Childminder

Childminder

Unique reference number (URN): EY476020 Registered with Ofsted: 31/03/2014 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 demonstrate growing resilience and exploration during their play. For example, they skilfully use jugs to pour water from open cups without spillage and put on and take off lids from containers confidently. All children, including those that may face barriers to their learning, typically make continuous progress from their starting points across the 7 areas of learning. For example, children who require extra support to develop their language skills are beginning to use some words such as 'why' and 'yes'. Their comprehension and understanding of instructions are secure. Generally, children gain the skills they will need for the next stage in their learning and for their eventual move on to school. Overall, children show confidence as they make their own choices in play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is effective in the methods she uses to raise children's confidence and self- esteem. She uses positive words, such as 'well done, fabulous' and hand gestures of a high- five. Children respond with smiles and slap hands with the childminder. They behave well for their age and stage of development and adhere to the high behavioural expectations the childminder consistently promotes. The childminder sensitively helps young children learn how to manage their emotions safely. She promotes and maintains a harmonious environment for all children. Children build trusting relationships with the childminder. This contributes to increasing their confidence, engagement in activities and learning how to share and take turns during their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of raising parents' and carers' awareness of children's attendance from when they first start with her. She ensures that this is continually promoted, which encourages appropriate routines for children's education.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health well. She liaises closely with parents and carers and discusses the importance of healthy eating and appropriate food contents to put in their lunch boxes. During mealtimes, the childminder tells the children the names of the foods that they are eating and the benefits on their health, such as giving them energy and strength to walk up hills and play. Routines for nappy changing, handwashing and mealtimes are well embedded in practice, which help children feel safe and secure.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming home-from-home environment for children. She works closely with parents to ensure that all children's personal care routines and needs are respected and met appropriately. Children who require a sleep are provided with fresh clean sheets and a sleep mat. The childminder creates a calm and relaxing environment as she gently soothes children as they quickly fall asleep. She observes the children sleeping to monitor their safety. All children, including those with emerging barriers to their learning, benefit from opportunities at local playgroups and visiting the park to support their social development. Children enjoy playing with the childminder as they share toys together. They happily give and receive cuddles with the childminder.

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Curriculum and teaching Expected standard

The childminder ensures that she gathers relevant information from parents and carers before their child starts. She uses this information to plan activities to help children settle into her care. The childminder makes positive use of her observations of children's play to then assess where they are according to their age and stage of development. She plans activities and experiences to support children's enjoyment and interests. The childminder is able to explain how she sequences her curriculum and what she wants children to learn. However, at times, she does not plan precisely enough for children's individual next steps in learning. During these times, children's learning and skills are not fully supported. For example, the childminder does not build on children's current life experiences to broaden their understanding of the world. Additionally, sometimes the childminder's teaching does not extend children's knowledge and understanding to build on what they already know and can

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Curriculum and teaching Expected standard

Overall, children's learning builds over time. For example, children develop their physical skills well as they connect objects together and empty and fill containers with their hands. The childminder weaves in mathematical language during play. For example, she uses words such as 'under', 'over', 'up' and 'down' during a physical game.

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Inclusion Expected standard

The childminder makes sure that she uses her observations of all children's play, including those with emerging special educational needs and/or disabilities, to assess their needs appropriately. She uses this information to identify any gaps in children's learning. The childminder understands the importance of seeking early intervention from other professionals to help to narrow any gaps in children's learning. She has a positive approach to working with parents and carers when using any additional funding to support their children's learning and care needs. The childminder shares information with parents on a regular basis to help to continue to support their child's learning at home. She liaises effectively with other early years settings that children attend or are going to attend. This helps the childminder prepare the children for their transition to the next stage of their learning, for example to support children in their emotional and independence skills

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Inclusion Expected standard

regarding their self-care readiness when transitioning to school.

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Leadership and governance Expected standard

The childminder engages well with parents and carers and other early years professionals. She regularly shares and exchanges information with them to support meeting the children's care and learning needs in a consistent way. This helps the parents, early years professionals and childminder to support children for their next steps in learning, their transitions to school and to promote their health.

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Leadership and governance Expected standard

The childminder undertakes courses and completes her own research, where she implements these new ideas to support children's learning. She has successfully addressed the actions set at her previous inspection. The childminder has worked closely with the local authority to make improvements since her last inspection. For example, she is working closely with parents whose children face barriers to their learning. She is guiding parents in how to support their children's needs for getting used to wearing appropriate school clothing. Overall, the childminder understands the responsibilities of her role well.

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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 enjoy the company of the childminder, who is kind and caring with them. They are happy and settled and show lots of confidence. Children explore the toys and activities the childminder has provided for them, within her home and in the community. This helps to build children's social skills as they learn to play with children of a similar age. Overall, the childminder plans her curriculum well across the 7 areas of learning as children generally develop their skills and gain new knowledge. Children are typically prepared for the next stage of their learning and for their eventual move on to school given their starting points. They show an interest in their learning because the childminder helps them to feel safe and confident. Consequently, children make independent choices in their play. For example, they eagerly seek out construction resources. Children practise developing their physical skills as

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

they confidently connect the bricks to form a tower.

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

Children are provided with support to develop their range of vocabulary. For example, the childminder provides a running commentary with children as they play. Children use their listening skills well and follow instructions correctly during ball games. They roll and gently throw soft balls to the childminder. Children's individual needs are fully respected, as the childminder promotes an inclusive environment. Children who require extra support for managing their emotional regulation are supported sensitively by the childminder. They are building trusting relationships with the childminder, which supports a clear sense of belonging. Children behave well. Routines for children are well embedded. Children are familiar with, and adhere to, them, such as nappy changing, handwashing and mealtimes.

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Next steps

The childminder should refine planning to ensure that activities are more precisely focused on children's next steps in learning to further support their development so they make the best possible progress. The childminder should ensure that teaching consistently builds on what children already know and can do to extend their learning further.

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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. Judith Rayner

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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About this setting

Local authority: Nottinghamshire County Council

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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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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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