Childminder

Childminder

Unique reference number (URN): EY413865 Registered with Ofsted: 18/10/2010 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 are achieving well. They can recall parts of a story they have heard and make connections to their present learning, such as planting beans in soil. Children talk about doing this activity previously with seeds that they then took home to grow. Children have the opportunity to practise their physical skills, such as filling pots with soil and crawling through play tunnels in the garden.

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Achievement Expected standard

Children enjoy listening to stories and excitedly share books with others as they anticipate what happens next. They hold conversations with each other, including children learning English as an additional language. Children use a visual timetable independently that the childminder has introduced and encourage their friends to use this. For example, they refer to the pictures to prepare for what is going to happen next.

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Behaviour, attitudes and establishing routines Expected standard

Children have a secure relationship with the childminder and look to her for comfort when needed. The childminder has developed supportive relationships with children's families and offers them advice and guidance when needed. She is aware of changing circumstances, such as changes at home that may have an impact on children's wellbeing. She works in partnership with parents to ensure children continue to attend so that their routine stays the same as she recognises the importance of this.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises when children may need some additional support with transition or changes in the routine. She has introduced a visual timetable to support all children, including children with special educational needs and/or disabilities, to understand what is happening next. Children play well together and take turns. The childminder encourages children to make choices and to respect the choices others make. For example, they have the option of a variety of tools and equipment to use when planting and learn that they need to take turns if the want to use the same things.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's care needs. For example, children who are beginning to use the toilet independently are encouraged to go as and when they need to. In addition, the childminder recognises when children are tired and places them down to sleep, checking on them frequently. The childminder reinforces the rules at mealtimes so that children understand the importance of sitting down while they are eating. The childminder supports families to understand the importance of healthy eating and provides them with healthy food ideas for their lunch boxes.

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Children's welfare and wellbeing Expected standard

Children are encouraged to wash their hands frequently, particularly before mealtimes. They do this independently, but are well supervised. Children know to pull up their sleeves and use soap. The childminder does not extend children's knowledge further about why they need to do this and the importance of positive hygiene practices. Children have free-flow access to the garden and enjoy spending time outside in the fresh air. Children of all ages are encouraged to put their own shoes and coats on before going outside.

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Curriculum and teaching Expected standard

The childminder's curriculum is planned to follow themes such as growing. She intends children to learn the skills they need to be ready for school and is currently focusing on their fine motor skills. Each activity is organised so that children learn skills across all areas of the early years foundation stage. For example, children engage well as they plant beans. The childminder introduces this activity after reading a story about beanstalks and following an activity where children took seeds home to grow.

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Curriculum and teaching Expected standard

The childminder plans activities well and makes sure each child has the tools and equipment they need to succeed. For example, at snack time each child has their own chopping board and knife to cut up their fruit. During snack time, the childminder incorporates simple mathematics. She encourages children to count their fruit and compare sizes. The childminder is clear about what she wants the children to learn and the skills she wants them to practise. Generally, the childminder provides challenging and enjoyable experiences for children. However, at times, the childminder does not use every interaction to extend children's learning fully by, for example, providing them with more information to broaden their knowledge.

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Inclusion Expected standard

The childminder builds close relationships with children and their parents from the time they start. She assesses children's development and identifies if there are any delays in their learning. The childminder shares this information with parents promptly to ensure children are supported appropriately. This includes children with special educational needs and/or disabilities and children who experience barriers to their learning.

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Inclusion Expected standard

The childminder signposts parents to other professionals, such as health professionals, and makes referrals to other agencies if necessary. Parents comment on how well supported they feel to access additional services. The childminder shares strategies with parents that she thinks will help children's progress such as introducing a visual timetable at home as well as at the setting. This supports children's continuous progress. The childminder is aware of additional funding that children may be entitled to and how to apply for this. The childminder is keen to develop her own skills further to support all children's needs and wellbeing.

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Leadership and governance Expected standard

The childminder has taken action to improve since the last inspection. She has developed her curriculum and altered some routines to ensure children are safe while they eat. The childminder has improved hygiene practices and understands the recruitment requirements when taking on assistants. In addition, the childminder has altered the numbers of children that attend each day to ensure she maintains the legal ratios. Since the last inspection, the childminder has attended mandatory training to update her safeguarding knowledge and is currently training in child counselling. The childminder has not identified specific elements of her own practice, or those she works with, that could be improved to further benefit children's learning and development. That said, the childminder is reflective and keen to develop her own skills and to support those she works with professionally.

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Leadership and governance Expected standard

The childminder has developed secure relationships with parents who feel extremely well supported. She is proactive in discussing any concerns she may have about children's development and offers support and advice to parents where needed. The childminder is responsive to children's and families changing circumstances and offers flexibility when working in partnership. For example, she makes sure she is available for parents to discuss any concerns they may have, at times that best suit them and their children.

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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 and settled at the childminders. They confidently talk to others about what they are doing such as waiting to have their snack or when they are about to go outside. Children enjoy taking part in preparing the fruit for their snack. They use child-safe knives and engage well with each other, and comment on how many pieces of banana they each have. The childminder reinforces rules at mealtimes such as sitting while eating and to put fruit in the bin if it falls on the floor.

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

Children have free flow to play in the garden where they enjoy planting. The childminder makes sure they all have access to the tools they need and gives them the choice of what resources to use. Children are learning to respect each other's ideas and, when they want to use the same items, they learn they need to take turns.

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

Children enjoy looking at books and listening to the stories the childminder reads to them. Some children recall parts of the story they have heard and share this with others. For instance, they eagerly share the story of 'Jack and the beanstalk' before planting green beans in the garden. Children independently put their shoes on before going outside and are given the time they need to do this successfully. The childminder has developed secure relationships with the children and their families. Parents are very happy with the care and support she offers.

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Next steps

The childminder should extend the focus of professional learning programmes to identify specific areas of practice to develop. The childminder should strengthen interactions with children to extend their knowledge and understanding further.

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About this inspection

The inspector spoke with the childminder, her assistant, children and parents during the 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 18:30

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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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