Childminder

Childminder

Unique reference number (URN): EY350182 Registered with Ofsted: 07/06/2007 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 join in very ably with conversations. They often initiate conversations themselves because they know their contributions are valued. Children enjoy talking about their friends, their families and the various museums and play centres they visit. The childminder helps them to practise saying their new words, such as 'helicopter' or 'yellow', so that they can use them in their conversations. Children's development across all areas of learning is typically supported through play and natural discussion. For example, children explain how they need to turn the jigsaw pieces around to make them fit. They use words such as 'share' or 'kind' as they play together. Children develop their imagination by improvising stacking blocks to represent dishes and pans. They laugh as they put on a deep voice to say, 'This is grandad' as they chat to mum on the toy phone. Children greatly enjoy their developing skills and

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Achievement Expected standard

knowledge and are prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children cooperate well in play and develop close relationships with their peers. Their regular attendance is an asset in this respect. The atmosphere is generally very harmonious, and children learn to share and take turns. The childminder supports this by explaining that if they put the toy on the floor they can all reach it. She is a good role model herself, and the children mimic her calm, pleasant manner. Even the youngest children remember to say 'sorry' when they have accidentally bumped another child. Children are used to listening to the childminder and heeding what she says. This supports their behaviour and learning. However, the childminder does not consistently introduce the language of emotions and feelings. This means that children struggle to express themselves verbally when they are cross or when their friend is a bit worried.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses praise to keep children motivated and positive. They enjoy their learning. Children are proud of the applause and praise for trying to push the bricks together or saying their new words. However, the childminder does not always use explicit praise, such as 'Well done for sharing', so that the youngest children develop an even clearer understanding of what is expected of them.

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Children's welfare and wellbeing Expected standard

The childminder successfully promotes warm, trusting relationships that meet children's welfare and wellbeing needs. Children turn to the childminder readily for their emotional needs. They approach her for a cuddle and talk openly about when they were poorly. Children go happily to have their nappies changed and quickly settle themselves on the changing mat.

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Children's welfare and wellbeing Expected standard

The childminder sensibly risk-assesses outings so that children benefit from a broad range of experiences that promote their physical and mental wellbeing. Older children talk about washing their hands when they have fed the animals at the farm. The youngest children are used to routines for washing their hands before having their lunch. The childminder supports parents and carers to provide healthy packed lunches. She reminds children to drink water throughout the day to keep their brains and bodies hydrated for maximised learning and enjoyment. The childminder is aware of updated guidance for safer sleeping and safer eating, and she follows this carefully.

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Curriculum and teaching Expected standard

The childminder has a clear view of children's individual developmental needs and what they need to learn next or practise again. She has an ambitious and generally well-sequenced curriculum and steps in skilfully to support children's learning wherever they choose to play, or whatever they choose to do. For example, when children decide to play with the small people and the bus, she helps them to remember the verses for 'The Wheels on the Bus'. At the same time, she encourages younger children to join in with the repeated phrase at the end. The childminder sensitively introduces mathematical themes and language as children play with the bricks. She supports children to remember and practise their new words to talk about size, shape and colour, and she encourages younger children to find one more yellow brick.

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Curriculum and teaching Expected standard

The childminder puts conversation at the heart of the day. She engages children in discussion and is patient and attentive when children talk to her. The childminder knows children need plenty of time to respond. She supports their language by sensitively repeating what they have said with correct pronunciations. For example, she says 'Yes, there are some sheep' when a child has said 'sheeps'. However, although books are available, the childminder does not promote a love of books as proactively as she could.

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Inclusion Expected standard

The childminder typically works with parents and carers, and she uses her assessment of children effectively. She gets to know parents well and quickly identifies children's individual aptitudes, interests and levels of development. The childminder plans interesting activities and outings to support all children's continued progress wherever they choose to play. She is sensitive to parents' needs and wishes, particularly during the settling-in period, and she uses various methods to keep them continually updated about their children's learning and engagement.

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Inclusion Expected standard

The childminder has a secure understanding about issues that can cause a barrier to children's learning and wellbeing. She has formed links with the local authority for support and guidance should she be concerned that a child in her care might not be meeting developmental milestones. This means that children would swiftly get support should this be needed. The childminder welcomes regular updates and advice on many topics. She has previous experience of working with children with special educational needs and/or disabilities (SEND), and she has worked with other agencies to make sure children get the support they need. The childminder is aware of processes for securing additional funding for them where appropriate. She is appropriately prepared to support children with SEND should they attend, and/or their needs change.

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Leadership and governance Expected standard

The childminder prioritises important training, such as paediatric first aid and safeguarding. She generally keeps up to date with changes to guidance in safer eating and sleeping, for example. The childminder would seek out specialist training to meet children's individual needs. She welcomes emails from the local authority offering support and guidance. The childminder keeps their contact details easily available should she need advice for herself or for the families in her care.

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Leadership and governance Expected standard

The childminder is very experienced and understands the hard work needed to provide a decent level of one-to-one care for the youngest children. She manages this well. For example, she keeps her workload manageable and has sensible links with other childminders in the area. Parents and carers refer to this joint arrangement with other childminders as a benefit. This is because of the potential for back-up childcare arrangements and the additional social contact for 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 with the childminder. They develop warm, trusting relationships with the childminder and each other, and they show that they feel safe in her care. This means that when their morning routine has to change slightly, they continue to play confidently in the safe, homely environment. Children cheerfully show visitors in and show them where to put their shoes. The childminder understands the importance of regular attendance and routines to promote children's feeling of safety and security.

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

Happy conversation is a focus of the care and education of the children. The childminder chats to children as they play and pays genuine attention to them when they speak. Children confidently mimic the childminder by initiating their own conversations and begin to use mathematical language as they play. They often sing spontaneously. For example, they sing 'Old McDonald Had a Farm' as they complete the animal jigsaw or 'The Wheels on the Bus' as they play with the small people and vehicles. The childminder makes sure that the youngest children can join the fun by encouraging them to do the actions to the song and repeating the end phrases or animal noises. Children enjoy their learning and are developing confidence, skills and knowledge.

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

Children benefit from the daily outings to the playgroup or to interesting amenities, such as museums or play areas in the wider environment. They talk about the new songs they are learning at playgroup and remind the childminder how it goes. The childminder works closely with a small network of childminders and their minded children, which supports children to become very familiar with a wider circle of adults and children. Children excitedly recall playing with their friends in the sand as they chat about a recent outing. They develop confident social skills due to mixing with a larger group of children, and they benefit from the close relationship with their own childminder.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Next steps

The childminder should consider using explicit praise more routinely and support children further by helping them to use the language of feelings to express themselves. The childminder should consider being more proactive in developing children's love of books.

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About this inspection

The inspector spoke with the childminder and children during the inspection and read testimonials from parents.

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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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. 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. 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 .

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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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