Childminder

Childminder

Unique reference number (URN): EY548623 Registered with Ofsted: 22/08/2017 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

The children know the daily routines and are making progress from their starting points. They are inquisitive, busy learners who are keen to develop their problem-solving skills as they learn to make the mechanical toys operate and change shape. All children are learning to be confident communicators and are making progress across all 7 areas of learning. However, some activities are not appropriately resourced, and some focused activities do not always have a clear learning intent, which can hinder the progress they are capable of.

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Achievement Expected standard

The children join in with action songs to support their listening, attention and physical skills. They excitedly run on the spot and move their arms like a train's wheels. However, the way the playroom is set out does not always ensure there is enough space for the children to fully engage in activities and benefit from them.

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Achievement Expected standard

Children enjoy sitting and looking at their favourite books, as well as having stories read to them, which helps them gain a love of books. The children develop their communication and language skills as they repeat words and join in with the stories. They proudly show off the cards they have made and talk about the special person they have made the card for. Children engage in painting and drawing as they explore making marks and develop their fine motor skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established secure settling-in procedures to meet the needs of both children and their families. She offers a nurturing environment where all children build warm, trusting relationships with her. The childminder has established clear rules and boundaries to support children in interacting with peers as they learn to socialise. For instance, she encourages children to be kind to their friends and ensures everyone can participate in activities, such as painting the cardboard car they are making together. As a result, the children are learning to be kind and considerate towards their friends. For instance, they move over so that their friend can sit next to them in the cardboard car. Overall, the children's behaviour is good and appropriate to their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to the children about their emotions. For example, when one of the children becomes upset because a car light falls off, the childminder offers a hug before helping the child stick it back on while reassuring them that it is okay to feel sad. The childminder also supports children as they learn to share and take turns, such as when they alternate putting pieces of a jigsaw puzzle together or going through the play tunnel. However, she does not always ensure that some activities are adequately resourced and have a clear learning intent, which can help children stay focused and feel a sense of achievement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of working with parents to maintain regular attendance and recognises the benefits this has for each child's development.

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Children's welfare and wellbeing Expected standard

The childminder effectively prepares children for the next stage of their lives. She skilfully fosters their independence through daily routines. For example, children help tidy up and dispose of wrappers in the bin after lunch. Children learn to follow appropriate hygiene routines, such as washing their hands before eating and after using the toilet. The childminder has built positive relationships with parents and ensures she receives regular updates on children's routines and care needs to support their physical and emotional health and wellbeing.

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Children's welfare and wellbeing Expected standard

All children have a clear sense of belonging at the childminder's home. Mealtimes are social occasions where children sit with their peers to enjoy their packed lunches. The childminder understands the importance of being vigilant during mealtimes. For example, she checks that children's grapes are appropriately cut up and that children remain seated while eating. The childminder is aware of safer sleeping guidance and the importance of physically checking children while they are sleeping to maintain their safety.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of ensuring that all children, including those who face barriers to learning, feel safe and are encouraged to explore and investigate. However, opportunities for children to make independent choices in their play are limited by the volume of equipment in the playroom. As a result, children do not have sufficient space to engage fully in activities or access resources.

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Children's welfare and wellbeing Expected standard

Children have a wealth of experience to learn about the world around them. The childminder takes them out on daily walks to explore their local community. For instance, she takes the children to the beach and to local festivals to learn about nature and to join in with cultural events.

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Curriculum and teaching Expected standard

The childminder effectively uses the children's next steps in learning and their emerging interests to plan a sequenced curriculum. For example, after sitting in a bumper car on display at the beach, the children build cars from cardboard boxes. The childminder places an emphasis on supporting all children in developing their social skills by encouraging teamwork as they decorate the cardboard cars. However, at times, resources such as paint pens run out quickly or do not function properly. This can lead to children losing focus and not maximising their learning from the activity.

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Curriculum and teaching Expected standard

Communication and language development are priorities at the setting. The childminder uses books and the internet to broaden children's interests as they learn about different types of transport. She introduces new vocabulary through various activities, such as looking at pictures of colourful tuk-tuk bikes and rickshaws. However, she occasionally lacks a clear focus on what she wants the children to learn. As a result, not all children benefit equally from these activities or make the most of their learning experiences.

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Curriculum and teaching Expected standard

The childminder provides a wide range of resources, but the sheer volume can make it difficult for children to access them easily or find enough space to engage in purposeful play. The childminder understands the importance of giving all children daily opportunities to be physically active. For example, she takes them to the park and beach, where they can run, play and use large climbing equipment. This helps the children build muscle strength while developing their coordination and balance.

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Inclusion Expected standard

The childminder completes regular observations on the children to track their progress. This helps her to quickly identify any gaps in learning and development. She has a secure knowledge of how to support children by putting in place targeted plans and focused activities to help address any barriers to learning. The childminder is aware of the importance of collaborating with other professionals to help ensure all children, including those with special educational needs and/or disabilities, make meaningful progress over time. The childminder recognises the importance of updating her knowledge to ensure she has a solid understanding of the support and care individual children may need. For example, she completes online training to help her provide high-quality teaching and learning experiences for all children. The childminder makes a conscious effort to ensure that any required adjustments are incorporated into the usual daily routines to provide an

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Inclusion Expected standard

inclusive environment. She has a clear focus on children's wellbeing and supporting them in developing the skills needed for future learning. However, at times, some planned activities do not fully support children in maximising their learning experiences to help them achieve.

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Inclusion Expected standard

The childminder is aware of the procedures she needs to complete to check if families are eligible to receive any additional funding. She understands the importance of using any funding she receives to support the children and help to minimise the impact of any disadvantages the children may face.

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Inclusion Expected standard

There is a real sense of community within the setting. The childminder works closely with parents. She holds regular discussions with them to support home learning and further help all children succeed.

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Leadership and governance Expected standard

The childminder recognises both the strengths and areas for development within her setting and practice. For example, she has addressed the action set at the previous inspection and now holds a valid Paediatric first aid certificate. She understands the need to further develop her outdoor area to enable the children to use the space. However, at present she has appropriate contingency plans in place to ensure the children go outside in all weathers. For instance, she takes the children to visit play parks, woodland and the beach to support them in learning about the world around them and in developing their physical skills.

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Leadership and governance Expected standard

The childminder is dedicated to providing children with high-quality experiences. She undertakes training and shares best practice with other early years professionals to maintain her knowledge and skills. The childminder tracks children's progress and uses this information to provide an engaging curriculum that supports children's learning and development. However, the indoor environment is slightly cluttered, and some focused activities are not consistently well planned. As a result, children do not always gain a sense of achievement and make sufficient progress. The childminder maintains positive relationships with parents and keeps them informed about activities and children's progress, which supports home learning. She recognises the importance of working with parents, other early years settings where children attend, and professionals. As a result, all children receive the support they need in preparation for

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Leadership and governance Expected standard

school and to maintain continuity of care and learning. For example, the childminder holds face-to-face discussions and shares copies of the children's development folders to ensure good communication. Parents speak highly of the childminder and the progress their children make. The childminder knows how to claim funds and understands the importance of using any additional funding to help minimise barriers children may face to learning and development.

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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

The children know the daily routines and enjoy talking about past events. For instance, they proudly show off the steering wheels they have made from cardboard. Children have many opportunities to develop their communication and language skills. The childminder asks focused questions to revisit learning, such as discussing how they made their steering wheels.

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

The children feel safe, content, and very happy in the setting. They investigate and explore and are keen to join in activities. However, due to the abundance of resources and limited space, children are not always able to make informed choices during their play. As a result, they do not always remain focused and can lose interest.

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

The childminder supports all children in developing their independence, which is a clear focus throughout the day. For example, she encourages the children to put on their own aprons before painting. She recognises the importance of giving children time to practise new skills in preparation for school. However, during some focused activities, the childminder is not always sufficiently prepared and lacks a clear focus on what she wants the children to learn, which limits the opportunities to extend their learning.

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

Children develop strong social skills and learn practical strategies to help them share and be kind to others. Children are beginning to manage their own emotions with the support of the childminder. For example, the children interact with peers as they sit together in the cardboard cars and talk about where they are going to drive to. Children enjoy engaging in role play as they grow their imagination on magical journeys. They develop their mathematical skills through positive interactions with the childminder.

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

Children are taught how to stay healthy as they learn about food, the importance of exercise and how to look after their teeth. The childminder knows the children very well and supports them in talking about how they are feeling. She recognises when children begin to get hungry or tired, and plans are adapted to meet their needs. Consequently, all children make steady progress from their varied starting points and are thriving in the childminder's setting.

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Next steps

The childminder should ensure children have sufficient space and can easily access resources to make informed choices in their play, helping them make the progress they are capable of. The childminder should ensure that during adult-led activities, resources are readily available for children to support them in gaining a sense of achievement. The childminder should ensure there is a clear intent for learning, so that their teaching consistently focuses on what they want children to learn, to further expand children's knowledge and skills.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 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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About this inspection

The inspector spoke with the childminder, children and parents and read letters of reference from parents 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.

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

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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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