Childminder

Childminder

Unique reference number (URN): EY341757 Registered with Ofsted: 15/11/2006 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

Typically, all children achieve well from their starting points. Any gaps in children's learning close over time. Children develop the key skills they will need for starting school. Children develop their physical skills as they climb and practise their coordination. They use a range of tools, such as tweezers and pencils, to develop their hand muscles. Children express themselves well, engage in conversations and recall their prior learning. Children are interested and engaged in the activities. They enjoy listening to stories, exploring bugs and singing songs. These activities support their communication and language and early literacy skills effectively overall.

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Achievement Expected standard

Children have regular opportunities to learn about the world around them. Children explore nature and learn about the changes due to the seasons. They make coloured magnifiers and explore what happens when they look at objects through them. Children recall what happened when they made a 'purple' magnifier and how it changed the colour of the bricks they looked at, for example.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to talk about how they are feeling and to develop an understanding of their emotions. Children understand concepts, such as 'happy', 'sad' and 'cross' for example, and show this as they make faces to the childminder. Generally, the childminder is in tune with the children's emotions. She knows when they need a cuddle or some reassurance. This means children are settled and at ease in her care.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to work cooperatively to achieve a shared goal. For example, they build train tracks together and build towers, comparing who has made the tallest. Children behave very well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has worked diligently to help children to learn to share and take turns in their play. She regularly meets other childminders, so children are able to socialise with other children and adults. The childminder has also introduced strategies, such as using a sand timer, to help children to understand the need to wait their turn. The childminder helps parents to understand the importance of regular attendance. Typically, this helps children to learn the routines in readiness for starting school.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities to go out in the local community. They visit parks and use the large apparatus to develop confidence in their large physical skills. The childminder regularly visits and goes on outings with other childminders. This supports children's social skills well and helps them to form relationships with other adults and children. The childminder is considerate of children's emotional wellbeing. She recognises the importance of fresh air and exercise in helping to release children's energy and help them to become ready to settle and focus on their learning. Children show they are very aware of and follow the routines to keep themselves safe and healthy. They know why they need to wash their hands after using the toilet, saying it is 'because they get germs'. Children know to dispose of their tissues in the bin.

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Children's welfare and wellbeing Expected standard

Children develop their independence skills. They know how to put their shoes and coats on and are learning to do the zip up on their coats. Children choose their cups and plates for snack time and carry this through to the table, peel their banana and pour their drink of water. The childminder encourages children to learn about the effects of eating healthy foods on their bodies. Children know that they eat fruit as it makes them 'big and strong', for example.

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Children's welfare and wellbeing Expected standard

Typically, the childminder works closely with parents and carers to support children's toilet training. Overall, she is consistent in her approach. The childminder provides parents with information on how to support this and children generally learn and develop their self-care skills in readiness for school.

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Curriculum and teaching Expected standard

The childminder knows children extremely well and their abilities and what they need to learn next. She knows children's backgrounds well and this enables her to support any specific areas of development particularly well. This means typically, she designs the curriculum to meet all children's individual needs and help them become ready for their next stage in learning, including starting school.

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Curriculum and teaching Expected standard

The childminder provides plenty of opportunities for the children to practise and develop their physical skills. Children become confident using the large apparatus to support their core physical skills. They enjoy practising throwing and catching balls, to support their coordination.

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Curriculum and teaching Expected standard

The childminder interacts well with children overall. She engages them in conversations, talks about what they are doing and repeats sentences back to them correctly. The childminder encourages children to recall their prior learning and talk about past events. Children are keen to choose a story, showing they are developing a love of books. The childminder reads stories to children and engages them well, using animated and expressive tones of voice. Children are involved in the story and talk about the pictures. They listen and concentrate well. However, at times, the childminder does not use effective questioning. This reduces some opportunities for children to develop their descriptive language even further.

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Curriculum and teaching Expected standard

The childminder ensures she gathers information from parents and carers and other settings children attend. This enables her to check her assessments of children's progress match to those made by other childcare providers. This also helps her to work consistently to support children's learning and development.

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Inclusion Expected standard

The childminder uses observation and assessment to monitor children's progress carefully. She knows that if she identifies any gaps in children's learning she would liaise with parents and carers and outside professionals, including the local authority advisers to seek support and advice. In addition, the childminder would find out if there is any training available and seek support from any specialist centres children also attend. The childminder is aware of the additional funding that she can apply for to use to enhance children's learning.

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Inclusion Expected standard

The childminder supports children who are learning English as an additional language effectively, overall. She knows the languages they speak and hear at home and encourages the children to share these with her and, for example, count in their home languages. The childminder places a focus on supporting their English language development. As a result, children master speaking English and are confident communicators, who use a wide range of vocabulary.

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Leadership and governance Expected standard

The childminder has made considerable improvements since the last inspection. She has relished the support she has received from the local authority advisers. The childminder has used this input to make changes to her practice to support outcomes for children. She has improved how she monitors children's progress and plans for their next steps. This helps children to make progress across the areas of learning. The childminder has also introduced an emotions board. This supports children to talk about how they feel and how they may be able to change this with the childminder's support.

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Leadership and governance Expected standard

The childminder keeps up to date with the latest guidance, such as for safer sleeping and safer eating through attending her local network meetings. She attends mandatory training and has identified some curriculum areas she wishes to improve. However, the childminder does not focus her professional development on making improvements to those identified curriculum areas. This does not ensure developments are swift.

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Leadership and governance Expected standard

The childminder shares photos and information with parents and carers daily about what their children have been doing. She meets with parents to discuss their children's progress and how to support their children moving forward. The childminder reports that parents are very pleased with the advice and support they have received, such as for potty training and reducing the use of dummies.

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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

The childminder has made improvements to her practice since the last inspection. She has received support from the local authority and improved her planning. This has helped her to focus on what children need to learn next and build on their existing knowledge and skills. Overall, children's communication and language development is effectively supported and their behaviour is very positive. The curriculum is balanced and covers the areas of learning.

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

Children are happy and settled with the childminder. They show they feel safe and secure in her care. Children form very positive relationships with the childminder. They engage her in their play and have conversations with her. Children speak with confidence, forming sentences and sharing news about their families. They develop confidence in their abilities and the childminder reinforces their learning. She encourages children to recall prior learning, such as to remember what the parts of the bug are called. Children use new words they have learned with confidence, such as 'antenna'.

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

Children show they are interested in the activities and concentrate well, such as when looking at bugs using magnifiers and listening to stories. The childminder encourages children to count and recognise numerals as they play, supporting their early mathematical skills. Children show confidence in their early counting skills, in recognising numerals and are proud of their own achievements.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 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 use more effective questioning to further support children's use of descriptive language. The childminder should use professional development to focus more precisely on developing the curriculum areas she has identified as areas for improvement.

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About this inspection

The inspector spoke with the childminder and the 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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