Childminder

Childminder

Unique reference number (URN): EY355278 Registered with Ofsted: 15/06/2007 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, including those with special educational needs and/or disabilities (SEND), are progressing well from their starting points. They receive additional targeted support if needed. Children develop their communication and language skills through listening to stories and being encouraged by the childminder to ask questions. Some children are less confident in communicating their views.

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Achievement Expected standard

Children are confident with their independence skills and they show determination and perseverance. For example, they keep on trying when tasks are more challenging, such as putting shoes on and zipping up jackets. Children are delighted when they succeed.

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Achievement Expected standard

Children begin to take turns and invite other children to join in with their play. For example, they invite their friends to visit the shop they have made and help them get a basket to put their items in. They negotiate roles well and decide who will have a go at being the shopkeeper first and who will take a turn next. Children are well prepared for the transition to school when the time comes.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model to children. She supports children to share and take turns with each other using different activities. For instance, she makes sure each child has a go at taking a turn to use the pump on the water tray. The childminder sets out clear expectations for children's behaviour. Children behave well and the childminder regularly praises them and reinforces expected behaviour when their actions are positive. For children with special educational needs and/or disabilities, the childminder is skilled at recognising when children need to have quiet time to calm down.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's daily routines are fully embedded, and children quickly settle down to sleep as they know what to expect. Older children recognise the importance of being quieter when younger children are sleeping and ask the childminder if they can do 'quiet activities', such as reading a book or mark making. When reading a story, they cuddle up on the childminder's lap, and when their friend comes to join in, they make space for their friends so they can see the book too.

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Behaviour, attitudes and establishing routines Expected standard

The childminder closely monitors children's attendance. She works with parents and carers to help them understand the importance of children's regular attendance in the setting, and to develop positive habits when children start school.

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Children's welfare and wellbeing Expected standard

Since her last inspection, the childminder now makes sure children experience daily opportunities to access the outdoors. Children delight in running around outside and experiencing all the different activities the childminder offers. In addition, the childminder spends time helping children to understand how to keep themselves safe when they walk to and from the local school each day. The childminder teaches children the importance of staying close to her when walking and always makes sure they are holding hands. Children talk to the lollipop lady at the school crossing and begin to understand how she keeps them safe when crossing the road.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop a healthy lifestyle. She works with parents to talk about healthy lunch box options for children to bring to her home. The childminder works alongside external agencies to adapt experiences and activities for specific children. For example, she makes sure there are no small parts if they have specific sensory needs.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's needs and recognises quickly when they need a drink, something to eat or are becoming tired. Children go to the childminder throughout the day for cuddles or to invite her to join in with their learning.

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Curriculum and teaching Expected standard

Since her last inspection, the childminder has received some support from the local authority to develop her knowledge and understanding of the curriculum. The childminder recognises that this has developed her confidence in understanding what children are learning now and what they need to learn next. She adapts activities to ensure all children, including those with special educational needs and/or disabilities, can access them. The childminder does not yet always adapt teaching in response to children's emerging thoughts and ideas.

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Curriculum and teaching Expected standard

Throughout the day, the childminder generally builds on children's communication and language skills well. She models vocabulary and repeats words back to them, helping with the pronunciation of words. At times, quieter, less confident children do not always have the chance to share their views.

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Curriculum and teaching Expected standard

The childminder teaches mathematics to children throughout everyday routines. For example, she encourages children to count the number of sandwiches they have for lunch. Children spend sustained periods of time sorting different-shaped pieces into a shape sorter. She introduces new vocabulary to children, such as asking them how many sides and corners the shape has.

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Curriculum and teaching Expected standard

The childminder supports children with their personal, social and emotional development. She has consistent behaviour expectations so that all children know what to do, which helps them to feel safe and secure.

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Inclusion Expected standard

The childminder adapts the activities she offers to fully include all children attending. She observes and assesses children to identify where they are with their learning and development. She plans activities to work on the gaps children have in their development, such as speech and language, to ensure children continue to make progress. If children are not making the progress that she would expect, the childminder swiftly puts interventions in place to support them. The childminder regularly reviews the impact of the interventions and makes adjustments as needed. She has a secure understanding of how she would use additional funding to support children. The childminder works effectively alongside other agencies supporting children. She provides regular feedback about how children are getting on to agencies and parents and amends the targets she is working on according to their suggestions. The childminder

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Inclusion Expected standard

provides suggestions to parents about how they could support their children at home. This shared approach helps reduce barriers to learning for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has taken positive action since her last inspection to meet the actions set. She has developed an ambitious curriculum. The childminder shows a commitment to continually improve. She recognises she lacks confidence in adapting teaching to develop and extend children's emerging thoughts, and she has identified that she would like to develop her teaching skills even further. The childminder reviews and reflects on her activities and uses the information to successfully plan for children's future learning.

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Leadership and governance Expected standard

The childminder makes effective use of support available from other professionals. She works alongside other professionals and children's parents to make sure she fully understands the individual needs of children who have special educational needs and/or disabilities. The childminder has developed a positive partnership with parents. She provides regular updates to them about the activities children have taken part in during the day and what they have particularly enjoyed. The childminder invites teachers from the local schools that the children will be attending to visit the children at her home in a familiar environment. This helps children develop relationships with new adults and helps with the eventual transition to school.

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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 have secure bonds with the warm and caring childminder. She knows each child and their individual needs very well. Before children start with her, she finds out all about their likes and dislikes and plans activities according to their developmental needs and interests. This helps children to settle quickly when they start. For children with special educational needs and/or disabilities, the childminder works alongside parents and other external agencies supporting children to ensure she follows the same approaches. This collaborative approach helps children to make progress. For children who attend more than one setting, the childminder keeps in regular contact to make sure there is a consistent approach among all those involved in caring for children.

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

Children are well prepared for their next stage of education. They show curiosity and enthusiasm when the childminder shares books with them about going to school. The childminder talks to parents about the importance of attending regularly, ready for this transition. Children are provided with support to be as independent as possible through the ambitious and well-sequenced curriculum. Over time, children learn skills such as asking for help, using the toilet by themselves and putting their own shoes on.

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

Children are familiar with the consistent routines of the day. They know to wipe their hands before lunchtime and know that after lunch they always spend some time getting fresh air and learning outside. This helps children understand what is happening now and what is going to happen next. Children behave positively throughout the day, and the childminder regularly praises them. Children develop good relationships with their friends. Older children are kind and caring towards younger children. For example, they help them to pull their chair out from the table to sit on at lunch.

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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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Next steps

The childminder should give children more time to share their thoughts and ideas, to increase their confidence in speaking and expressing themselves. The childminder should develop her teaching strategies to adapt to children's emerging thoughts and ideas.

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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, 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

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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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