Childminder

Childminder

Unique reference number (URN): EY292999 Registered with Ofsted: 21/10/2004 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 achieve well from their starting points. Toddlers are quick to grasp new mathematical knowledge when the childminder draws their attention to different shapes and sizes. The childminder ensures children are secure on numbers 1 to 5 in a variety of contexts, before extending their knowledge of numbers up to 10.

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Achievement Expected standard

Children are developing their independence from a young age. They independently wash their hands and cut up fruit at snack time. Children develop their imagination skills as they role play with transport. They develop their hand–eye coordination and critical thinking and show perseverance when completing jigsaws.

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Achievement Expected standard

Children demonstrate new language as they share stories. In addition, parents report that they feel the childminder has helped their children make progress in their communication and language development.

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Behaviour, attitudes and establishing routines Expected standard

From a young age, children are taught the expectations of the provision. These behaviours are commonly understood. Children play in a caring manner, sharing resources and talking kindly. When children forget to share, the childminder promptly intervenes. She calmly reminds children to use 'kind hands' and discusses with children why they share and how it might make someone feel if they do not. Children are learning empathy.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are positive. The childminder sits close by while children excitedly explore their environment. This gives children reassurance and confidence. The childminder promotes positive attitudes to learning. She is excited to engage in activities. The childminder gets down to children's level, makes eye contact, smiles and leans into children to talk. She uses her body language to show she is interested.

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Behaviour, attitudes and establishing routines Expected standard

Children are learning good manners, saying 'yes please' as the childminder role models these behaviours during play. The childminder reinforces this behaviour with positive praise, specifically for good manners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places a strong emphasis on consistent attendance. She has a clear process for monitoring and following up if children are not on time or do not attend. She supports parents through conversations to understand the impact non-attendance has on their child's progress, learning and development.

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Children's welfare and wellbeing Expected standard

The childminder provides exciting opportunities to teach children about being healthy, including through physical activity. Children visit sensory play areas to enhance their physical development. They ride bicycles and learn how to climb slides in the garden. Children explore a selection of healthy foods at snack time and bring healthy packed lunches from home. The childminder talks with children at mealtimes about making food choices that are healthy for our teeth. Children demonstrate their knowledge as they talk about foods that are healthy, such as plums.

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Children's welfare and wellbeing Expected standard

Children are taught how to use resources safely. The childminder teaches children how to use cutlery and how to chop with a knife. Children learn how to use scissors when creating art. They are developing their physical skills.

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Children's welfare and wellbeing Expected standard

The childminder fosters open communication with children, parents and professionals to support children's wellbeing. Children have opportunities to talk about how they are feeling and why. Children are supported to recognise and understand their emotions. When children attend the provision early due to parents' working patterns, the childminder is aware of the impact this might have on their wellbeing. The childminder skilfully supports children's health by providing sufficient rest and a clear routine.

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Curriculum and teaching Expected standard

Children choose what to play with, how to use materials and for how long, allowing them to follow their passions. Activities are focused on children's interests and what the childminder wants children to learn. The curriculum has a focus on children gaining the skills they need for moving on to school. This includes developing social skills, language, independence and behaviour.

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Curriculum and teaching Expected standard

The childminder makes the most of spontaneous teaching opportunities. For instance, when children show an interest in farm role play, the childminder promotes mathematical concepts such as counting, addition and shapes. When children name animals, the childminder introduces descriptive language such as 'large', 'small', 'tiny' and 'long'. Children are deeply engaged. This results in children returning to the same activity throughout the day and showing sustained interest.

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Curriculum and teaching Expected standard

The childminder observes children very closely and is responsive to what they say. This creates frequent opportunities for conversations about children's experiences. As such, children recall their day and previous outings. Through skilful questioning, children show confidence as they demonstrate their memory and knowledge.

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Curriculum and teaching Expected standard

The childminder has knowledge and understanding of age-appropriate children's development. This ensures the early identification of children with special educational needs and/or disabilities (SEND). However, the childminder does not prioritise her professional development strongly enough on further developing strategies to support children with SEND, to enhance the teaching of the curriculum even further.

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Inclusion Expected standard

The childminder promotes an inclusive ethos in her setting. She has a clear understanding of the importance of supporting all children. The childminder reflects on how she can remove barriers to children's learning. For instance, she meets parents and children in the park prior to settling-in sessions for children that are nervous with new people. The childminder is extremely flexible and provides childcare around families' working patterns. Baseline assessments are completed when children start. This identifies where children are at in their development and what their next steps are. The childminder has a clear plan in place for the referral process for special educational needs and/or disabilities. This consistent approach to observations and assessments enables the childminder to recognise early when children are not meeting their next steps.

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Inclusion Expected standard

The childminder works well with parents and professionals to provide a seamless transition for children into school. She attends meetings and has a shared vision with other settings for children's learning. This ensures that both settings are working together to benefit children. Partnership working is strong and supports children's continuity of care.

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Inclusion Expected standard

The childminder supports children to develop an awareness of their local community. However, the curriculum does not include teaching on different languages, ethnicities, and family make-ups of children that are not within their immediate community. As a result, children's experiences and knowledge of different cultures are limited. That said, all children make the progress they are capable of from their individual starting points.

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Leadership and governance Expected standard

The childminder ensures that children benefit from an organised and stimulating play environment. She plans meaningful activities with individual children in mind. The childminder actively seeks feedback and ideas from parents and children. She uses this feedback thoughtfully to shape and enhance the experiences she offers.

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Leadership and governance Expected standard

The childminder has developed effective relationships with local authority advisers, other education provisions and parents. She attends cluster meetings to share good practice and identify areas of reflection. The childminder shares information on children's progress and attends meetings with other provisions. This supports children's continuity of care and education. The childminder completes progress checks and supports parents to continue their child's learning at home. Parents report that they feel valued as partners in their child's learning journey.

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Leadership and governance Expected standard

Overall, the childminder promotes diversity and provides an inclusive practice. However, the curriculum does not include teaching children about people of different ethnicities, languages and family make-ups wider than their community.

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Leadership and governance Expected standard

The childminder completes all mandatory training. She provides a safe environment. However, she has not prioritised plans to build on her knowledge through further professional development to develop strategies around supporting children with special educational needs and/or disabilities and to raise her level of teaching to an even higher standard.

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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

The childminder provides a very safe and nurturing learning environment. She gets to know children and their families well. The childminder provides consistent, warm communication and comfort. Children show they feel safe and valued as they independently explore activities.

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

The childminder recognises children's individual needs and adapts her teaching to suit. For instance, she uses visual objects to teach young children the concept of early numbers. Children have a wide range of opportunities to learn through play. The childminder extends

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Inspector:

Jackie Ward children's learning through responsive interactions and modelling. Together, the childminder and children celebrate effort and progress, which builds trust. Children are very happy and content.

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Inspector:

Young children are learning to link spoken words. They make sentences because the childminder consistently comments on what she and the children are doing. Children are introduced to new language as they develop new skills. For instance, the childminder teaches children how to use a spatula and spread glue. She introduces children to words such as 'scoop' and 'spread'. Children listen carefully to these words and repeat them in context. Communication is a strength of this setting.

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Inspector:

The childminder provides a range of experiences that help children to increase their knowledge and sense of the world around them. They learn about road safety and people that help them. Children learn about water safety as they visit the pond.

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Inspector:

The childminder provides activities around different countries when children have been on holiday. She teaches them about foods from around the world as they make 'tapas' and 'Thai snacks'. Children learn about celebrations such as Chinese New Year and Easter. However, the curriculum is not fully developed to include children's understanding of the world further. Children have limited opportunities to develop an understanding of different ethnicities, languages, communities and family make-ups that are different to their own.

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Next steps

The childminder should strengthen the curriculum to provide more opportunities for children to learn about different ethnicities, languages and families wider than their community. The childminder should implement a plan for professional development to increase her knowledge and enhance her teaching skills to an even higher level.

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About this inspection

The inspector spoke with the 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, know as the early years foundation stage.

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About this setting

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

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About this setting

Local authority: East Riding of Yorkshire

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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

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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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