Childminder

Childminder

Unique reference number (URN): EY495567 Registered with Ofsted: 18/12/2015 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

Children typically make expected levels of progress. Children with special educational needs and/or disabilities and those who face barriers to their learning benefit from strategies to help them remain involved and to succeed in achieving their next steps. For example, they learn to use timeline props to understand and communicate their feelings and to make choices throughout the day.

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Achievement Expected standard

Children develop the skills they need to support their next steps for learning and transition to school. They develop independence and learn to carry out responsible tasks and to manage their self-care. Children learn to listen, communicate and follow instructions well. They develop a love of books, which they choose spontaneously, and enjoy reading to others, using the pictures and their memory to tell the story. However, at times, children do not benefit from support to help them build further on their development to enhance their motivation to learn more.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well and know what is expected of them. They willingly help to set out meals and to tidy up after their play. Children show kindness and consideration to others. They help one another, such as holding their hands on the balancing planks to feel safe and succeed. The childminder models positive and respectful attitudes well to help children learn social skills, such as gentle prompts to say 'please' and 'thank you'. Children with barriers to their learning feel safe and secure. This is due to support they receive to manage their emotions and to try new things, such as exploring sensory materials to create with. This helps to encourage children's development and ensures they equally understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Overall, despite the inconsistencies in the quality of teaching, children are keen to join in activities and become absorbed in their play. However, at times, children are kept waiting for long periods after meals when they have nothing to do and become restless and disengaged. Children develop close and loving bonds with the childminder and the assistants who work with her. They seek them out for cuddles and to involve them in their play. The childminder works effectively with parents and carers to encourage children's positive attendance.

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Children's welfare and wellbeing Expected standard

The childminder knows children and their individual needs well. She works efficiently with the assistants who work with her. This ensures children's care routines are met consistently, such as helping children to settle to sleep calmly and supporting their toilet training. Children are secure with the familiar daily routines. This includes time for quiet and calm play to settle before meals and sleep times. Due to the trusting relationships built and strategies the childminder uses, children, including those with barriers to their learning, manage transitions well and express their feelings for their own emotional wellbeing. Children develop healthy lifestyles and learn to keep themselves safe when they play. The childminder encourages lots of outdoor and physical play. Children typically choose when they play outside, where they balance and use tools with materials. They benefit from outings to the park where they run and climb to develop their gross motor skills. Children

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Children's welfare and wellbeing Expected standard

develop effective personal hygiene practices, such as handwashing routines and using a mirror to clean their faces after meals. The childminder and the assistants who work with her provide healthy meals and snacks to keep children nourished throughout the day. They work with parents and carers to meet children's preferences and dietary needs consistently.

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Curriculum and teaching Expected standard

The childminder plans and delivers a broad and interesting curriculum overall, with experiences to support all areas of learning. She knows children well and plans topic-based activities linked to their interests and to support their physical development. The childminder uses her accurate assessments of children's progress to identify their strengths and any gaps in their learning to plan focused next steps. She incorporates some elements of mathematics in children's play, such as helping them to learn about shapes when they build models, paint and count with them. However, the quality of teaching is not consistent. At times, children do not benefit from the childminder extending their learning. This does not help them build further on their learning or support their mathematical development further.

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Curriculum and teaching Expected standard

Children's communication and language development and personal, social and emotional development are key curriculum priorities. The childminder interacts to help children learn new words. For example, children learn what foil is and what 'shiny' and 'dull' look and feel like. They enjoy contributing to the stories the childminder reads and tell her about the features of the dinosaurs they play with. The childminder ensures children with barriers to their learning have quiet, focused time to develop their language skills. She helps children to develop positive attitudes and kindness towards others.

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Inclusion Expected standard

The childminder uses her assessments to monitor children's ongoing progress and to quickly identify when a child is at risk of falling behind. She works collaboratively with parents and carers to support children's learning in her setting and at home. For example, the childminder invites parents to come and observe how she supports children's development and wellbeing. She helps parents to make referrals to external agencies when needed and to gain the funding their children are entitled to. This includes any entitlement to receive early years pupil premium funding.

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Inclusion Expected standard

The childminder ensures strategies are in place to remove any barriers to children's learning in order to include them fully and meet their individual needs. For example, she provides 'now and next' prompts and picture labels. This supports each child in understanding what is happening throughout the day and to make their own choices freely.

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Inclusion Expected standard

The childminder and the assistants who work with her undertake training and development to help them meet the needs of children with special educational needs and/or disabilities and those who face barriers to their learning. This has helped them to shape the environment to meet children's emotional needs and learning styles successfully and enhanced their communication skills further.

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Leadership and governance Expected standard

The childminder has a realistic overview of her provision, strengths and areas for improvement. This includes coaching and supervision with the assistants who work with her to ensure they understand their roles and to monitor their suitability, workload and wellbeing. However, this is not yet sufficiently established to ensure the quality of teaching for children is consistently positive throughout the day. The childminder values professional development. She has used what she has learned from training to support children's development and make improvements since the last inspection. For example, she now makes better use of spontaneous learning opportunities for children to lead their own play. The childminder has developed a more inclusive environment for children who face barriers to their learning, through labelling toys to facilitate child-led play further.

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Leadership and governance Expected standard

The childminder and assistants who work with her work successfully with parents and carers. They keep them informed of their children's routines, activities and development each day. Parents share positive feedback regarding their children's provision. They state, for example, that the childminder works closely with them and all those involved in their children's care. Parents comment that their children have made secure progress and that the childminder and assistants who work with her are kind, patient and dedicated.

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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 are happy and settled. They explore freely and confidently, making their own activity choices. The childminder ensures she reflects children's unique interests in the activities each day. She provides children with special educational needs and/or disabilities and those who face barriers to their learning with close support to help them prepare for and manage changes throughout the day. This helps them to feel safe and secure. Children develop positive attitudes and social skills. They play well with others and show positive manners. They gain valuable skills to support their future learning, such as an interest in trying new ideas. Children develop secure independence, such as confidently changing their clothes when they come in from outdoor play. They feel valued from the praise they receive for their achievements.

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

Overall, the childminder provides a curriculum that helps children to develop across all areas of learning. This includes outings to enhance their experiences. For example, children go on trips in the local community to borrow library books and to join singing sessions. This helps to encourage their literacy, understanding of the world and language development. Children are curious learners who are keen to join in new activities, such as large painting projects. They develop their fine motor skills, experimenting with different painting techniques, such as using their hands, different tools and 'splattering' the paint. Children learn about themselves and one another's lives, as well as the beliefs of others around the world, such as tasting foods from other countries. Children typically engage for long periods in their play with the support of the childminder. For example, they focus well on creating models with

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

blocks and devising games with their favourite dinosaur figures. The childminder steps in to encourage them to talk and models what they can do alongside them to maintain their interest.

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Next steps

The childminder should provide children with more mathematical teaching to extend their learning more consistently. The childminder should develop the coaching and development for assistants to ensure children's learning is supported consistently well. The childminder should review the organisation of mealtimes to prevent children from waiting for long periods unnecessarily.

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About this inspection

The inspectors spoke with the childminder and assistants who work with her 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

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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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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. 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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