Childminder

Childminder

Unique reference number (URN): EY399583 Registered with Ofsted: 24/09/2009 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 Strong standard

All children progress extremely well, in all areas of their learning, from their starting points. Parents say that their children have made excellent progress while in the care of the childminder. The childminder ensures that before children move on to school, they have an embedded sense of curiosity, want to learn, are confident to seek help when needed and are capable of taking care of their personal needs. Children show that they are learning these skills and are highly confident, independent learners. For example, children learn how to put their own coats and shoes on and try to fasten zips and clips on their own. The childminder encourages children to persevere when they initially find something tricky. She uses age-appropriate explanations that help children to work things out on their own.

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Behaviour, attitudes and establishing routines Strong standard

The childminder manages children's behaviour exceptionally well. For instance, she takes time to explain to children why some behaviour is not acceptable and offers suitable alternatives. The childminder creates a harmonious and respectful culture in her setting. All children show that they are familiar with the expectations. The childminder successfully supports children to manage any conflict very well. For example, children learn to consider each other's feelings and how their behaviour can make others feel.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that she provides engaging activities and opportunities that allow children to learn social skills and build friendships in preparation for the next stage of their learning. She sensitively and consistently allows time for children to navigate relationships with others, offering appropriate, tailored and timely support when required. Children start to learn about respecting the views of others when these differ from their own. The childminder talks to children about the importance of listening to other's opinions. She ensures that everyone has a say and feels that their voice is heard. The childminder has robust procedures in place to support children's attendance at her setting.

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Children's welfare and well-being Strong standard

All children show that they feel extremely well settled and secure in the childminder's care. They joyfully explore play opportunities independently and with great confidence. Children have close relationships with the childminder. They ask for help when they need it. Children converse happily with the childminder throughout the day and thoroughly enjoy involving her in their play.

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Children's welfare and well-being Strong standard

The childminder focuses on helping children to learn to keep themselves safe. She talks with children about washing their hands to remove germs to keep them healthy and how things that are too warm may be dangerous. Children confidently recall their previous discussions about this. Children help the childminder to identify risks in the garden. They use a small step ladder to reach and paint their lanterns. Children are encouraged to navigate this carefully. They consider that the ladder must be flat on the floor and not wobbly before they climb on it.

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Children's welfare and well-being Strong standard

Children talk about eating healthy food at the childminder's house and say that this keeps their bodies healthy. The childminder talks to children about healthy food options, such as 'lovely brown bread'. Together, they discuss their favourite vegetables. The childminder sits with children as they eat and mealtimes are sociable occasions. She works very closely with parents to meet children's needs. For example, she ensures that children's dietary requirements are properly and consistently met. Children are supervised effectively while eating. The childminder balances the effective supervision of children while toileting with ensuring that they have a suitable level of privacy.

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Curriculum and teaching Strong standard

The childminder has a comprehensive knowledge of the areas of learning and demonstrates a confident understanding of how children learn. She makes very accurate assessments of what children know and are able to do. As a result, she makes well-informed decisions about what she wants each individual child to learn and be able to do next, and in preparation for the next stage of their learning. Her interactions with children and her teaching are of a consistently high quality and highly effective.

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Curriculum and teaching Strong standard

The childminder identifies that children's personal, social and emotional development are the basis of everything. Her detailed knowledge of each child allows her to adapt every activity so that it fully meets the individual needs of every child. Learning is sequenced effectively. For example, she supports children's social skills by initially providing opportunities for them to interact with one or two other children and builds on this. The childminder supports children at their own pace. This helps to prepare children to socialise in larger groups and with greater independence. As a result, children begin to mix confidently with their peers.

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Curriculum and teaching Strong standard

The childminder has very high expectations for every child. She narrates what she and children do. There is lots of conversation as she and the children chat and discuss their play. Children hear good-quality language throughout the day, which supports their developing communication skills.

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Inclusion Strong standard

The childminder works exceedingly well with parents and, where appropriate, other professionals and settings to ensure that she accurately identifies children's individual needs from the start. She meticulously plans and adapts all activities to ensure that every child is able to participate fully in the life of the setting. This is at the heart of everything she does. The childminder ensures that each child gets the widest range of experiences to prepare them well for the next steps in their learning and for later life.

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Inclusion Strong standard

Parents say that the childminder takes time to fully understand their individual circumstances. They say that this leads to their children getting very effective support, resulting in them being confident and extremely happy in the childminder's care and making very good progress.

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Inclusion Strong standard

The childminder monitors children's progress and identifies their next steps in learning. This helps children to make very good progress, building on what they already know and can do. The childminder has a very clear understanding of where to seek additional help for children if required. She accesses this promptly so that children get any support that they need.

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Leadership and governance Strong standard

The childminder provides very high-quality education and care for every child. She has a clear understanding of her professional role and knows what she wants to provide for children and families. The childminder is focused on ensuring the best possible outcomes for children. The childminder continually evaluates and, where necessary, adapts what she does and the activities she provides, to ensure that she provides the highest quality learning opportunities for children.

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Leadership and governance Strong standard

The childminder has a very professional approach. She accesses targeted professional development that directly improves her practice. For example, when she identified that children in her care needed some additional support with mathematics, she attended training to help improve her own knowledge and understanding of how to deliver this in the most effective way. The childminder communicates with other professionals who are, or have been, involved with the child to ensure that children and families are well supported. The childminder completes detailed progress checks for children at age two and shares these appropriately with parents and other professionals.

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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

The childminder knows children and their families extremely well. She identifies that children's emotional needs are the basis of all learning and ensures that all children have settling-in experiences that suit their individual needs. This enables them to feel safe, comfortable and confident in her care from the start. She continues to work very closely with parents to ensure that children's individual needs are met and they progress very well from their starting points.

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

The childminder thoughtfully plans and presents an inviting environment for children. This encompasses a wide range of interesting and innovative activities and learning opportunities for children in a way that engages their interest. Children access these independently and

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Inspector:

Ruth Howard lead their own play. The childminder encourages each child to do whatever they want to in the moment. She then skilfully intervenes to add or extend children's learning. This is very evident in her practice. Her interactions with children are high quality and she expands their learning effectively from their individual stages of development.

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Inspector:

Children have lots of fun with the childminder. They learn about the properties of water as they put ice in their drinking water. The childminder talks to the children about how warmth makes the ice melt. Children say that their fingers are feeling cold and the childminder encourages them to think about how they may warm them up. The childminder extends this through discussion about how other materials react to warmth and cold. Children discuss and consider the properties of other things. They use magnets to pick up metal items. Children talk about what makes things stick together and consider that honey may do this. They pretend that they are stuck to the floor and have lots of fun pulling each other up.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Nottinghamshire County Council

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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 standards 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 standards 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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