Childminder

Childminder

Unique reference number (URN): EY427358 Registered with Ofsted: 30/06/2011 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 typically make secure progress with their communication and language. Children benefit from being exposed to English and Russian. This helps them to learn multiple languages and express themselves clearly. Children enjoy singing songs and nursery rhymes. They quickly learn new vocabulary, for example the names of animals such as 'zebra' and 'lobster'. Older children use stickers to explore letter sounds and begin to recognise the letters in their names.

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Achievement Expected standard

Children are friendly and sociable, and enjoy playing together. They generally listen well and follow instructions during physical activities. Children jump into different coloured hoops when requested and some children attempt to hop, extending their skills further. Children grow in confidence, choosing different activities independently and pursuing their own interests. For example, they explore how they can make patterns by connecting hoops. However, sometimes, children do not have consistent opportunities to develop their independent explorations. Overall, children are suitably prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically works with parents and carers to encourage regular and timely attendance. This helps children to build trusting and secure relationships with her and any assistants she works with. It also helps children to get to know the routines of the setting. The childminder is warm and responsive. She values children's interests and opinions which supports them to become confident and independent. The childminder encourages children to develop positive relationships with each other by organising turn-taking games and providing group activities. Children demonstrate these skills by collaborating freely when playing outside. They invite each other into their game, taking turns to hold hoops for each other to throw balls through.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and is a positive role model. She praises and encourages children. The childminder provides a positive environment and children quickly learn to manage their behaviour themselves. They politely ask each other for toys and apologise quickly to each other when needed. The childminder shares information with parents to help ensure a consistent approach to promoting positive behaviour. She generally takes children's individual needs into account. For example, the childminder offers regular reminders to younger children to help them remember the expectations of the setting.

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Children's welfare and wellbeing Expected standard

The childminder takes time to build relationships and develop secure attachments with children. This helps children to feel settled and confident to approach them for reassurance and support. The childminder typically helps children to manage their emotions and learn from mistakes. This promotes their emotional security. The childminder typically supports children's independence. She provides specific activities to help children to practise their fine motor skills. This enables children to manage their own personal care, such as dressing themselves and putting on their own shoes.

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Children's welfare and wellbeing Expected standard

The childminder takes children's individual dietary needs into account. Children enjoy nutritious home-cooked meals and learn to use cutlery competently to cut their food. Mealtimes are generally social occasions. The childminder talks with children about the importance of eating healthy foods. After lunch, children benefit from restful time reading books with the childminder. The childminder provides frequent opportunities for outdoor play, including visits to the local park and physical activities in the garden. Children develop their physical skills as they use see-saws and slides. The childminder teaches children how to protect themselves in the sun and the importance of drinking plenty of water.

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Curriculum and teaching Expected standard

The childminder is proud of her multilingual curriculum which values the home languages of children, while supporting their spoken English skills. The childminder sings songs using microphones and read stories with children. The childminder provide sensory activities to stimulate conversation and support multiple areas of children's development. For example, children explore wet chia seeds, and the childminder teaches children descriptive words for how the mixture feels and smells. She teaches them new words, such as the names of animals they find in the mixture. Children also develop their fine motor skills as they use tools to scoop and pour the mixture into different containers.

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Curriculum and teaching Expected standard

There is a firm focus on supporting children's social skills. The childminder provides turn- taking games and opportunities for children to collaborate. Teaching is generally effective as the childminder asks useful questions and helps children to recall their learning. Children remember that triangles have 3 corners and begin to recognise that rectangles have 2 longer sides. The childminder plans and provides a range of interesting and creative activities for children to explore. However, occasionally, she moves children on to other activities too quickly, which limits children's deeper engagement. The childminder encourages children to choose resources independently, and they quietly and confidently complete puzzles.

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Inclusion Expected standard

The childminder gets to know children and their families well. She uses her knowledge of child development to identify when children may require further support with their learning. The childminder typically shares information with parents and carers about children's progress, ensuring that children receive effective and timely support. She provides engaging resources and activities to support children who require help to manage their emotions. Disadvantaged children make progress with their communication development because the childminder spends additional funding thoughtfully. For example, she provides resources based on children's interests which stimulates their desire to communicate.

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Inclusion Expected standard

The childminder values children's home languages. She provides a multilingual environment where children make progress with speaking both their home languages and English. She monitors children's progress closely to identify any delays with their language development. The childminder teaches children the English skills they need to communicate confidently with each other. She adapts activities so that all children can participate and achieve. For example, babies practise posting and threading pasta to develop their fine motor skills, while older children refine their skills by using scissors competently to cut out shapes. The childminder respects the backgrounds and cultures of children. She teaches them about a variety of festivals and cultural events.

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Leadership and governance Expected standard

The childminder is proud of her multilingual setting and how she values the backgrounds and home languages of each child. Since the previous inspection, the childminder has worked with the local authority to develop her practice. She has undertaken training to develop her knowledge and skills and recruited assistants. The childminder has worked hard to develop her spoken English skills. She recognises that improving this aspect of her practice even further will help enhance the quality of teaching in the setting. The childminder typically provides appropriate support and training to any assistants. She ensures they understand how to keep children safe and are developing their skills and practice.

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Leadership and governance Expected standard

The childminder develops effective partnerships with parents and carers. She shares regular information with them about their children's development. Parents appreciate their children learning to speak in their home languages and English. They praise the childminder's kindness, patience and professionalism. The childminder shares information with other professionals so that disadvantaged children can receive targeted support. She ensures that extra funding is spent thoughtfully so that these children make progress and are prepared for the next stage in their learning.

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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 typically settle well and build secure relationships with the childminder. She works with parents and carers to promote regular attendance which helps children to learn about the routines and expectations of the setting. Disadvantaged children benefit from the childminder's careful gathering of information about their individual needs. This helps to ensure they are well cared for and feel safe. Children develop independence as they learn to manage their own personal care, wash their hands and cut their own food at mealtimes. They understand how to keep themselves safe, such as when playing outdoors. Children make sure they put on sun hats and drink plenty of water.

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

Children feel valued because the childminder respects and promotes both their home languages and English, providing an environment rich in language. They learn to speak multiple languages fluently and express themselves assuredly in English. Children confidently explore a range of sensory learning experiences, including messy play opportunities. They show curiosity about how things work and enjoy investigating different ways to create bubbles. Children visit local parks, libraries and shops, broadening their understanding of their community and the world around them.

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

Children are happy, sociable and friendly. They form positive relationships with each other and collaborate when playing games. Children learn to take turns and show kindness towards each other. They feel included because the childminder adapts her approach to meet their individual needs. For example, she ensures that disadvantaged children have access to suitable mark-making resources to strengthen their fine motor skills. Children preparing to transition to school receive support from the childminder to develop the skills they need. They learn to listen and follow instructions carefully. All children are suitably prepared for the next stage in their learning.

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About this setting

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

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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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Next steps

The childminder should provide children with sufficient time to explore learning experiences deeply to consolidate and extend their learning. The childminder should continue strengthening her own and any assistants teaching skills to ensure consistently high-quality practice across the setting.

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About this inspection

The inspector spoke with the childminder, her assistants 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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