership and governance Expected standard

The childminder has attended safeguarding training. This has helped her to develop knowledge and understanding of the correct procedures to follow should she have concerns about children or adults working with children or living on premises. Since the last inspection, the childminder supports any assistants she works with to help them gain confidence with safeguarding knowledge, to protect children's welfare. She has also started to provide support and guidance for assistants to enhance the quality of interactions with children. However, the current support is inconsistent and does not ensure consistently high- quality learning experiences for children. The assistants are not always sure how to build on children's learning. The childminder agrees that regular support will benefit children and their learning experiences.

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Leadership and governance Expected standard

Partnership with parents and carers is very effective. The childminder regularly communicates with parents about their children's care needs, learning and development. This helps to provide continuity in children's care and learning. Parents appreciate the care and attention their children receive from the childminder. They talk highly about how the childminder teaches children to be independent.

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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 happy, safe and settled in the childminder's home. They develop positive and secure relationships with the childminder. Children seek comfort and reassurance by going to the childminder for cuddles. They demonstrate a sense of belonging as they confidently choose from a variety of toys and resources. Children grow in confidence and show high levels of independence throughout the day. For example, they put their coats and shoes on before going outdoors. Children proudly follow positive hygiene routines.

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

Children's unique needs are well understood by a caring childminder, who uses effective strategies to build on children's learning. For example, she models language clearly to enable children who speak English as an additional language to develop the skills they need to communicate effectively. This helps to reduce barriers to children's future learning.

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

Children make choices about their learning, and the childminder follows their unique interests. They do not hesitate to ask the childminder for music when they want to dance to music and sing. Children learn to follow instructions well. They develop effective listening and attention skills needed for their future development, such as the move on to school. The childminder works well with parents and carers and promotes the importance of regular attendance.

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

Children show imagination during their play. For example, they pretend to be chefs, cook and serve food and drinks to other children. Children receive positive praise from the

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Kingston upon Thames childminder. This motivates children to learn and helps them to develop confidence and self- esteem.

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About this setting

Children enjoy a range of experiences, such as regular outings to the local community. For example, they visit local shops, parks and playgrounds. The childminder uses these opportunities to build on children's confidence and social skills. Children learn to value diversity and respect for other people. This helps to prepare children for life in modern Britain.

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Next steps

The childminder should provide greater balance between adult-led and child-initiated activities to maximise children's learning experiences. The childminder should support and guide any assistants she works with more consistently to provide greater quality interactions and learning experiences for children.

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About this inspection

The inspector spoke with the childminder, her assistants 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.

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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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