Childminder

Childminder

Unique reference number (URN): 2573053 Registered with Ofsted: 04/05/2020 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children make significant progress in their learning and development across all areas of learning, including those who may need some extra support. They are extremely well prepared for their next stage of learning, such as moving onto school. Children develop and practise their skills with enthusiasm. For instance, they are keen to be independent and learn to manage tasks themselves, such as changing their footwear. Children gain a sense of responsibility. They help to clear up after snack time and activities, such as washing up the cups and bowls and tidying up toys. Children learn about taking care of the planet. They understand to add the fruit skins to the compost bucket and gain understanding about recycling. Children develop their language skills very effectively. They are confident speakers who enjoy engaging in discussions and reading books. Children are keen to take part in activities and even the youngest children engage with high levels of interest and

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form very positive relationships with the childminder and each other and feel extremely comfortable and at ease. Children thoroughly enjoy their time with the childminder. They have fun taking part in the wide variety of activities and outings together. The childminder knows her responsibilities to ensure parents understand the expectation for children's regular attendance. This includes children benefiting from the educational experiences the childminder provides.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully manages and supports children's behaviour and is highly consistent in her approach. She ensures there are clear and well understood expectations, such as sharing and turn-taking. The childminder helps children practise these skills very effectively. For example, she provides bananas for snack time, which she asks children to share half of one with their friend. The childminder is a very positive role model and she is calm, polite and respectful. She guides children's behaviour with consideration, including providing explanations appropriate to the age and understanding of individual children. She encourages children to reflect on their emotions and behaviours and how this may affect others. This encourages children to develop empathy for others. The childminder promotes children's understanding of keeping themselves safe effectively, such as discussions about staying safe during outings.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder organises routines effectively and children know what is expected of them and they are very well involved. This also benefits children's learning and development. For example, children learn to control the broom when sweeping up and they use their mathematical knowledge to set the table with the correct number of cups and bowls.

p.2

Curriculum and teaching Strong standard

The childminder considers her curriculum very well and how this supports and extends all children's learning, including those who may need some extra support. The childminder provides high-quality teaching and interactions to extend children's learning. She

p.2

Expected standard

understands the importance of promoting children's language and social skills. For example, she recognises when the youngest children begin to sing tunes of familiar songs and encourages other children to sing along with the words to help build on this learning. The childminder seamlessly draws children into discussions and encourages them to recall previous learning while building new knowledge and understanding. For example, she encourages children to recall details about bees and caterpillars and provides more information to help extend children's knowledge and understanding. The childminder gives children time to think and respond and encourages them to problem solve. For instance, she asks children about how many of them are present and gives them time to identify how many cups and bowls they will need at snack time.

p.3

Expected standard

The childminder plans activities to support all ages and abilities of children. For example, she plans a water activity with numbers and other resources. This promotes older children's understanding of the order of numbers, which the childminder extends for those ready to add and subtract simple numbers. Younger children benefit from sensory experiences as they explore the water, developing their small physical skills, such as squeezing large pipettes. This helps to meet the different learning needs of children. The childminders effective knowledge and understanding of the individual children ensures they extend their knowledge and skills effectively. This prepares children extremely well for the next stage of their learning.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides a welcoming and safe environment to children. She reflects well on her policies and procedures to promote children's safety and wellbeing, such as during outings. The childminder helps children to explore their feelings and emotions. For instance, children recognise faces drawn onto bananas. The childminder encourages discussions about when they feel happy and times when they may feel cross or sad. The childminder recognises the importance of rest and sleep, such as to support children's self-regulation. She has recently introduced a short quiet time for children who do not sleep, to help them to feel calm.

p.3

Children's welfare and wellbeing Expected standard

The childminder models consistent hygiene practice, including handwashing. She ensures children follow regular routines to wash their hands, such as before eating, and after nappy changes or using the toilet. The childminder guides children in developing their awareness of privacy. For example, she explains to children that nappy changing times are private times.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes children's understanding of caring for their bodies. For instance, she explains to children about different foods, such as not eating food with lots of sugar too often or in large amounts. The childminder explains how some food children eat is a carbohydrate, which helps to give them energy. The childminder typically promotes healthy eating well. For instance, she provides information to parents about what to include in children's packed lunches. Occasionally, the childminder does not fully consider snack time, including offering the healthiest food options possible and children's self-help skills. For instance, children find it tricky to spread their toast due to it being served in bowls. The childminder positively encourages children's understanding of the importance of cleaning their teeth. Children take part in activities that support their understanding of how to do this.

p.3

Inclusion Expected standard

The childminder knows and meets children's individual needs securely. She completes regular assessments of children's learning. The childminder encourages parents to share information about what their children know and can do while at home. This helps her to monitor children's progress and identify any gaps or barriers to children's learning and development. The childminder supports children who may need extra help or support effectively. She provides activities which help to move children forward in their learning and development. For instance, the childminder ensures children who need to enhance their physical skills take part in activities that promote their muscle strength and coordination.

p.4

Inclusion Expected standard

The childminder has previous experience working with professionals involved in supporting children's development and learning needs. She typically understands her role in sharing information about children's progress and following professional's guidance to promote children's learning.

p.4

Inclusion Expected standard

The childminder typically engages children in activities to support their understanding of their own and each other's similarities and differences. She ensures children have regular opportunities to socialise within their local community and meet people different to themselves. The childminder plans activities which help children to learn about themselves and others, including cultural food tasting and celebrating different festival and religious dates.

p.4

Leadership and governance Expected standard

The childminder has high expectations of herself to offer high-quality and inclusive care and learning to children and their families. She is appropriately reflective and reviews her practices and procedures thoroughly to improve these when needed. The childminder typically understands her responsibilities to support her assistant in their role, including supporting their wellbeing and managing their workload along with her own. The childminder typically completes some well-chosen training. For example, she completed training in early phonics to support her teaching, such as helping children learn to blend sounds.

p.4

Leadership and governance Expected standard

The childminder forms effective partnerships with parents. She engages parents in reviewing their child's development and progress with her and shares children's next steps in learning. This helps to promote a consistent approach to supporting children's learning. Parents comment extremely positively about the childminder's service and the progress their children make with her. The childminder makes links with settings children are attending or due to attend and she takes suitable steps to initiate contact. She recognises the importance of providing information to new settings, particularly to support the move onto school.

p.4

Leadership and governance Expected standard

The childminder engages well in the community. She makes links with other local childminders which offers children a wider social group to engage with. The childminder considers her outings thoughtfully. For example, she recognises how outings build children's knowledge and experiences of the world they live in and support their learning, such as during a listening walk in an arboretum.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are very happy and settled in the childminder's care and benefit from a welcoming and homely environment. The childminder promotes children's attendance, including through sharing expectations for this with parents. Children form extremely trusting relationships with the childminder. They develop positive friendships with each other, helping them play cooperatively together. For example, children play imaginatively and share ideas together as they make houses with mats and blankets.

p.5

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

Children's individual care and learning needs are understood and met very effectively by the childminder, who values each child's uniqueness. Children experience a wide range of activities, learning experiences and outings which help to broaden their skills, knowledge and understanding across all areas of learning. They are enthusiastic learners who actively engage in their activities and learning experiences. Children benefit from very well planned and thought-out activities, which build on their prior knowledge and skills. For instance, they extend their knowledge of the world through outings, such as to museums and wildlife parks. At the childminder's home, children explore life cycles as they watch caterpillars change into butterflies. They learn how bees make honey and learn new words, such as 'nectar' and 'honeycomb' through this. All children, including those with any barriers to their learning or

p.6

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

need for extra support are extremely well prepared for their future learning.

p.6

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

Children learn about healthy practices, including following consistent hand-washing routines. They typically learn about taking care of their bodies, such as how to keep their teeth clean. Children benefit from activities that promote their large physical skills, such as balancing along stepping stones and walking locally.

p.6

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

Children receive consistent guidance to support their understanding of how to keep themselves safe. For example, the childminder reminds children about expected safe behaviours, including sitting down when eating. She talks to children about using equipment safely, such as the toaster at snack time. She explains clearly to children that they must have an adult with them when using this and why this is important for their safety. Children receive plenty of positive praise and encouragement. They develop high levels of self- esteem and confidence. Children identify emotions and they feel safe to talk about their feelings with the childminder and their friends.

p.6

Next steps

The childminder should take steps to enhance the overall effective approach to supporting children at snack time, particularly to consider the resources children use at this time and building even further on the healthy eating approach.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday : 07:45 - 17:45

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8