Childminder

Childminder

Unique reference number (URN): EY549808 Registered with Ofsted: 15/08/2017 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

Children develop well in all areas of learning. They learn to climb on slides and balance on ride-along toys at the childminder's home. Additionally, they attend the local park to manage risks and develop their larger muscles further. Children also develop their smaller muscles well through play, such as by opening and closing lids on toys to post objects. They are also provided with many opportunities and resources to support their hand muscles to help prepare them for their next stage of learning.

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Achievement Expected standard

Children develop a love of reading. They regularly listen to stories and enjoy talking about the pictures in books. They also enjoy some of the sensory elements in books ,such as exploring the different textures and pressing different animal noises to hear. Children join in with actions and words when singing familiar nursery rhymes. Overall, children develop their communication and language skills well.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children listen well to the childminder's instructions. The childminder uses simple and clear directions, alongside objects such as a nappy, to support routines like nappy changing. When the childminder reinforces the rules of the home, children listen and follow. She explains why it is important to follow the rules to help children's understanding of boundaries. The childminder is a positive role model. She demonstrates kindness and good manners, where children copy.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive bonds with the childminder from the very beginning. The childminder puts in place toys of interest to initiate play. Children actively seek the childminder's attention to play alongside her. The childminder also supports children's understanding of building relationships with others. She provides opportunities in the home to help children to socialise. For example, children pass objects back and forth between themselves and the childminder to take turns. Children also develop patience as they wait.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children develop their resilience. The childminder encourages children to have a go. Children try again and show pride in their achievements. The childminder provides low- level toys that are easily accessible for children. Children build their confidence choosing toys and resources in the childminder's home. However, on occasion, the childminder does not consistently provide opportunities for children to build on their independence skills, such as tidying away toys and wiping their own hands and face after dinner.

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Children's welfare and wellbeing Expected standard

Children develop their understanding of good hygiene. They follow the childminder for support when washing their hands before eating. Children's personal needs are met, and they begin to manage their own needs. Children know to sit when eating and are learning to self-feed from a young age using a spoon. The childminder also provides advice and up-to- date guidance to parents to support healthy eating. She names some of the food children have in their lunch boxes and asks questions to promote positive social interactions during mealtimes. Children regularly access the outdoors to develop their understanding of exercise to overall support healthy habits.

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Children's welfare and wellbeing Expected standard

Typically, the childminder supports children to understand and regulate their emotions. For instance, when children are upset, the childminder offers cuddles and reassurance. When younger children show signs of distress when separating from their parents, she uses distraction to help them feel calm. The childminder also helps children understand about personal safety. For example, she explains what might happen if children climb a resource to help them understand how to keep themselves safe.

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Curriculum and teaching Expected standard

The childminder has devised an ambitious curriculum and focuses on meeting children's needs in her care. She uses her assessments to plan activities to build on children's next steps in learning. For example, she uses a variety of sensory balls and models rolling to support children to develop their smaller muscles and hand-coordination skills. She also adapts her routines to ensure that children build their confidence and social skills with other children in the community. They regularly attend sessions with other childminders to build relationships with familiar children. When in the community, the childminder actively models playing with others to support children to socialise. Inside the home, the childminder models taking turns and sharing. She plans activities linked to children's interests and regularly follows their lead during play. For example, when children show an interest in a toy money

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Curriculum and teaching Expected standard

box, the childminder models counting skills for them to copy.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development well. She narrates, repeats and questions throughout interactions. She uses age- and stage- appropriate language to build effectively on children's language skills over time, such as using simple words and phrases for younger children. She regularly reads and sings with children to support positive language development. However, from time to time, the childminder does not consistently give children enough time to think and respond to her questions to support their language skills further.

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Inclusion Expected standard

The childminder gathers information from parents and uses her own observations to help make accurate assessments. She uses this information to put in place appropriate next steps in children's learning to build on their knowledge, skills and understanding. She plans activities and puts in place further support if needed, such as seeking advice from other childminders on supporting children's needs. Typically, the childminder reduces barriers to children's wellbeing through offering flexible settling-in sessions with parents. Children build their confidence to access toys and resources in her home. She puts in place consistent strategies used at home to settle children during transitions and to help them nap, such as using comforters they bring from home. The childminder also supports children's emotional wellbeing in times of upset from separation from parents through cuddles and using distraction tactics.

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Inclusion Expected standard

Although there were no children attending with special educational needs and/or disabilities, the childminder knows to speak to parents about any concerns and make referrals to work with outside agencies to put support in place, when necessary. She also knows who to go to and how to use early years pupil premium funding to support children's needs and interests and to sustain their attention during activities.

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Leadership and governance Expected standard

The childminder is aware of her strengths and areas to develop in improving the quality of education and care she provides. She has recently attended training to enhance her understanding of an ambitious curriculum and improve her interactions with children. She also attended speech and language training to refresh her knowledge to support the children currently in her care. The childminder reflects on her practice and is looking at further training on supporting children with special educational needs and/or disabilities, who may attend in the future. She also works closely with other childminders in the local area to gain advice and strategies to implement into her practice.

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Leadership and governance Expected standard

Parents comment positively about the care, attention and learning the childminder offers. She regularly shares updates on the children's day through face-to-face meetings and by telephone messages. She shares information on children's progress to support possible home learning. Additionally, the childminder knows how to share information with schools on children's learning and any concerns to ensure continuity in their care and education. She knows how to work with other professionals to support children's development when referrals are made.

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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 safe and secure at the childminder's home. They develop close bonds with the childminder, where the children's interests are carefully planned during activities and through toys they access. Children confidently choose resources to develop or initiate play with the childminder, who is responsive to their wants, such as reading stories that they bring. Children enjoy reading books and repeating words from the story, such as animal names and noises. Children show respect, listening and following the childminder's rules, such as getting ready for lunch. Children are supported to settle well, as the childminder puts in place consistent strategies used at home to help children feel comfortable.

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

Children learn about themselves. They talk about their body parts with the childminder through stories, nursery rhymes and looking at each other. They also talk and learn about similarities and differences. Children enjoy exploring objects on how they fit or do not fit into a resource. They regularly listen to and practise counting modelled by the childminder while playing. When children build with blocks, the childminder also models mathematical language such as, 'high', 'big' and 'small'. Overall, children develop their mathematical understanding well.

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

Children enjoy exploring toys to develop their smaller muscles, understanding and language. They twist, press and pull to reveal animals. When children find it difficult, the childminder models how to achieve supporting children to try. Children are regularly praised for their efforts by the childminder. Children explore freely as the childminder frequently follows their lead, adding language such as colour names and modelling play throughout. For example, children begin to match coloured blocks with another toy alongside the childminder. The childminder also promotes attendance with parents and follows up any unexplained absences.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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Next steps

The childminder should provide more opportunities for children to develop their independence skills further. The childminder should give children enough time to think and respond to her questions to develop back-and-forth conversations.

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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.

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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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