Childminder

Childminder

Unique reference number (URN): EY561329 Registered with Ofsted: 24/07/2018 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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Behaviour, attitudes and establishing routines Strong standard

The childminder forms very close and caring relationships with children. She encourages positive interactive play between children, helping them to learn how to share and take turns. Children engage with enthusiasm in their play and learning and sustain their interest very well. The childminder ensures parents are aware of her attendance policies and the expectation that their children attend and use their government funded hours. She monitors children's attendance precisely and ensures she understands the reasons for any absences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps children to develop their sense of responsibility effectively. Children know and understand behaviour expectations, such as tidying away toys when they have finished playing with them. They develop very respectful behaviours, including using polite manners without being prompted. The childminder gives children positive praise and encouragement, which develops their confidence effectively. She skilfully guides children on how to achieve when they say things are tricky for them. This means children build resilience and the ability to keep on trying when they find things difficult. The childminder teaches children how to keep themselves safe, such as during outings. Children demonstrate that they understand the procedures for road safety very well, such as explaining they need to stop, look and listen, and only cross when it is safe.

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Children's welfare and wellbeing Strong standard

The childminder and children form lovely, warm and caring relationships with each other. Children develop an understanding of the needs of others, such as younger children. The caring relationships reflect how children respond and behave towards others, such as confidently expressing their ideas and considering others. The childminder supports children's emotional wellbeing very sensitively, such as exploring feelings and emotions through small world play and role play. This enables children to express their feelings in a safe environment.

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Children's welfare and wellbeing Strong standard

The childminder has an effective understanding of promoting children's safety, such as during sleep times and when eating. She ensures children always sit down to eat and that these times are a social occasion where all children sit together with her around the table. The childminder promotes children's independence very effectively. Older children manage their own self-care, such as visiting the toilet by themselves and washing their hands. The childminder promotes children's understanding of healthy lifestyles successfully. For example, older children identify healthy food choices when they read books and help to prepare their own snacks and meals. Children are physically active frequently and develop their muscles and hand-eye coordination, such as through a digging area at the childminder's allotment.

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Inclusion Strong standard

The childminder knows each individual child's needs extremely well. She promptly identifies if there are any gaps or concerns about children's development and progress. The childminder completes observations and assessments to understand if children are making

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Expected standard

the progress they are capable of. She identifies ways to support children's learning and takes steps to support their progress. For example, the childminder uses picture cards, a visual timetable and now and next boards to help support children's communication and understanding of routines. She recognises the importance of building children's confidence in their abilities alongside offering activities that help close any gaps in their development.

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Expected standard

The childminder works in effective partnership with parents and others, including professionals. She shares information and agrees how to support children's needs with them, ensuring there is continuity for children. The childminder knows her responsibilities to seek advice and guidance from professionals to support children's learning needs when required.

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Expected standard

The childminder promotes children's respect and understanding of others. She takes children to activities in the local community where they meet other children and adults. The childminder engages them in activities and uses resources to help extend their understanding of people's similarities and differences. For example, the childminder reads books with children that explore different types of families and cultural and religious celebrations. This helps children to learn about people who are different to themselves.

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Achievement Expected standard

Children develop a love of books which typically helps to promote their concentration and language skills effectively. They recall their prior learning and show understanding of what they have learned, such as the meaning of words. Children's individual learning needs are known effectively. Children typically make steady and secure progress across all areas of learning, including those with any barriers to their learning. The childminder provides well- thought-out support to any children who might need additional help to help close any gaps in their learning and development. There are times when teaching does not fully extend children's knowledge and skills to help them progress even further. Although, overall children are well prepared for their future learning. The childminder typically seeks information to help her support children's school readiness. She focuses well on developing children's confidence, language, independence and social skills for the move on to school.

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Curriculum and teaching Expected standard

The childminder typically plans a wide range of activities, learning experiences and outings to support children's learning. She considers ways to promote children's individual learning needs securely. The childminder ensures that children who may need some additional support to close gaps receive teaching, interactions and activities to help close these. For example, she involves all children in discussions during activities, and she reads to children regularly. This helps to promote children's speech and language development. The childminder has recently introduced a lending library to support children's learning at home. This encourages families to read books and to take part in activities at home together. Since the last inspection, the childminder has increased her mathematical resources to support children's learning. The childminder's overall teaching is consistent. She generally promotes children's mathematical understanding appropriately, such as simple counting.

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Curriculum and teaching Expected standard

Sometimes, she does not provide fully effective teaching to extend children's knowledge and skills further, particularly in relation to providing more challenge to build further on children's mathematical skills. Nevertheless, the childminder typically ensures children benefit from varied learning experiences which cover all areas of learning. For instance, she ensures her curriculum helps children to gain physical skills for future early writing, including adapting resources for different ages and abilities of children. For example, the childminder provides chunky chalks for younger children to grasp and make marks with, while older children learn to hold and control pens and pencils.

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Leadership and governance Expected standard

The childminder typically reflects on her practice and provision well. She has maintained her mandatory training and has carefully considered additional relevant training to complete. For example, the childminder identifies training typically linked to children's individual learning needs. This helps her to support children's progress in areas where they may have gaps in development. The childminder has changed her learning environment to make this a calmer space for children. She uses local facilities effectively to support children's learning and development, such as developing their social skills through attending group activities.

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Leadership and governance Expected standard

The childminder has increased mathematical resources since her last inspection to support children's learning. There are though, areas of the childminder's teaching and interactions that do not fully extend children's knowledge and skills, particularly their mathematical development. The childminder as well as being flexible considers how to organise her childminding service to support her own wellbeing and workload.

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Leadership and governance Expected standard

The childminder forms close partnerships with parents and she typically works well with other settings children attend or those they are about to move on to. Parents speak highly about the childminder, including that she 'nurtures the children in her care'. They comment that the childminder has had a positive impact on their children's learning and development. Parents praise the wide range of experiences their children receive and the childminder's communication with them, saying they are always well-informed.

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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 thoroughly enjoy their time with the childminder. They form caring and very trusting relationships with the childminder. As a result, they feel very at ease and secure in her care. Children's emotional wellbeing is given a high priority, and they feel safe and confident to express their needs. They understand the behaviour expectations and are polite and well- mannered. The childminder makes parents aware from the start about her expectations for their children's attendance, including the consistency of routines for them.

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About this setting

The childminder is very mindful of children's individual learning needs and takes steps to close any gaps to reduce any barriers to their learning. Children experience a broad range of activities, outings and play experiences to support their learning and development. These include targeted activities to build on children's readiness for their next stage in their learning. For example, children benefit from outings and regularly attend toddler groups. This helps to promote their social skills as they engage in activities with a larger group of children. Children visit the library for rhyme and story time which supports their language skills. They gain a love of books and enjoy looking at these by themselves and with the childminder. Older children easily recall the words and discuss the pictures from favourite books. This helps to build on their skills over time to prepare them for moving on to school,

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About this setting

such as developing confidence, vocabulary, listening and social skills.

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About this setting

Children develop positive self-help skills. Older children enjoy helping to prepare their lunch and snacks, such as cutting up fruit. They make healthy choices, such as fruit and vegetables. Their understanding of healthy lifestyles is further enhanced through growing fruit and vegetables and caring for these at the childminder's allotment. Children develop their physical skills effectively. They use physical play equipment in the childminder's home, such as low-level climbing and balancing equipment. This encourages babies confidence to move around independently and supports older children to gain skills, such as balancing. Children walk locally and build up their strength and stamina through this. They learn to be safe while out, including understanding how to cross the road safely.

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Next steps

The childminder should develop the quality of her teaching to help extend children's learning further, particularly in relation to how mathematics is taught, such as through everyday interactions and play.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): EY561329

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About this inspection

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

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 .

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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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