Childminder

Childminder

Unique reference number (URN): EY439021 Registered with Ofsted: 03/02/2012 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

All children including those with special educational needs and/or disabilities (SEND) or with barriers affecting their learning are making progress from their starting points. Children are encouraged and supported to use their words and extend their sentences during routines and play. This enables children to make their needs shown and share their views.

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Achievement Expected standard

Children demonstrate they are becoming more independent as they use their self-help skills to wash their hands, take off their shoes and coats and attempt to blow their noses. Children listen well and follow instructions. They help with tasks like tidying away their toys and clearing the table after breakfast. Children behave well and use positive manners. They respond well to praise and are proud of their achievements. Children develop their concentration skills as they build with magnetic shapes and persevere with blowing bubbles. Children also enjoy sharing stories which promotes a strong foundation for future reading as they move to their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children. She introduces children to the daily routine from the start and provides clear reminders throughout the day. This helps children to have a better understanding of what is expected of them and helps them learn to follow the rules. For example, children understand they need to take off their outdoor shoes on arrival and change into indoor footwear. They also wash their hands to remove any germs before beginning their day. A visual timetable helps children with special educational needs and/or disabilities (SEND) gain an understanding with what is happening now and next.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds strong attachments which supports children's emotional development. She teaches children, including those with SEND, to learn about their emotions. She uses visual cues and activities to help children learn words to describe their feelings and how their actions can affect others. The childminder speaks to children in a calm and caring manner. She gives gentle reminders when needed and reinforces positive behaviour like sharing and taking turns. This helps children to build positive relationships with their peers. The childminder works with families to promote punctuality and regular attendance to set the foundations for important routines for when children start school.

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Children's welfare and wellbeing Expected standard

The childminder has policies in place and follows procedures to ensure children are kept safe. For example, she ensures children are fully supervised during snack and mealtimes. She cooks nutritional meals and promotes children's physical health. Food allergies and preferences are adhered to and food is served appropriately for children's age and stage of development. This helps to limit potential hazards of choking. The childminder uses mealtimes well to support children to further develop their social skills. The childminder also follows guidelines for safer sleeping and teaches children about road safety when they are on trips in the local community. The childminder places a high priority on all children's wellbeing. She is attentive to children's needs and works with parents to stay updated on any changes. For example, children who have not eaten breakfast before attending or those who may need an

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Children's welfare and wellbeing Expected standard

additional nap during the day. This ensures the childminder can make adaptations throughout the day. Children make secure attachments which supports them to build confidence and become more independent in managing their personal needs.

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Children's welfare and wellbeing Expected standard

The childminder supports all children including those with special educational needs and/or disabilities to have access to outdoor learning and physical play which enhances their mental wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a broad curriculum that builds on children's interests and supports them to gain knowledge and skills across all areas of their development. She interacts well with children as they make choices in their play and actively promotes children's communication and language skills. For example, children enjoy sitting with the childminder to share stories. She encourages all children including those with special educational needs and/or disabilities (SEND) to turn the pages and increase their fine motor skills. The childminder engages in conversations about the pictures and text, age and stage appropriately. Children learn new sounds and words, answer questions and are given time to think and respond. This supports them to extend their vocabulary and become confident communicators.

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Curriculum and teaching Expected standard

Children enjoy trips to the park where they learn about animals and nature which extends their understanding of the world around them. They increase their physical skills as they use equipment to climb and descent the slide, kick footballs and blow and chase bubbles. These activities support children to practise their balance and coordination. The curriculum for mathematics is not as effective. The childminder does not introduce mathematical language or new concepts such as weight and measure to aid children's knowledge further. She does regularly count with children to develop their understanding of numbers.

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Inclusion Expected standard

The childminder works with her co-childminder and parents from the start to help her ensure she meets the needs of all children including those with special educational needs and/or disabilities (SEND) and those facing barriers to their learning. She gathers information and uses observations to gain a solid understanding of children's knowledge and stage of development. The childminder also completes progress checks for children between the ages of two and three years. She shares any concerns regarding gaps in learning and identifies next steps. This ensures all children have the support they need to catch up with their peers and be prepared for future learning.

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Inclusion Expected standard

The childminder has increased her knowledge of the procedures to follow to make referrals when children need additional support and works with other professionals to promote a collaborative approach. For example, the childminder is supporting children's language and communication in line with advice from speech and language therapists. The childminder has made changes to her practice and purchased more sensory resources to support children with SEND and those facing barriers to their learning. This has included using visual timetables to help children understand the routine and supporting children to manage their emotions and have time and space to self-regulate.

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Leadership and governance Expected standard

The childminder works closely with her co-childminder to reflect on her practice and identify areas for development. Since the last inspection, the childminder has addressed her previous actions and made some improvements to her practice. For example, the childminder is now aware of local services and the procedures to make referrals for children who may need additional support and for those with special educational needs and/or disabilities (SEND). She has also made improvements to the quality of her curriculum through more frequent interactions with children as they play. This has resulted in children further developing their communication and language skills.

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Leadership and governance Expected standard

The childminder has completed her mandatory training and has increased her knowledge. However, the childminder does not yet focus her professional development sharply enough on the quality of the curriculum to raise children's achievements to the highest levels.

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Leadership and governance Expected standard

The childminder works in partnership with parents and other professionals. She shares next steps, progress checks and ideas with parents to support them to continue learning at home. The childminder shares information with her co-childminder to support children who have shared care between them for some days each week.

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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

All children are happy to attend this homely and welcoming setting. The childminder provides a warm and friendly welcome on arrival and checks on children's wellbeing with their parents. This ensures children's needs are met and that they feel safe and secure. Children build strong attachments with the childminder which enhances their emotional development and gives them a sense of belonging.

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

Children enjoy a broad range of activities and resources which strengthen their knowledge and skills across the curriculum areas. They demonstrate their independence and make choices in their play. The childminder engages with children and extends their curiosity and imagination. For example, children enjoy playing games where they are given clues and try to guess which animal matches the description. This supports their language development and memory recall. Children are encouraged to repeat new words and add new vocabulary to help extend their sentences. Children who need support with their language repeat sounds and use visual clues to aid their language and understanding further.

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

Children develop their fine motor skills as they make marks with chalk, build together with blocks and peel fruit for snack time. Children develop their social skills as they share and take turns with resources, sing together and join in with actions songs. They extend their physical skills as they clap, dance and jump to the music. Children benefit from their time in the park as they identify different animals and learn about them from the childminder. They inquisitively watch squirrels eating nuts and count the herons and ducks. This extends children's learning of the world around them.

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

All children make steady progress from their starting points. They develop their personal, social, emotional and physical skills alongside their communication and language. The childminder promotes regular attendance which helps prepare all children including those

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About this setting

Operating hours: Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

with special educational need and/or disabilities with their future learning and subsequent move to school.

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Next steps

The childminder should strengthen the curriculum for mathematics to ensure children broaden their understanding of shape, space and measures. The childminder should ensure her continued professional development is targeted to help improve her practice further and benefit the children.

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About this inspection

The inspector spoke with the childminder, co-childminder, parents 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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