Childminder

Childminder

Unique reference number (URN): EY444362 Registered with Ofsted: 22/05/2012 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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Achievement Expected standard

Generally, all children achieve well in their learning and development, including those with special educational needs and/or disabilities and vulnerable children. Children gain secure physical skills. Older children learn to balance on scooters and climb, while younger children learn how to crawl and pull themselves up. Children learn useful independence skills, such as helping to tidy away toys after play. Younger children learn to feed themselves while older children learn to put their coats on. Children develop bonds with each other and learn to play well together. Older children develop a secure and growing vocabulary. Babies learn to vocalise and babble and learn names of common objects. These skills serve as a firm foundation and effective preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has close bonds with children. She provides a caring and positive environment. The childminder helps children to feel that they belong, for example, by hugging them warmly and smiling at them. The childminder shares house rules with children, such as using quiet indoor voices and to be kind to each other. Children are aware of these expectations and show their understanding. For instance, older children react kindly to babies who unintentionally interrupt their play. They show kindness by sharing their cars with the babies.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour well. She adapts her strategies effectively to meet children's different developmental needs, including children with special educational needs and/or disabilities and vulnerable children. The childminder encourages children to behave in positive ways by using praise. For example, she praises children when they share and take turns well. Generally, children play well together, such as when they create a large model from construction sets. The childminder encourages regular attendance and punctuality by talking with parents and carers about how this helps children to feel secure and supports their learning.

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Children's welfare and wellbeing Expected standard

The childminder regards children's safety with high importance. Children enjoy secure and responsive relationships with the childminder. The childminder checks all areas of her home, indoors and outdoors, to reduce the risk of hazards. She teaches children how to act in safe ways, such as not to talk with food in their mouths and not to climb on furniture. The childminder teaches children about road safety and children act with care and caution. The childminder manages daily routines safely to meet all children's individual needs. She ensures that mealtimes and sleep times are safe and nurturing.

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Children's welfare and wellbeing Expected standard

The childminder provides appetising and nutritious meals and snacks for children that meet their special dietary needs. She teaches children about the importance of eating well. For example, children make skewers using fresh fruit and vegetables. The childminder talks to children about how food helps the body to grow and stay strong. Children gain a secure understanding of their feelings. The childminder uses stories, visual resources and discussion to develop children's awareness of a range of emotions.

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Curriculum and teaching Expected standard

On the whole, the curriculum is broad and balanced with links to children's interests and skills. The childminder assesses children regularly and provides children with the right level of support in activities. This includes children with special educational needs and/or disabilities and vulnerable children. The childminder places high importance on children's personal, social, emotional and physical development. The childminder teaches children to say 'please' and 'thank you' and to care for each other.

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Curriculum and teaching Expected standard

The childminder teaches children how to count,. For example , she reads number stories to children where they count different types of animals. Children use mathematical words to describe arm of a toy crane as really 'long'. The childminder teaches children new words. For instance, she introduces children to different prepositions, such as 'up', 'down', 'over' and 'under' as children guide toy cars across road maps. The childminder reads stories to children in lively tones. She makes effective use of story props to engage children in a very wide range of high-quality books. However, at times, children become distracted because there are too many activities, toys and resources in a confined space. This sometimes leads to children not concentrating fully on tasks and, on occasion, interrupts their learning. Overall, children gain secure physical skills. Older children learn to climb up ladders and go

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Curriculum and teaching Expected standard

down slides, while younger children learn to pull themselves up to balance.

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Curriculum and teaching Expected standard

At times, the childminder misses spontaneous moments to teach children new things. For example, while playing in the garden, the children excitedly spot a helicopter in the sky. The childminder acknowledges this but does not use in-the-moment teaching to enhance children's knowledge about helicopters. This means that children are not fully supported to excel in their learning and achievement.

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Inclusion Expected standard

The childminder uses regular observations and assessments of children to determine if they are reaching their developmental milestones. She finds out about children's starting points and uses regular observations, including two-year-old progress checks to establish children's skills. From this, the childminder easily identifies when a child is in need of support and guides parents to relevant professionals for further advice, such as local doctors. The childminder adapts routines and activities to meet the individual needs of children with special educational needs and/or disabilities (SEND), and vulnerable children. For example, she has devoted a lot of time to settling in vulnerable children who needed extra reassurance to build warm relationships. This helped to meet children's need so they feel very safe and secure. The childminder has attended a course on identifying and supporting children's speech and language delay. This has given her useful ideas on how to support

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Inclusion Expected standard

children with additional language needs. She considers the needs of all children and adapts her routines and activities to meet the needs of children with SEND, and vulnerable children. With any adaptations of activities or routines, the childminder regularly reviews this and makes further adaptations to meet the needs of children with SEND and vulnerable children, where required.

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Leadership and governance Expected standard

The childminder maintains positive relationships with parents and carers. She works collaboratively with parents to support children's development in different areas. For example, the childminder liaises with parents to help children to develop independence skills in eating and using the toilet. Parents borrow books from the childminder to share with their children at home to support their language and literacy skills. The childminder provides regular updates on children's progress in flexible and effective ways. She considers the needs of children, including those with SEND, and vulnerable children when making any decisions that are in the best interests of children.

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Leadership and governance Expected standard

Generally, the childminder has a secure awareness of the strengths and weaknesses of her provision. She evaluates her work and sets broadly relevant goals to build ongoing improvement. The childminder has addressed previous recommendations from her last inspection and has developed her skills and knowledge through professional development. The childminder attended an early years development programme course which led to improved awareness and understanding in this area. She continues to be committed to the development of her skills and knowledge and completes regular safeguarding and first aid updates.

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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 settle quickly into this welcoming and homely environment. They demonstrate high levels of confidence in their learning. The childminder interacts positively with children through gentle communication and warm eye contact. This helps to ensure that every child feels highly valued. Consequently, all children, including those with special educational needs and/or disabilities and vulnerable children, generally achieve well from their individual starting points.

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

Children attend regularly and this consistent routine helps children to feel safe and secure. They build positive relationships with each other and play well together. Children enjoy getting involved in activities linked to their interests and skills. For example, children play well together as they create stories with dinosaurs. They create characters and take their dinosaurs on exciting adventures. Children use effective hand–eye coordination skills to guide toy cars along winding roads on a floor map. They notice different features on the map as they carefully steer their cars around the floor map. The childminder teaches children the names of the different illustrated features, such as ponds, lakes and hills. She enriches their learning by taking children on outdoor trips. For example the childminder takes children out on regular museum trips where they learn about sea vessels, such as submarines. This

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

supports their understanding of the world well.

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

Children take part in daily drawing activities using crayons, pencils and chalk. They use brushes to skilfully paint brightly coloured traffic lights. The childminder uses their painting to teach children about road safety to help children to cross the road with care and caution. These activities help to equip children with valuable skills for a successful transition to their next stage of learning.

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Next steps

The childminder should consider how she she encourages children's consistent concentration and learning in the indoor and outdoor areas, such as by reviewing the organisation and quantity of toys and resources. The childminder should enhance in-the-moment teaching to respond to children's emerging thinking to promote best outcomes for children.

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About this inspection

The inspector spoke with the childminder and children, and considered the views of 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Our grades explained

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

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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