Childminder

Childminder

Unique reference number (URN): 2745659 Registered with Ofsted: 27/09/2023 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, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning and/or wellbeing make strong progress from their starting points. Children are confident and demonstrate their skills and prior learning. For example, when playing outdoors, children recall that they can pull down their sleeves if their arms and hands are cold. Children show an increasing ability to sing and repeat songs and rhymes that the childminder teaches them. Very young children who do not yet speak many words independently are able to sing familiar songs and nursery rhymes. Older children use a wider range of vocabulary. Children with SEND achieve well due to consistent support and adaptations. They develop the knowledge and skills they need for future learning. Children display skills across all seven areas of learning, which demonstrates their readiness for their next stage.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear expectations and rules for behaviour in her home, which children respect. Children demonstrate a secure understanding of the daily routine and follow this with ease. The childminder uses visual aids, such as a visual timetable to support children with special educational needs and/or disabilities. This helps them to understand what is happening next. The childminder ensures children feel included and able to follow the routine with their friends. The childminder is mindful of younger children, who may need more explanations, and ensures rules are consistent for all. The childminder works closely with parents to ensure that all children's attendance is consistent, and children have positive routines.

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Behaviour, attitudes and establishing routines Strong standard

Children display a positive attitude to learning and show high levels of concentration and focus. For example, children intently focus as they make the face of the 'Gruffalo' using different materials and play dough. Children enjoy playing alongside the childminder and invite her to participate in their play. They show resilience. Children demonstrate problem- solving skills and perseverance as they try different methods to remove a conker, which has frozen and become attached to their gloves. The childminder provides praise to children and teaches them how to be kind to each other and share their toys. She models positive relationships and collaborative teamwork with her assistants.

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Children's welfare and well-being Strong standard

Children form secure attachments and bonds with the childminder. They happily play with the childminder and invite her to share their toys. The childminder supports children to adopt healthy lifestyles and provides them with nutritious meals. She teaches them that physical activity is important for a healthy lifestyle. All children, including those with special educational needs and/or disabilities, learn to become independent and use knives to cut up their bananas at snack time. The childminder teaches them how to do this safely. Children learn to work things out for themselves and have a try at solving their problems. The childminder helps them manage risk by teaching them that it is not safe to climb onto the activity table.

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Children's welfare and well-being Strong standard

The childminder teaches children how to dress appropriately for different weathers and reminds children to wear a hat and gloves to go outdoors when it is cold. Children carefully pick up pieces of ice in the garden and learn how to handle this safely. The childminder supports children of all ages to learn how to recognise and manage their emotions. Younger children confidently tell the childminder when they recognise an image of a happy face. Older children begin to elaborate that faces may be angry, sad or confused. The childminder adapts children's care routines to meet their needs and ensures all children have privacy and respect during their nappy changes. She works collaboratively with families to support children who are starting to wean.

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Curriculum and teaching Strong standard

The childminder provides an ambitious, well-sequenced curriculum, which covers all seven areas of learning. Her teaching and curriculum help prepare children, including those with special educational needs and/or disabilities, to be confident and emotionally ready for their next stage of learning. Children's emotional literacy is prioritised, and children confidently talk about different emotions. The childminder's high-quality teaching supports children's communication and language skills, for example by repeating familiar songs and nursery rhymes throughout their play. Children who speak English as an additional language are supported to incorporate some of their home language into their play. The childminder knows what each child needs to learn next and adapts her teaching accordingly.

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Curriculum and teaching Strong standard

Children develop a love of books and reading. They freely choose from books the childminder provides and ask her to read with them. Younger children enjoy touching and feeling sensory books. Mathematics is incorporated into the daily routine, for example lunchtime. Children are supported to count 3 pieces of cucumber to represent their age. Physical activity is prioritised, and children play outdoors daily. The childminder encourages children to strengthen their small muscles by providing a range of mark-making tools and activities using play dough. Children learn to use rolling pins and their fingers to press, squeeze and squash. The childminder carefully monitors the progress all children make and ensures that her teaching builds on what they already know and can do.

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Inclusion Strong standard

The childminder has embedded a culture of inclusion. She carefully assesses children's progress and identifies what they need to learn next. The childminder understands the importance of early identification and early intervention. She develops action plans using the graduated approach alongside parents to help children close any possible gaps in their learning. The childminder supports children with special educational needs and/or disabilities (SEND) well. She monitors all children's progress rigorously, which ensures they make consistent progress. The childminder notices early signs when children with SEND become dysregulated and are in need of extra support and attention. Parents of children with SEND speak positively about the impact the childminder has had on their children.

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Inclusion Strong standard

The childminder has undertaken additional training to ensure she has the most up-to-date methods of making accurate referrals and working with other professionals. She thoughtfully uses any additional funding, such as early years pupil premium, to adapt her provision. This has a positive impact on children's experiences and reduces any barriers that children may have. For example, she has recently developed a sensory area to help children to regulate their emotions and behaviour. As a result of the childminder's proactive attitude towards inclusion, all children benefit from the activities and interactions she provides.

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Leadership and governance Strong standard

The childminder regularly monitors the quality of teaching. She provides guidance and coaching to her assistants to strengthen their teaching and practice. The childminder precisely identifies areas of development for each assistant and supports them to improve. Her assistants report high levels of wellbeing and say the childminder is conscious of their workload. The childminder attends regular professional development opportunities. She tailors these to most support the children who attend her setting. The childminder and her assistants are professional and courteous towards each other, which teaches children how to be kind to others.

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Leadership and governance Strong standard

Parents praise the childminder and talk positively about the range of activities she provides. The childminder has established effective partnerships with parents and ensures they feel well informed about their children's progress and next steps in learning. She regularly reflects on the daily routines and activities she provides. The childminder identifies areas that she wishes to improve and works carefully to raise the quality throughout her practise. This ensures that all children benefit from her high standards and expectations. The childminder ensures all decisions she makes about her setting have positive impacts on children with special educational needs and/or disabilities, such as any changes to routines or trips into the community.

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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 happy, well settled and thrive in the childminder's care. They display positive, respectful relationships with the childminder and demonstrate they feel safe. Children confidently ask the childminder for help when they need it. For example, when they cannot remove their shoes. The childminder supports children to persevere with difficult tasks as she provides positive praise and encouragement. Children display a sense of pride when they complete independent tasks, such as putting on their coat. Children with special educational needs and/or disabilities (SEND) receive tailored care from the childminder. She swiftly identifies when children are becoming dysregulated and takes action to support them. The childminder knows meticulous details about children and knows the support and

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Inspector:

Rachel Barsby-Robinson reassurance that each child needs. Children achieve well and make significant progress from their starting points. They demonstrate excellent behaviour and are supported by the childminder to share, take turns and play alongside their friends. Children develop the social skills they need for their next stage of learning.

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Inspector:

Children are confident to explore. They enjoy being creative and drawing with chalks. Children keenly talk about at what they are drawing and invite others to look at their artwork. The childminder has a clear, well-established routine that children follow. Children show how well embedded the routine is as they quickly settle themselves when it is time to sleep.

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Inspector:

Children with SEND and those with other barriers to learning feel welcome and have a sense of belonging in the setting. The childminder successfully adapts activities to reduce any possible barriers to learning. This allows all children to fully participate in the learning experience on offer. The childminder supports families to have high levels of attendance and to understand the importance of an established regular routine at home. Children's uniqueness is valued, which develops a strong sense of belonging. Children learn to respect diverse families, who may be different to them, including children who speak other languages at home.

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About this inspection

The inspector spoke to the childminder and her assistants 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 - 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 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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