Childminder

Childminder

Unique reference number (URN): EY559393 Registered with Ofsted: 24/05/2018 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

Typically, children develop well in all areas of learning and build on what they know and can do. Children develop a range of skills, that support them to succeed when moving on to school. For example, children show confidence when talking about starting school and they develop independence skills as this is promoted throughout as a key part of the curriculum. Children are able to follow instructions and routines of the day and help to make decisions about the order in which they would all like to do things. Children enjoy group discussions and seek support from the childminder if needed.

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Achievement Expected standard

Children enjoy opportunities to broaden their understanding of the world around them. For example, they take part in trips to the local nature reserve or imaginary play centre. Children are able to build relationships with the local reception teachers when collecting older children from the local school to support future transitions to school. Children play well together, for example, they take turns getting the doll dressed and discuss what clothes they will be using.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. This is reflected in the children's positive attitudes and behaviour. There are clear rules within the setting, which children follow well. At times, the childminder has implemented more specific strategies to support the children, which have been successful. For example, children proudly show off the stickers they have earned and have an accurate understanding of the reward processes in place especially around hand hygiene and helping to tidy their environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and the assistant have created a culture of positive praise and uses praise consistently which they use when the children are showing them something they have made or create, the children follow these examples and praise one another. The childminder is a positive role model for children. She promotes kindness and respect and practices this within the daily routines. Children respond well, for example, by supporting one another to tidy the room before snack time and follow instructions when requested.

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Children's welfare and wellbeing Expected standard

Children are excited when they arrive at the childminder's house and leave their main carers with confidence. They have a real sense of belonging and know the familiar routines of the day. They hang their items in a specific space when they arrive and quickly become emerged in play. They show they have emotional attachments to the childminder and the assistant, seeking them out for help and support, and are eager to show what they are doing. Parents highlight how happy their children are to attend the childminder's provision and they feel confident leaving their children within the safe environment.

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Children's welfare and wellbeing Expected standard

The childminder shares her knowledge of the children she cares for, demonstrating this as she talks with children about their family members and siblings who have previously attended. The childminder is mindful of any changes that may impact the children, such as starting school or if new siblings. The children consistently use polite manners and respond to one another respectfully.

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Children's welfare and wellbeing Expected standard

The childminder supports the children to ensure they are gaining the skills and attitude needed for healthy lifestyles. The childminder chats with the children about the healthy food they are eating. The children openly discuss what items they have in their lunch that they know are healthier options. They learn about suitable hygiene routines, such as handwashing and are reminded to get a cloth to wipe their face after lunch. Children show an increasing awareness and capability in managing these tasks themselves. However, the childminder can, on occasions, miss opportunities for further extending learning in these areas. For example, when the children ask why a more-detailed explanation should be provided to increase knowledge and understanding of keeping themselves safe and support children in their next steps.

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Children's welfare and wellbeing Expected standard

All children enjoy social mealtimes, when they have healthy home-cooked meals in the evening, with lunches provided from home at midday. The childminder shares with parents the importance of a varied diet and healthy options.

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Curriculum and teaching Expected standard

The childminder builds the curriculum on children's interests and plans activities around all areas of learning. Children confidently express what they would like to do. For example, children ask if they can access their 'work books' to draw dinosaurs, and the childminder plans appropriately. Children have the opportunity to explore different stamps and stickers and discussions around what they are creating are met with praise from the childminder. The childminder helps children to talk about the animals and dinosaurs they have made and they learn words such as 'salamander'. This shows the language-rich environment the childminder provides. Children experience a wide range of language to support their communication development. The childminder offers praise for all of the children's achievements and they are excited to share their work with her and each other.

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Curriculum and teaching Expected standard

Books are readily available and children explore them freely, turning the pages with care and focusing on the letters and pictures they can see. The childminder encourages a love of books and children bring books to both her and the assistant to enjoy together. The childminder plans activities around individual children's developmental needs and interests, such as maths. For example, she consistently uses mathematical language throughout and encourages the children to sequence numbers and extends upon this when they can achieve it, moving on to recognising numbers for the older children. However, the childminder does not consistently build on the child's learning and children can often revisit the same familiar interests.

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Curriculum and teaching Expected standard

Children have daily access to outdoor spaces. Older children have their physical developmental needs met well, with walks to the local school and visits to a nature reserve where they are excited to be greeted by sheep. However, at times, the younger children are unable to have their physical development needs met by limited access to resources in order to pull themselves up and strengthen their leg muscles in readiness for walking.

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Inclusion Expected standard

The childminder welcomes all children to her setting. She works closely with families to provide tailored support to meet the children's needs. The childminder is able to identify what it is that children need to learn next. However, further knowledge around how best to ensure early identification of special educational needs and/or disabilities would be beneficial to ensure all children's needs are supported at the earliest opportunity.

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Inclusion Expected standard

The childminder shares her observations with parents and carers well, for a shared approach. Parents comment that they appreciate her guidance and support. The childminder is aware of advice shared from appointments that individual children have attended with their parents and this supports the childminder's knowledge in understanding the needs of the children.

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Inclusion Expected standard

The childminder has worked with wider professionals to seek further guidance on how to support development, for example making action plans. However, at times, the childminder has not consistently made best use of working with a wider range of professionals. For example, when a child uses more than one setting, the childminder relies upon information from parents rather than building communication between the settings.

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Leadership and governance Expected standard

The childminder works hard to build relationships with parents and carers. For example, parents share information about their weekends during morning drop-offs and discuss how their child has been. Parents are highly complimentary about the service the childminder offers. They appreciate her advice and commitment to their children.

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Leadership and governance Expected standard

The childminder ensures that the assistant she works with has a manageable workload to support high levels of wellbeing, and offers guidance and support through regular appraisals and supervision meetings. The childminder shares frequent observations with parents about children's developmental assessments. However, this is not shared with other settings that children attend, in order to promote a cohesive approach.

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Leadership and governance Expected standard

The childminder regularly evaluates her practice and reflects on her strengths and areas she would like to develop. For example, she recognises that promoting other cultures would broaden the experiences of the children attending and enhance the inclusive approach. The childminder highlights a desire to undertake further training around special educational needs to help her more easily identify and support additional needs children may have.

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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 arrive with evident joy and quickly settle into the welcoming, homely environment. The children show high levels of understanding, knowing routines and what is expected of them as they enter the childminder's home. For example, they take off their shoes when entering and place their drinks in the designated area. They demonstrate a sense of security, confidence and belonging, while freely expressing their views and preferences. For example, they are offered choices and talk with the childminder about what they would like for snack that day.

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Inspector:

Sarah Asher Children develop positive social skills and build warm relationships with others. They initiate conversations during play and show consideration for their peers. They take turns, cooperate well, and behave in a manner that supports a harmonious and inclusive atmosphere. Children seek support from the childminder when they are unable to resolve their own conflicts. The childminder typically meets their needs and their requests for support, offering encouragement for their turn-taking and game engagement.

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Inspector:

Children's voices are heard and responded to. The children confidently talk to their peers, the childminder and the assistant throughout their time at the setting. Children benefit from quality interactions to support their communication and language skills and overall development. For instance, the childminder takes time to carefully repeat mispronounced words back to the children and the children are observed later using the new terminology. Children show their mathematical knowledge within their play. For example, they confidently count together and talk of shapes, size and measurements while making large scale shapes.

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Inspector:

Attendance at the setting is promoted by the childminder. Children receive a range of positive experiences at the childminder's setting and regularly explore their local community. For instance, the childminder often attends the local imaginary play centre and nature reserves using public transport, which increases the excitement for the children.

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Next steps

The childminder should provide opportunities to support younger children with their physical development. The childminder should increase their knowledge and understanding around supporting children with special educational needs. The childminder should develop further ways to extend the implementation of and teaching for children's next steps to support children's progress more consistently.

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About this inspection

The inspector spoke with the childminder, her assistant, parents and carers, 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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About this setting

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