Childminder

Childminder

Unique reference number (URN): EY365349 Registered with Ofsted: 15/01/2008 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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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well, including younger children. The childminder has high expectations for children's behaviour and ensures they are consistently applied, and the routines are embedded. The childminder consistently explains to children what is happening next and provides them with time to prepare for transition. Children understand they need to tidy up before they move on to other activities. Older children help younger children with putting toys away in the correct places. The childminder responds calmly to any behaviour and provides appropriate explanations for children to understand how to do things next time. This helps to create a harmonious environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to play collaboratively together and takes her time to show younger children how to do things. For example, she includes all children in games and provides the right level of support to younger children to enable them to take part. Older children patiently wait their turn and respect the ages and stages of development of others. This helps children foster positive relationships with each other and learn about everyone's abilities and differences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to have high regard to each other's background and culture. Children who speak more than one language share songs they have learned at home and are encouraged and supported to help others learn the words. Children enthusiastically listen to these new songs and value each other's differences.

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Children's welfare and wellbeing Strong standard

Children learn about healthy foods and how to make healthy decisions. They confidently talk about how you need to eat dinner before you can have sugary treats. They understand that treats are allowed but that you 'can't have too many'. The childminder ensures all children, including younger children, are involved in these conversations. They learn new words, such as 'cucumber', and are helped to practise these. All children know to wash their hands before snack time without being asked, demonstrating a secure understanding of routines and hygiene. Older children know they need to get the steps, so that they can reach the sink to do this. The childminder provides the appropriate level of support to children as they wash their hands, while encouraging them to have a go themselves. She teaches children about respecting each other's privacy as they use the toilet.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's wellbeing as she listens to them explain how they got minor injuries, such as a blister on their foot. She provides them with an explanation as to how this could have happened and teaches them how to look after themselves. As children show more of an interest in their bodies, the childminder asks them to put their hand on their chest and feel their heart beating. She teaches them that their heart pumps the blood around their bodies and keeps them alive. Even the youngest children are supported to join in and feel their heart beating. Children have secure relationships with the childminder and each other. Older children are confident and show care and concern for others. Younger children seek out comfort from the childminder when they need it.

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Achievement Expected standard

Children are making typical progress from their starting points. Older children play well together and are kind to others. They engage with younger children and invite them into their play, taking a slower pace and showing them how to do things. Children use various tools to mould play dough into food items and share these with each other. They talk about the pretend foods they are making, such as 'chocolate', 'watermelon' and 'strawberry laces'. Younger children begin to make connections in their learning. For example, while moulding the dough, they say 'plane' after seeing an aeroplane outside.

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Achievement Expected standard

Older children recall outings they have been on, such as to the military museum. They remind each other of the costumes they saw and how heavy the guns were to hold. All children enjoy dancing and singing songs with actions. They remember to lay down before jumping up during a nursery rhyme about sleeping bunnies.

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Curriculum and teaching Expected standard

The childminder knows what she wants children to learn and has clear intentions for the curriculum, such as building on the skills they already have and to develop their independence. The childminder regularly monitors what children can do and provides activities she knows they will enjoy. The childminder is flexible with the intentions of her curriculum and adapts these depending on what the children want to do, ensuring everyone is included. For example, following the children's recent interest in the weather, the childminder introduces an experiment for children to explore how ice melts. Older children are keen to experiment if sugar or salt will melt the ice. The childminder demonstrates to children what to do, and encourages them to investigate this further. Although younger children thoroughly enjoy these activities and immerse themselves in the sensory experiences, the childminder does not always recognise the specific areas of their

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Curriculum and teaching Expected standard

Children's mathematical learning is promoted well. During story time, the childminder encourages all children to count and uses hand puppets to engage children in books. Outside, children notice things in the environment, such as an aeroplane flying overhead. This sparks conversation about the places it might be going to, such as Africa and America. The childminder extends this and asks children questions, such as if their ears hurt on an aeroplane, and explains this is because of the pressure in the cabin. Children refer back to this later in their play when they make aeroplanes with play dough. The childminder supports younger children's language as they practise saying words such as 'aeroplane' and 'sky'.

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Inclusion Expected standard

The childminder monitors children's development well to ensure they are making progress. She understands how to identify delays in children's learning and how to seek advice and support. For example, she knows to support parents to access help and advice from health services if required, and to seek advice from the local authority. The childminder understands how to provide tailored support to children to help close any gaps in their development. For example, she understands various ways she can help to support children's speech and language, such as slowing her own speech down, keeping instructions simple or even encouraging a child to feel their chest for vibrations. The childminder has a secure understanding of how to gain advice and support for children who may need it.

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Inclusion Expected standard

The childminder knows how to identity barriers to children's learning and how to support these, such as changes to family circumstances. She knows the children well and has an effective partnership with parents. This helps to be able to adapt her offer to respond to any changes. The childminder is aware of the support the local authority can offer and knows how to apply for additional funding that may be available for children, including early years pupil premium funding.

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Leadership and governance Expected standard

The childminder has a network of other childminders she liaises with and shares ideas. She undertakes various training courses to keep her knowledge up to date. Since the last inspection, the childminder has improved her understanding of how to develop and deliver a curriculum with purpose, and she has improved her interactions with children. The childminder is reflective of her practice and identifies activities she could improve further next time. The childminder changes her environment regularly to meet the needs of all children. For example, she includes some soft play resources to support children's physical development and moves these out to create space for small-world resources when promoting children's imagination.

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Leadership and governance Expected standard

Parents feel well informed about the care and education their children receive. The childminder takes children on various outings, such as to the park, library and museums. Parents are aware of the different places their children visit and feel the communication is very clear and transparent. The childminder liaises with other settings that children attend and provides parents with information about the things she is focusing on, so that children receive consistency in their learning, and are well prepared for the next stage in their education.

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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 secure and settled. They confidently play with each other and eagerly explore the resources. For example, they work together to build a structure using wooden blocks and cardboard boxes. The childminder helps children to understand that the cardboard box may not be the most secure structure for the base. Children persevere at carefully balancing the wooden blocks and laugh with each other when they fall down. The childminder has created a harmonious environment where there is mutual respect. For example, older children independently help younger children to go up the step to come inside from the

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About this setting

Registration date: 15/01/2008 garden. They hold younger children's hands and guide them gently. Children explore using chalks outside and take turns to draw around each other. Older children include younger children in their play. They talk about each other's differences, such as adding long hair and facial features to their drawings. Children recognise what makes them unique and this is celebrated.

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About this setting

The childminder has high expectations for children's behaviour and consistently supports their understanding, skilfully adapting her explanations to meet the different ages and stages of children's development. Children demonstrate consistently positive attitudes to their learning. Children sing songs with the childminder and with each other. They happily share stories together, and older children help younger children to choose a book at story time. Children flourish and make progress in their learning. The childminder promotes the importance of attendance and follows up on any absences promptly. She has processes in place to ensure parents understand the importance of their children attending regularly.

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Next steps

The childminder should further strengthen the support for younger children, so that teaching is focused accurately on what they need to learn next.

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About this inspection

The inspector spoke with the childminder and children, and took account of parents views 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. Register(s): EYR, CCR, VCR

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About this inspection

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

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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