Childminder

Childminder

Unique reference number (URN): EY476068 Registered with Ofsted: 06/06/2014 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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Behaviour, attitudes and establishing routines Expected standard

The childminder is committed to providing a secure environment where all children feel safe and attendance is monitored. She ensures routines are consistent. This helps children to become familiar with what is happening next to allow for smooth transitions, particularly for children with special educational needs and/or disabilities. Generally, children follow the routine with confidence as they take care of their own belongings, developing their independence. Children receive support to develop positive social behaviours through warm relationships and gentle guidance. They enjoy each other's company as they eat meals together and giggle as they play with water.

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Behaviour, attitudes and establishing routines Expected standard

Children respond to clear and age-appropriate instructions, such as washing their own hands before mealtimes. They demonstrate positive attitudes as they explore a purposeful learning environment and make independent choices to follow their own interests. In the main, children behave well. There are times though where the childminder does not consistently support children to understand why rules and boundaries are in place. She does not give children a clear explanation as to why some behavioural expectations are in place. This means that children repeat these behaviours.

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Children's welfare and wellbeing Expected standard

Children are happy and settled and enjoy attending the childminder's home after school. The childminder builds positive working relationships with schools that children attend, to ensure children's wellbeing is a priority. She supports children through changes in the school routines with reassurance and reminders before the school day starts. This helps children to feel at ease with their day ahead.

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Children's welfare and wellbeing Expected standard

The childminder has created an environment to meet the needs of all children, including children with special educational needs and/or disabilities. She provides a variety of sensory equipment that helps children to maintain focus. The childminder communicates with parents and carers to regularly find out about changes in children's routines and interests so that she can accommodate these swiftly. Children enjoy a range of healthy foods and learn how to look after their bodies in hot weather. The childminder talks to children about the importance of sun cream, hats and regular water to stay hydrated.

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Children's welfare and wellbeing Expected standard

The childminder demonstrates an understanding of how to support children's emotional wellbeing. However, this is not yet implemented consistently in practice to fully support all children's emotional needs. Children become frustrated during their play and sometimes struggle to share. The childminder's interactions do not consistently explain to children how best to manage their emotions and think about the effects this may have on others.

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Inclusion Expected standard

The childminder has a positive attitude to inclusion. She works closely with parents and carers and schools to achieve the best possible outcomes for all children. The childminder gathers and uses information from parents and schools to develop a secure understanding of children's needs. She implements the same strategies the schools are using to ensure support is consistent and helps to reduce barriers to participation, such as following visual routine boards. The childminder understands how close working partnerships can provide both herself and families with additional support. Furthermore, the childminder provides advice and support to families in order to promote a collaborative approach to supporting children's needs.

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Inclusion Expected standard

The childminder generally provides an environment to meet children's individual needs. For example, she has created a sensory room and provides indoor physical equipment to help children regulate and feel safe. The childminder uses different techniques that are unique to individual children to help them regulate. For example, she encourages deep breathing exercises and time in the sensory room. This helps children to feel ready to participate fully in the activities on offer and feel a sense of belonging at the childminder's home.

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Leadership and governance Expected standard

Since the previous inspection, the childminder has improved her practice through ongoing reflection, training and targeted changes to her provision. These improvements have had a positive impact on children's care and development. The childminder builds positive and successful relationships with schools that children attend. She regularly attends meetings at schools to review current targets children are working on. As a result, the childminder adapts her practice and interactions to offer continuity in care and support children to succeed in their development and wellbeing.

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Leadership and governance Expected standard

The childminder is clear on her strengths and targets her priorities for improvement to ensure the best possible outcomes and experiences for children. She is committed to her own professional development and is currently working with the local authority to develop her knowledge and skills to support children's care.

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Leadership and governance Expected standard

The childminder communicates effectively with parents and carers. She gathers detailed information so that she can plan effectively for ways that she can meet all children's needs. This helps her to identify where children may need additional support. Parents speak highly of the childminder and value the positive impact she has on their children. They comment that they feel well informed about what their children have been doing and appreciate the range of activities the childminder provides. They state that their children have grown in confidence and developed road safety skills.

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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 come out of school happy to see the childminder. They talk positively about collecting their friends from other classrooms. The childminder asks children about their day, checking on their wellbeing. Children develop a sense of belonging as they walk in pairs to the childminder's home. They learn how to keep themselves safe. For example, the childminder teaches children road safety rules and how to cross the road safely. When children arrive at the childminder's house, they immediately hang up their bags and take off their shoes, showing they are familiar with the routine. Children become loud with

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About this setting

excitement. They have free choice of a variety of activities to help them settle down and engage calmly in their chosen activity. Some children confidently use the physical equipment, and others choose to have a snack.

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About this setting

Children thoroughly enjoy water play in the garden. They spend time filling and emptying bottles, developing their fine motor skills and concentration. The childminder supports children's play, offering different ideas. Children are excited to role play a car wash. They work together to use sponges to clean the play cars. Children enjoy each other's company and are confident to share their own ideas. Mealtimes are social occasions where children develop their independence. They have choices of healthy foods and have a go at making their own wraps. Children collect their own spoons and put their rubbish in the bin when they have finished. This helps them to develop a sense of responsibility.

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About this setting

The childminder values the expertise of parents and carers. She works closely with them when supporting children with special educational needs and/or disabilities. Working together with familiar expectations and routines helps children to feel safe and secure in the childminder's home.

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Next steps

The childminder should support children to understand and follow the expectations for their behaviour consistently. The childminder should strengthen the consistency of strategies used to support children's emotional wellbeing, helping children to recognise, manage and express their emotions effectively.

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About this inspection

The inspector spoke with the childminder and children and took account of parents' and carers' views 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): EY476068

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:00

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About this inspection

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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