Childminder

Childminder

Unique reference number (URN): EY100202 Registered with Ofsted: 12/02/2002 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

Generally, children progress well across the areas of learning, in preparation for their move on to school. Children with special educational needs and/or disabilities access toys and resources independently to explore their interests. They enjoy sorting objects as they empty boxes and find specific groups, such as toy people to put back into the box first. Children try hard to complete tasks by themselves, such as climbing on to large swings in the garden. This helps them to take calculated risks in a safe environment as they develop strength in their bodies. Children practise catching a ball by holding out their hands in front of them. This contributes to developing their coordination and control. Babies start to babble and say some recognisable words when they hear nursery rhymes, as they develop their early speaking skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements rules and boundaries to help children understand what is expected of them and gives gentle reminders. This includes using simple words to support children with special educational need and/or disabilities (SEND) to understand what she wants them to do, for example, when they start to climb on furniture. The childminder is a positive role model for children. She gets down to their level when she speaks and listens to their thoughts and views. This helps children to feel valued and respected.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive relationships with the childminder and are keen to follow routines. For instance, when planned activities finish, children listen and follow the childminder's instructions to help tidy away the resources used. They receive praise for their achievements, helping to raise their self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to parents about the importance of attendance to promote children's welfare and follow regular routines. She recognises that where children are absent for extended periods, this can affect their wellbeing and they may be unsettled when they return.

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Children's welfare and wellbeing Expected standard

Overall, the childminder meets children's care needs well. She recognises when children are tired and provides them with a safe place to sleep outdoors, so they benefit from fresh air while sleeping, for instance. The childminder recognises when children, including those who have additional needs, need to eat. She ensures that children wash their hands prior to eating, to promote hygiene routines. The childminder helps children to learn about foods that are healthy. Children help her to plant strawberries and pick fruit from trees in her garden. The childminder provides equipment to support children to be physically active. For example, when children show an interest in bouncing, she provides them with a small trampoline in the garden to bounce on. This contributes to promoting children's physical health. The childminder promotes children's safety and helps them to understand how to follow safety procedures, such as when walk with her on outings. The childminder asks children to

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Children's welfare and wellbeing Expected standard

hold hands or uses a pushchair to ensure that children stay with her. She practises fire- evacuation drills with children, helping them understand emergency procedures.

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Curriculum and teaching Expected standard

The childminder's curriculum typically supports children to follow their interests and to build on what they already know and can do. This includes helping children to develop their communication and language skills generally well. For instance, where children say words and phrases incorrectly, the childminder repeats them back, correctly, helping children to hear the pronunciation. The childminder is quick to identify other ways that children communicate. For instance, when children with special educational needs and/or disabilities use visual cues, such as when they are hungry, she is responsive and supports their needs. At times, children whose home language is not English, are not fully supported to build on their speaking skills effectively. For instance, children are not consistently supported to hear and play in their home languages, to develop their early speech as well as possible.

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Curriculum and teaching Expected standard

The childminder provides children with experiences to learn about the world around them. Children help the childminder to fill bird feeders in the garden. They learn the names of birds that visit the garden and observe as they eat the food. The childminder weaves mathematical learning into children's play. This includes using words, such as 'fill' and 'top', when children use scoops to fill bird feeders. This helps children to develop an understanding of language to describe quantity and position.

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Inclusion Expected standard

The childminder observes and assesses children's development to identify any potential gaps in their learning. She completes assessments of children's development and shares these with parents, carers and professionals, such as health visitors. The childminder builds on her professional development to identify how to support children with special educational needs and/or disabilities (SEND). She develops her knowledge of how to make referrals to other professionals who can provide additional support for children. Overall, this positive partnership working, along with targets the childminder identifies for children, helps them to make progress in their learning. Children with SEND begin to use eye contact and gestures as forms of communication, for instance. However, some identified strategies to support children with SEND are not fully implemented. For example, sometimes, they are not supported effectively to join in and benefit from the learning offered during group times.

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Inclusion Expected standard

Furthermore, some children who hear different languages at home are not consistently provided with opportunities to develop and use their home language in play.

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Inclusion Expected standard

The childminder uses additional funding effectively to meet children's individual needs. This includes purchasing equipment to promote children's interests in movement to promote their physical skills. The childminder also takes children to play areas in the community, to help promote their social skills and sensory development.

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Leadership and governance Expected standard

Since her last inspection, the childminder has built on her professional development. This includes completing training to develop her knowledge of how to support children's wellbeing and emotional health. She gives children time to talk about their feelings and explains that it is fine for them to feel upset. The childminder makes changes to her provision to support children's interests through the toys and resources offered. This includes providing children with a safe space to relax when they struggle to regulate their emotions. However, the childminder has not identified where further support is needed to implement strategies consistently to engage children with special educational needs and/or disabilities in group times. She has also not identified ways for all children to experience their home languages in play.

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Leadership and governance Expected standard

The childminder supports any assistants she works with, in their practice and wellbeing. She offers them opportunities to extend their knowledge of how to promote children's safety, health and learning.

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Leadership and governance Expected standard

Prior to children moving on to school, the childminder invites teachers to visit children in her home. This promotes children's wellbeing and helps them get to know staff who will be caring for them. During these visits, the childminder shares information about children's abilities and individual traits. This helps to provide continuity for children when they move on. The childminder shares information with parents and carers about children's development. She encourages parents to build on children's learning at home. For instance, parents are given information about nursery rhymes to sing with children to help develop their language skills further.

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Leadership and governance Expected standard

The childminder takes children into the community regularly to help develop their understanding of the local area and the world around them. These experiences help children build their understanding of nature, social skills and sensory development.

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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's individual needs are typically considered well. When they start attending, the childminder gathers information from parents and carers to understand children's experiences at home. After welcoming children each day, the childminder offers close support and care until they feel settled, safe and secure to explore and investigate independently. This helps to promote children's emotional wellbeing. Children develop social skills with their peers and the childminder. This includes joining circle-time activities where children are supported to choose nursery rhymes to sing and do actions to. Children ask the childminder to support them on apparatus, such as to ask her to push them when they sit on swings. During their personal-care routines, such as nappy changing, the childminder talks to babies, who babble back. This helps them to form secure attachments and supports their early communication skills.

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

The curriculum typically builds on children's starting points in learning and follow their interests. For instance, when children need support to share, they take turns with the childminder to use large chalks to make marks on wood in the garden. When they ask the childminder to draw a butterfly, they hear and learn new and contextual language, such as body, wings and antenna. Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning follow their interests to are physically active. They use larger apparatus to spin and bounce on, for instance.

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

Children attend regularly and the childminder contacts parents to check on wellbeing where occasional non-attendance arises. She recognises that, particularly for children with SEND, regular routines promote emotional wellbeing.

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About this setting

Operating hours: Monday,Tuesday,Thursday,Friday : 08:00 - 16:00

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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 strengthen opportunities for all children to develop and hear their home languages, as well as English, to support their early speaking skills. The childminder should more effectively implement identified strategies to help children with special educational needs and/or disabilities to join and benefit from group times.

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About this inspection

The inspector spoke with the childminder, assistants 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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