Childminder

Childminder

Unique reference number (URN): EY470711 Registered with Ofsted: 19/12/2013 Registers: EYR, CCR

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder works with parents and carers consistently and effectively to establish routines that meet children's needs. This includes children who may face barriers to their learning. In collaboration with families, she provides flexible sessions, which prioritises children's attendance. The childminder recognises the benefits of regular attendance. She understands the positive impact it has on promoting children's development and reducing gaps in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's approach to ensuring children have positive attitudes towards their learning is highly impactful. She consistently supports children to develop their memory, flexible thinking and self-control. The childminder encourages children to maintain their focus on tasks that require concentration. For example, children make repeated attempts to open and close a post box. The childminder acknowledges their effort and offers continued encouragement, and children eventually succeed in their goal.

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Behaviour, attitudes and establishing routines Strong standard

Careful consideration of how to help children manage their feelings means that children continuously benefit from being in a harmonious and calm environment. For example, the childminder purposefully provides more than one play buggy for children who show an interest in dolls. However, she provides one doll that can go in the water. This helps children to establish behaviours that encourage them to play alongside each other in parallel as well as how to take turns and share. As such, children consistently play cooperatively with each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model to children. She always demonstrates how to be caring and respectful to each other. As such, children are routinely kind. For example, they independently find their friends' hats when it is time to go outside and gently put them on each other. The childminder praises children for their thoughtful behaviour when they do this.

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Children's welfare and wellbeing Strong standard

The childminder is committed to providing a safe and nurturing setting where children feel emotionally secure and belong. This means children have their individual needs met effectively. The childminder is highly responsive to what children may need. She ensures she maintains clear communication with parents and carers on children's changing needs, including those children who may face barriers to their learning. This means all children show high and consistent levels of wellbeing.

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Children's welfare and wellbeing Strong standard

Well-established routines promote children's health extremely well. For example, the childminder teaches children about how to keep safe in the sun. She reminds them to wear sun hats, and children know to put them back on if they fall off. Children consistently learn how to take care of their own needs. They know to have regular drinks of water and to play in the shade to help keep cool in warm weather. Children confidently communicate when they feel hungry or tired and when it is time for a rest.

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Children's welfare and wellbeing Strong standard

The childminder responds swiftly to children's requests or signs that they need something.

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Expected standard

For example, when children feel tired, she soothes and sings to them. This regulates children and gives them the emotional connection they may need before they re-join their friends to play.

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Achievement Expected standard

Overall, all children, including those who may face barriers to their learning, make progress in their learning, particularly in their personal, social and emotional development. For example, they learn and develop many social skills. Children know how to take turns and share. They develop a 'can-do' attitude and try new things. For instance, children become more confident when engaging in sensory or messy play.

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Achievement Expected standard

Children love to read stories with the childminder. They learn more about the natural world and recognise butterflies and insects in books. Children practise their counting and embed their knowledge of numbers. They point to 'big' ones and 'small' ones.

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Achievement Expected standard

Children strengthen their hand–eye coordination skills. They persevere to post items into a slot. Children concentrate and improve their problem-solving capabilities. Children learn about road safety. On the childminder's driveway, they look left and right before they cross to get into the childminder's car. This helps children to learn how to manage their own safety and gives them skills needed for later in life.

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Curriculum and teaching Expected standard

There is a well-designed and sequenced curriculum. Generally, the childminder builds on what children know and need to learn next. She considers the individual needs of children who may face barriers to their learning and adapts routines to meet their needs. For example, the childminder follows children's interests to ensure they feel settled and motivated to learn.

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Curriculum and teaching Expected standard

The childminder supports all children to become independent and proficient in their self-care skills. She provides suitable drinking cups for babies and toddlers. Through assessment, the childminder identifies when children are ready to progress to cups with no lids. Additionally, she provides opportunity for children to practise how to pour water from jugs. Older children learn to cut their fruit and use cutlery independently when eating. This purposefully builds on children's confidence, reinforces their self-esteem and helps prepare them for their next stage of learning or education.

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Curriculum and teaching Expected standard

Typically, the curriculum supports children's listening and attention skills through regular story and song times. However, at times, the childminder uses complex sentences with children who are still using single words and occasionally uses incorrect terminology when referring to objects. During these moments, children do not have consistent opportunities to process and understand information or learn new vocabulary.

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Curriculum and teaching Expected standard

The childminder incorporates mathematics into children's daily learning. She counts out items alongside children and praises children when they begin to repeat some numbers. Children learn about some festivals at various points in the year. However, the curriculum does not consistently support children to discover the similarities between themselves and others. This does not broaden children's awareness of other people and cultures other than their own.

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Inclusion Expected standard

Overall, the childminder identifies, monitors and assesses all children's learning and development effectively. She regularly reviews where children are in their development and uses this to formulate children's next steps in their learning. The childminder shares this graduated approach with parents and carers. She works collaboratively with parents and gathers information about the individual needs of children throughout their time at the setting.

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Inclusion Expected standard

The childminder adapts her practice to ensure all children, including those who may face barriers to their learning, feel emotionally secure. For example, the childminder amends daily routines as part of children's settling-in period. She prioritises small-group time to give children the opportunity to make positive relationships with their peers and herself. This reduces potential barriers to children's learning and promotes all children's wellbeing.

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Inclusion Expected standard

Generally, the childminder has a sufficient knowledge of procedures to follow for seeking advice and support for children with special educational needs and/or disabilities. She knows when to gain advice from external professionals and how to access support when required.

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Leadership and governance Expected standard

The childminder is reflective and ambitious in seeking to ensure that all children make the progress they are capable of in preparation for their next stage of education. For example, she recognises parts of her curriculum to develop further so children have the breadth of knowledge and skills they need. The childminder's plans for the future include further professional development in areas such as promoting and developing children's language and communication. She draws on the network of other childminder professionals to strengthen her practice and to support her own wellbeing.

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Leadership and governance Expected standard

The childminder shares information on children's learning, development and next steps with other providers that children attend. She is mindful not to create unnecessary workload and only produces what she finds useful to inform her practice and meet the needs of the children in the setting. The childminder documents children's progress and shares this with children's key persons from other settings as well as their parents and carers. This ensures that all adults working with children work together to help children make progress towards their next steps of development.

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Leadership and governance Expected standard

The childminder works in partnership with parents when children's routines change. Where relevant, she provides the same routines for children in the setting to those children have at home. This promotes consistency in children's care.

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

All children, including those who may face barriers to their learning, show they feel safe and settled with the childminder. They enjoy a warm greeting and big cuddle on arrival. Children happily wave goodbye to their parents and carers. They know the daily routine and enjoy breakfast together at the table. Afterwards, they eagerly choose to play in the garden alongside their friends.

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

Children practise their pouring skills in a water tray. They empty and fill containers while pretending to wash a baby doll. Children watch and listen to the childminder demonstrating how to do this. They enjoy listening to a song about body parts, which helps them to identify the doll's head, shoulders, knees and toes. Children know that the childminder values their contributions. They smile and giggle with her and feel reassured by her presence.

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

Outdoor play is well loved by children. They sit on ride-along toys and propel themselves along. Children follow the childminder's directions and move backwards and forwards. This supports their knowledge of positional language. Later, children go on a small slide and tell each other they go 'up' and 'down'. Children enjoy positive relationships with one another. They show an understanding of the high behaviour expectations embedded within the setting. Children are consistently polite and caring towards one another.

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

Children are curious about nature and animals they may see in the garden. Following a story about insects, they use magnifying glasses to find snails from the storybook. Children

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About this setting

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

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Facts and figures used on inspection

learn how to hold the magnifying glass correctly and discover what happens when they peer through. This supports children to make connections in their learning.

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Next steps

The childminder should strengthen her knowledge and understanding of how to support children to process information and learn new vocabulary. The childminder should broaden her curriculum further to deepen children's awareness of similarities and differences between themselves and others.

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About this inspection

The inspector spoke with the childminder 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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