Childminder

Childminder

Unique reference number (URN): EY414970 Registered with Ofsted: 23/08/2010 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 enjoy listening to stories and joining in with actions and words to familiar nursery rhymes. They develop their communication and language skills well. Children learn new words and use them in their speech when describing what they are doing. For example, children comment on how they go under the bars and through the tree branches. While outdoors, children develop their larger muscles well. They balance, jump and slide. Children also develop their smaller muscles while mark making in the dirt and squeezing pipettes to transfer water. Overall, children make positive progress in all areas of learning. They develop skills to prepare them for their next stage of learning and development.

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Achievement Expected standard

Children also develop their mathematical understanding well. They regularly practise their counting skills and enjoy identifying numerals on a map. Children explore different sizes of natural objects, learning about length and height. However, children do not make even better progress as they do not consistently receive enough time to think and respond to questions.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive bonds with the childminder and their peers. When children are upset or hurt, they seek comfort from the childminder, who is responsive to their needs. Children feel safe and secure. The childminder provides plenty of opportunities for children to interact and play alongside one another. Typically, she develops children's social skills through going into the community and meeting other children during playgroup sessions. Children develop their social skills well. They learn to take turns by lining up to wash their hands and rolling a ball during a game. Children also learn to share, such as giving one plate each to their peers during snack time.

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Behaviour, attitudes and establishing routines Expected standard

Children develop their independence skills with encouragement from the childminder. For example, they learn to feed themselves and put on their shoes. When children find these tasks difficult, the childminder generally models how to achieve them. For instance, she supports children in putting on their jackets while encouraging them to continue trying independently. Children show pride in their achievements. They have a positive attitude to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children follow the routines set out by the childminder. They know to wait for their name to be called before going out into the community. The childminder also monitors children's attendance to ensure that she follows up any unexplained absences.

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Children's welfare and wellbeing Expected standard

The childminder supports children to meet their personal needs. For example, she gives clear and simple instructions when changing children's nappies. The childminder provides privacy for children and comfort during intimate care routines. She also supports children to develop their understanding of oral hygiene, through implementing resources in the provision and sharing activities for home. However, although children know to wash their hands before eating, the childminder does not consistently promote positive hygiene practices. For example, children and the childminder share a small hand towel to dry their hands.

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Children's welfare and wellbeing Expected standard

Children develop healthy habits. They receive encouragement from the childminder to choose their preferences and describe their favourite foods during snack time. The childminder talks about how vegetables grow when looking at home-grown plants. Children learn where food comes from. The childminder also provides plenty of opportunities for children to be physically active outdoors. Children learn to balance on beams, ride scooters and jump safely off play equipment.

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Children's welfare and wellbeing Expected standard

The childminder helps children to learn about personal safety, especially when in the community. She encourages children to look out for surface roots and thorns to develop their understanding of how to stay safe. The childminder talks about safety when children are jumping, such as identifying loose soil on the apparatus, which could cause a fall. Children learn about staying safe in their surroundings.

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Curriculum and teaching Expected standard

The childminder knows what she wants children to know and do next. For example, she discusses and compares the size of plants when on a nature walk. The childminder models language to build on children's mathematical understanding. For instance, when children weigh lemons using scales, she introduces the concepts of 'heavy' and 'light'. The childminder encourages children to compare sizes of objects when in the community. They identify 'big' and 'small' natural objects. The childminder also regularly models counting skills as children collect objects to put into their scrapbook.

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Curriculum and teaching Expected standard

The childminder regularly assesses children's learning to plan activities to meet their needs. For example, she builds on children's vocabulary as she introduces new words, such as 'ladybird' and 'oak tree', when on their walk. The childminder encourages children to identify different sounds in the environment to help them learn about the world around them. She follows children's interests, adding language to develop children's communication and language skills. For example, the childminder names different species of insect children see and introduces positional language into their learning. Children build on their knowledge, skills and understanding. The childminder also adapts her language by using simple words for younger children and longer sentences for the older ones. However, on occasion, the childminder does not consistently give children enough time to think and respond to her questions. This does not consistently support children in having back-and-forth

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Inclusion Expected standard

Typically, the childminder identifies and accurately assesses children's learning to put in place appropriate next steps. She works closely with parents and carers on any concerns to make possible referrals. The childminder also works well with outside agencies, implementing advice and shared strategies to support children's needs. For example, she puts in place one-to-one speech sessions to focus on specific sounds using the activities shared by speech and language therapists. The childminder also seeks additional funding for eligible children. She uses this to implement resources based on children's interests to help build their communication and language skills.

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Inclusion Expected standard

Generally, the childminder helps to reduce barriers to children's wellbeing. For instance, she works with parents to adapt routines, such as drop-off times, to help children settle into the provision. The childminder typically works with parents, sharing consistent strategies used at the setting to support children's needs, such as reducing dummy use. She gathers vital information from parents to make adaptations, such as changing snacks if necessary to cater for children's intolerances. The childminder also supports children during times of change, such as when they transition to a new school. She introduces the children to their new teachers, and they look around the school grounds before attending.

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Leadership and governance Expected standard

The childminder reflects on her strengths and some areas for development. However, she is yet to instil a culture of continuous professional learning to embed high-quality teaching. The childminder does not seek specific training to enhance children's learning in her care even further. Since the last inspection, the childminder has ensured that she remains up to date with any changes and proactively attends mandatory training to keep children safe. The childminder works closely with a co-childminder, and they share their experiences and training to help build on their knowledge, skills and understanding. They are also very supportive of one another's wellbeing. They regularly give each other time to reflect and have one-to-one meetings.

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Leadership and governance Expected standard

The childminder also works closely with local schools. She shares information about children's learning and any current concerns. This supports continuity in children's care and education. The childminder gathers vital information from parents and carers before children start to ensure that her provision meets their needs. Parents speak positively about the childminder's support for their children. The childminder also shares information about children's learning to support their possible learning at home. She shares daily updates about children's meals and what activities they have enjoyed that day.

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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 welcomed by the childminder into the home, where she follows their interests. Children enthusiastically engage and sustain their attention. They interact with the toys and resources that are readily available for them. Children build on their knowledge, skills and understanding through planned activities and attending sessions in the community. For example, children learn how to buy ingredients at a local farmers market. They use the ingredients to learn to bake and cook together with the childminder and their peers. Children learn real-life skills to prepare for their future learning. They also have plenty of opportunities outdoors, where the childminder models new language. For example, she introduces the names of different animals and plants to build on children's vocabulary. Children show enthusiasm outdoors. They explore nature and learn about the world around them. Children learn to follow a map and identify key features in the woods. The childminder

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

follows children's interests regularly. For example, children learn to count how many apples have fallen off the tree, alongside the childminder.

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

Children have positive attitudes to their learning. They develop their resilience, where the childminder shows children how to achieve an outcome. Children develop positive bonds with the childminder. They receive support to develop their emotional understanding through comfort and reassurance. The childminder monitors children's attendance. She notes any reoccurrences or repeated patterns in absences, while also following up any that are unexplained.

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

Children receive effective support to make progress in their learning. The childminder works with parents, carers and outside agencies to implement consistent strategies. She puts appropriate adaptations for children in place, such as supporting children's speech

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:15,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:15

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About this setting

Local authority: Derbyshire development through emphasising specific sounds during interactions. Any children eligible for additional funding benefit from resources based on their interests to support them to concentrate well and build on their learning.

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Next steps

The childminder should consistently encourage back-and-forth conversations, such as by giving children enough time to think and respond to questions. The childminder should consistently embed positive hygiene practices to promote overall healthy habits. The childminder should instil a culture of continuous professional development to embed high-quality teaching.

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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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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. 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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