Childminder

Childminder

Unique reference number (URN): EY451533 Registered with Ofsted: 04/01/2013 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 approach learning with curiosity and enthusiasm. They develop their physical skills and become increasingly mobile. For example, they begin to walk using child-size furniture for support, use wheeled toys and use pencils to make marks. Children are sociable and independent. For example, babies who initially needed reassurance now confidently explore the environment, play independently and interact with others. Children develop friendships, share toys, take turns and cooperate during play.

p.2

Achievement Expected standard

Children manage familiar routines. Younger children feed themselves and develop confidence in using the potty. Older children show readiness to do more self-care tasks. For example, they drink from open cups and use the toilet independently. The childminder does not consistently provide opportunities for children to take the next steps in self-care when they are ready. Consequently, children do not always develop their independence as fully as they are capable of.

p.2

Achievement Expected standard

Children generally develop their communication and language skills from their individual starting points. Older children hold conversations, recall experiences and express their ideas and preferences. Younger children babble and begin to use words. Children with special educational needs and/or disabilities or other barriers to learning also gain new skills. At times, children are not fully supported to build on their vocabulary.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children know what is expected of them and behave well. The childminder creates a calm environment where children feel secure and valued. She uses praise and gentle reminders to support children's behaviour. Adults typically reinforce familiar expectations throughout the day and support children as they move between routines and activities. Children respond positively to adults and contribute to familiar routines, for example by helping to tidy resources.

p.2

Behaviour, attitudes and establishing routines Expected standard

Positive relationships support children's social and emotional development. The childminder knows children well and recognises when they need reassurance. For example, she responds sensitively when younger children signal that they need reassurance. This helps children regulate their emotions and return to play confidently. Children enjoy being together and interact well with adults and their peers. They form friendships, share resources, take turns and cooperate during play.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder generally considers children's ages, stages of development and individual circumstances when helping them meet the expectations of the setting. She provides reassurance and support when children need it. On some occasions, she does not consistently adapt her approach precisely enough for children with special educational needs and/or disabilities and those with barriers to their learning. For instance, at times, she does not use effective strategies to help children with emerging communication needs understand routines and know what is expected of them.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides warm and responsive care that generally meets children's individual needs. She gathers information from parents about children's routines, development and care needs. The childminder gives children time to settle and develop secure relationships at their own pace. This helps children feel safe and develop the confidence to explore the stimulating environment. Children, including those with special educational needs and/or disabilities or other barriers to their wellbeing, generally receive individual care and support that reflects their needs.

p.3

Children's welfare and wellbeing Expected standard

The childminder generally tailors care routines to children's ages, stages of development and individual needs. She provides nutritious meals and supports children to feed themselves, providing individual help when needed. She promotes children's personal hygiene through nappy-changing and toileting routines that maintain their comfort, privacy and dignity. The childminder adapts sleep arrangements according to children's ages and needs. Babies sleep in cots, while toddlers use individual sleeping mats. An adult stays with the children while they sleep and monitors them to ensure that they are safe. The childminder maintains a well-ventilated room at an appropriate temperature so that children rest safely and comfortably.

p.3

Children's welfare and wellbeing Expected standard

Children generally form warm relationships with the childminder and other adults. Occasionally, the key-person approach is not consistently clear to some parents. The childminder is yet to fully embed these processes to strengthen continuity between home and the setting.

p.3

Curriculum and teaching Expected standard

The childminder plans a broad curriculum that reflects children's interests, individual needs and experiences. She adopts a Montessori approach that encourages children to make choices and learn skills through repetition. Adults promote children's mathematical, physical, personal, social and emotional development through everyday experiences. The childminder uses observations and information from parents to identify what children need to learn next. She supports children with special educational needs and/or disabilities, and those who face barriers to learning, to engage in activities alongside their peers. For example, she provides one-to-one support for children who need it to help them participate in planned activities.

p.3

Curriculum and teaching Expected standard

The childminder provides local experiences within the community that develop children's understanding of nature. For example, she regularly takes children to their nearby allotment, where they plant seeds, water plants and harvest produce, including cucumbers and potatoes. This helps children observe how plants change as they grow and understand where food comes from.

p.3

Curriculum and teaching Expected standard

The childminder promotes children's communication and language through meaningful conversations. She listens patiently, asks questions and gives children time to think and respond. She talks with children about their experiences at home, encouraging them to recall events and share their ideas. The childminder does not consistently use a range of strategies to enhance children's communication and language skills. Consequently, children do not consistently benefit from varied, purposeful opportunities to expand their vocabulary.

p.3

Inclusion Expected standard

The childminder recognises children's individual needs and generally identifies when children need additional support. She knows the children well and uses observations, assessments and discussions with parents to identify emerging concerns. She helps parents understand and complete referral processes so that children can access appropriate services and early intervention. For example, when concerns arise about children's communication and development, she works with families and seeks support from relevant professionals, such as speech and language therapists.

p.4

Inclusion Expected standard

Children with special educational needs and/or disabilities and those who face other barriers to learning participate in adult-led and self-directed activities alongside their peers. The childminder provides individual support and makes appropriate adaptations that enable children to access learning and make progress. She works with children who need additional emotional support, helping them feel secure and build confidence.

p.4

Inclusion Expected standard

Strategies to support children with identified or emerging communication and language needs are not always precisely or consistently targeted towards what children need to learn next. For example, although the childminder has completed training in using signs to support communication, she does not consistently use these strategies to fully enhance children's communication skills.

p.4

Leadership and governance Expected standard

The experienced childminder works alongside her husband, who is a co-childminder, and assistants. She generally reflects on her practice and identifies the setting's strengths. At times, the childminder does not consistently adapt aspects of the provision in a timely manner. For example, older children wipe their hands with individual wet cloths rather than routinely washing their hands. Consequently, children do not always have opportunities to develop age-appropriate independence and self-care skills when they are ready.

p.4

Leadership and governance Expected standard

The childminder develops positive partnerships with parents. She recognises when children, including those with special educational needs and/or disabilities or other barriers to learning, require additional help. Parents value her support in promoting their children's development and the guidance she provides. The childminder typically works well with families, including when developmental concerns emerge, and helps them to access support from relevant professionals. The childminder has not fully strengthened the key-person arrangements to consistently enable parents to continue children's learning at home.

p.4

Leadership and governance Expected standard

The childminder values professional development and has completed Montessori training, which informs the curriculum. She ensures that assistants participate in relevant training. She considers staff wellbeing and workload when organising the provision, and works collaboratively with the co-childminder and assistants.

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 arrive happy and settle quickly into familiar routines. For example, they sit together for breakfast, feed themselves and help tidy up afterwards. Children form warm, trusting relationships with the childminder and other adults. Adults generally know children well and recognise when they need additional comfort and reassurance. For example, the childminder recognises younger children's cues for comfort and responds sensitively, which helps the children regulate their emotions and feel secure. This helps children develop the confidence to explore the environment, play independently and develop friendships. Children show that they feel safe, secure and valued.

p.5

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

Children, including those with special educational needs and/or disabilities or other barriers to their learning, benefit from a well-organised indoor and outdoor environment. They are motivated and curious learners. Children independently choose from a range of age- appropriate activities and toys that interest them. For example, children put toothpaste on a toothbrush and practise brushing teeth using a dental model. Children follow simple instructions, such as 'open' and 'close', as they explore the dental resources. Children communicate their ideas as adults talk with them and extend their thinking. These experiences promote children's communication skills and their understanding of oral health.

p.6

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

Children develop an understanding of healthy lifestyles. They enjoy nutritious meals, fresh air and daily exercise. They benefit from regular experiences beyond the setting, including visits to parks, playgroups, children's centres and libraries within their local community. These outings give children opportunities to be physically active, build their stamina and develop confidence in different social situations. Children are sociable and behave well. Children share toys and cooperate during their play. Children are self-assured and demonstrate positive social skills.

p.6

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

Children typically benefit from positive relationships between the setting and their families. Parents share information about their children's routines, development and individual needs. This approach helps adults provide continuity in children's care and learning. Children make progress from their starting points and are well prepared for the next stage of their education.

p.6

Next steps

The childminder should provide older and more capable children with timely and consistent opportunities to further develop their independence and self-care skills. The childminder should strengthen the key-person approach so that arrangements are clear to parents and consistently support children's individual learning, care and emotional needs. The childminder should strengthen her use of communication and language strategies so that children receive targeted support that helps them make maximum progress from their starting points. The childminder should tailor provision more precisely to children's individual needs, including those of children with special educational needs and/or disabilities or emerging developmental needs, to maximise their progress.

p.6

About this inspection

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

10

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.

p.7

Exceptional

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

p.8

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. 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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9