Childminder

Childminder

Unique reference number (URN): EY559845 Registered with Ofsted: 30/05/2018 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make good progress from their individual starting points across all 7 areas of learning. They become increasingly confident, curious and willing to investigate and try new experiences. Children show pride in what they achieve and enjoy having their successes recognised and celebrated.

p.2

Achievement Expected standard

Children develop the knowledge, skills and confidence they need for their next stage of learning. They increasingly apply what they have learned in new situations, recall previous experiences and build on their existing knowledge. Children develop their independence and resilience as they persevere with challenges and take increasing responsibility for their learning.

p.2

Achievement Expected standard

Children who may experience disadvantage make progress alongside their peers and develop the knowledge and skills they need for their next stage of learning. Children benefit from a broad range of experiences that support their development and prepare them for the next stage of their education.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children benefit from clear and familiar routines that help them understand what is expected throughout the day. A visual timetable supports children to anticipate what is happening next and contributes to a calm and purposeful environment. Children respond well to consistent expectations and generally behave well.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards learning and are keen to join in with activities. They listen during story times, take turns in discussions and activities and follow safety expectations when using equipment. Children play cooperatively alongside one another, share resources and show kindness and consideration towards their peers. They develop secure relationships and a strong sense of belonging within the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children become increasingly independent within familiar routines. They help to tidy away resources, prepare for mealtimes, wash their hands, make choices about their play and manage their belongings appropriately for their age and stage of development. They respond positively to praise and gentle reminders about manners, kindness and respect.

p.2

Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are appropriately monitored. Families are supported to understand the importance of regular attendance and consistent routines. This helps children to participate regularly in the experiences available and supports continuity in their learning and development.

p.2

Children's welfare and wellbeing Expected standard

Children develop warm, trusting relationships with the childminder. They confidently seek reassurance, comfort and practical help when they need it and respond positively to affection and praise. Younger children settle quickly when they become tired or unsettled, helping them feel safe and secure. Children also become increasingly confident in expressing their personal needs, for example asking for a snack, a tissue or reassurance when required.

p.2

Children's welfare and wellbeing Expected standard

Children develop an appropriate understanding of healthy lifestyles. They enjoy nutritious snacks and talk about foods that help to keep their bodies healthy. Older children extend these discussions to include the importance of fresh air and exercise. Individual dietary and medical requirements are understood and followed, helping children remain safe and included at mealtimes.

p.3

Children's welfare and wellbeing Expected standard

Children are well supported emotionally as they prepare for change. Those moving on to school talk about their new teachers, uniforms and how they feel about this next stage, helping them approach transition with confidence.

p.3

Children's welfare and wellbeing Expected standard

The environment is inclusive, and children's individual needs are respected. Appropriate policies and procedures underpin their care and are regularly reviewed and shared with families. As a result, children feel secure, valued and confident to express their needs.

p.3

Curriculum and teaching Expected standard

The childminder plans a suitable curriculum across all areas of learning, taking account of children's individual starting points, interests and stages of development. She uses topics, outings and everyday experiences to support children's learning and prepare them for their next stage. Communication and language are given appropriate priority. Children hear stories, sing songs, learn new words and take part in regular conversations. For example, during a story about starting school, children listen carefully, predict what may happen next and contribute confidently to discussions. During sensory play, the childminder introduces the names of different herbs and encourages children to smell, touch and talk about them. Older children remember some of this new vocabulary later.

p.3

Curriculum and teaching Expected standard

Mathematics is included appropriately within daily routines and activities. Children count, recognise colours and shapes and explore simple concepts such as 'full' and 'empty'. The childminder also plans opportunities to develop mathematical knowledge more explicitly.

p.3

Curriculum and teaching Expected standard

Children learn about the wider world through visits, recycling activities, festivals and cultural events. The childminder uses information from families, including familiar words from children's home languages, to help children recognise and value similarities and differences.

p.3

Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn and why. However, this curriculum vision is not yet fully understood by all staff, which means the intended learning is not always implemented consistently. At times, adult-led activities are also overly directed, limiting children's opportunities to follow their own ideas and extend their play independently.

p.3

Inclusion Expected standard

Children with special educational needs and/or disabilities, those who speak English as an additional language and those who may experience disadvantage are supported appropriately. The childminder identifies emerging needs and barriers to children's participation and learning at an early stage and takes suitable action to address these. Concerns are discussed promptly with parents, and the childminder has secure knowledge of where to seek further advice and support.

p.3

Inclusion Expected standard

The childminder works closely with parents, other settings and external professionals to provide a consistent approach. She uses communication boards, picture cards and other strategies to help children express their needs, ideas and feelings. Where appropriate, she attends appointments with families and welcomes professionals into the setting to observe children and offer advice.

p.4

Inclusion Expected standard

Personalised targets and agreed strategies are implemented to help children make progress from their individual starting points. The childminder also works with other early years settings to ensure that approaches are consistent. Additional funding is used appropriately to purchase resources and provide experiences that support children's individual needs.

p.4

Inclusion Expected standard

The childminder understands the differing circumstances of families and provides practical support where needed, including additional sessions, food and lending books. She also shares relevant information with schools to support continuity when children move on to their next stage.

p.4

Leadership and governance Expected standard

The childminder understands the statutory requirements of the early years foundation stage and has appropriate policies and procedures in place to support the safe and effective running of the setting. These are reviewed regularly and shared with parents. Safer recruitment procedures are followed, including obtaining appropriate references for assistants.

p.4

Leadership and governance Expected standard

The childminder is committed to professional development. She attends training, seeks advice from the local authority and uses this information to identify strengths and areas for improvement. An improvement plan supports ongoing development of the provision. Training is selected appropriately to reflect the needs of the children attending, including those with special educational needs and/or disabilities or who may experience disadvantage.

p.4

Leadership and governance Expected standard

Appropriate arrangements are in place to support the assistant. Regular discussions take place throughout the working day and more formal supervision meetings provide opportunities to review practice, share ideas and identify further training. Workloads are manageable and both adults report that they work well together.

p.4

Leadership and governance Expected standard

Parents speak positively about communication and the support they receive. Information about children's development, including 2 year progress checks, is shared appropriately with families.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of her curriculum and what she wants children to learn. However, this vision and understanding are not yet consistently embedded across the whole team. She should ensure that any assistants she works with understand and implement the curriculum with greater consistency.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a calm, nurturing and welcoming environment where they feel safe, valued and secure. Warm and responsive relationships help children to form strong attachments with the childminder. Children settle quickly, seek reassurance when they need it and develop confidence in their surroundings. As a result, they are relaxed, happy and ready to learn.

p.5

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

Children benefit from adults who know them well and understand their individual needs. Particular attention is given to supporting communication and language, alongside children's

p.5

Inspector:

personal, social and emotional development. Children become increasingly confident communicators and are encouraged to express their needs, ideas and feelings.

p.6

Inspector:

Children behave well and develop positive relationships with others. They use good manners, help to tidy away resources and learn to take turns and share. Older children often support younger children in their play, helping to create a strong sense of belonging within the mixed-age group.

p.6

Inspector:

Children engage well in a range of learning experiences. Activities take account of what children already know and what they need to learn next. They enjoy stories, songs, sensory play and opportunities to investigate. At times, however, adult-led activities are too prescriptive, which can limit children's opportunities to follow their own ideas and extend their imagination.

p.6

Inspector:

Children are prepared for their next steps in learning. They build on what they already know and develop increasing confidence, knowledge and skills. Children are encouraged to have a go, persevere and use what they have learned in new situations. As a result, they make good progress from their individual starting points and are increasingly ready for the next stage of their learning.

p.6

Inspector:

Children enjoy regular outdoor experiences. They explore nature, develop their physical skills and build curiosity about the world around them through daily outdoor play and visits to local parks and attractions.

p.6

Next steps

The childminder should ensure that all staff have a clear and consistent understanding of the curriculum intent, so that it is implemented effectively across the setting. The childminder should provide more opportunities for children to follow their own interests and ideas during play, so that they can further develop their curiosity, independence and imagination.

p.6

About this inspection

The inspector spoke with the childminder, the parents and the children during the inspection.

p.6

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. Collette Bradshaw

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 17:45

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8