Childminder

Childminder

Unique reference number (URN): EY547387 Registered with Ofsted: 04/09/2017 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.2

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.2

Achievement Strong standard

Children make strong progress through the curriculum from their individual starting points. The childminder's clear and consistent assessment methods help her quickly identify what children know and can do. She tailors support effectively so that all children can access learning and achieve well.

p.2

Achievement Strong standard

High-quality interactions consistently develop children's vocabulary and communication skills. For instance, when children excitedly say, 'We're digging for worms, tiny worms', the childminder builds on this. She introduces mathematical language and encourages descriptive talk. The childminder extends thinking through playful discussion. For example, she invites children to stretch like 'tall giraffes' and exploring how giraffes reach leaves. These rich conversations deepen children's understanding and strengthen their confidence in expressing their own ideas.

p.2

Achievement Strong standard

Children show growing independence and curiosity as they problem solve. Through carefully supported experiences, children develop secure foundations, preparing them for the next stage of learning. Children develop confidence, enabling them to seek out support when needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and positive environment. Her expectations for behaviour are clear, consistent and easily understood by children. She knows each child exceptionally well and uses this knowledge to skilfully tailor her approach. The childminder works in close partnership with parents and promotes regular attendance to support children's ongoing learning. By closely monitoring children's progress, the childminder sets expectations that align with children's individual age and stage of development. This helps them to make meaningful progress. Children demonstrate high levels of respect, cooperation and control. For example, the childminder uses a sand timer to support tidying up. This enables children to manage their time and complete tasks. These positive strategies link to their prior learning. For instance, older children know to use a two-minute timer when brushing their teeth. This helps to reinforce familiarity and understanding of the importance of routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Warm, trusting relationships are pivotal to the childminder's practice. Children feel valued and confident to share their ideas. They show kindness, empathy and a strong sense of belonging. Children play well together. They share resources willingly and resolve minor disagreements with gentle guidance. Children know what is expected of them and they reflect on their own behaviour. For example, children recognise when they have made mistakes, and take responsibility for putting things right.

p.3

Children's welfare and wellbeing Strong standard

Children's wellbeing is given very high priority. The childminder consistently promotes responsibility and healthy habits in a secure and caring environment. Children increasingly show independence in their self-care skills. For example, children know to wash their hands thoroughly and respect privacy when using the bathroom. These embedded routines help children develop healthy attitudes.

p.3

Children's welfare and wellbeing Strong standard

Children form close and trusting relationships with the childminder. This promotes their sense of security and wellbeing. They demonstrate a strong sense of belonging and self- assurance. For instance, children eagerly welcome visitors to join them out in the garden and invite them into play.

p.3

Children's welfare and wellbeing Strong standard

Children's voice is heard at the setting. They are able to make choices and influence and lead their own play. The childminder listens to the children and their views are respected. The children's needs always come first. This enables children to confidently express their thoughts and ideas within the setting. Older children act as positive role models, supporting younger children to settle with ease and know what is expected. Strong attachments underpin children's emotional well-being. The childminder is highly attuned to children's needs and supports them to recognise and express their emotions. She provides reassurance when needed and models calm, respectful communication. This helps children develop a secure sense of self.

p.3

Curriculum and teaching Strong standard

The childminder creates a rich and stimulating learning environment, where activities are carefully planned to reflect children's individual interests and next steps in learning. Outdoor learning is used effectively to inspire curiosity, independence and a positive attitude towards learning. For example, children ask questions, such as 'What's that noise?' when they hear sounds within the environment. The childminder skilfully draws on children's prior experiences, helping them to make meaningful connections between their home life and learning within the setting.

p.3

Curriculum and teaching Strong standard

Children benefit from a broad and ambitious curriculum that extends beyond the home. For example, visits to the local recycling centre, parks and woodland areas enhance their understanding of the world around them. These experiences help strengthen physical development while children foster a strong sense of belonging within their community. These real-life experiences build children's confidence and deepen their knowledge through hands- on exploration. The curriculum is well sequenced to support children's individual learning and development. For example, play dough activities help children develop strength in their hand muscles. This helps support children to hold cutlery and feed themselves independently. The childminder introduces mathematical language naturally during activities and provides regular opportunities for children to count, compare and explore numbers in meaningful contexts.

p.3

Inclusion Strong standard

The childminder creates an inclusive environment, where all children feel valued and supported. She identifies children's individual needs quickly through careful observation and ongoing assessment. When concerns arise, she acts promptly. For instance, the childminder works in collaboration with parents and other professionals to ensure targeted strategies are in place. Effective partnerships enable the childminder to share information to ensure a consistent approach to learning. This early support enables all children to make the best possible progress.

p.4

Inclusion Strong standard

The childminder reduces barriers to learning through thoughtful adaptations and reasonable adjustments to the homely environment. She regularly reviews the environment to ensure it is accessible. Activities are adapted, allowing all children to take part. For example, sensory experiences, such as digging for worms, are adjusted to suit different learning styles and physical needs.

p.4

Inclusion Strong standard

Children's ongoing progress is monitored closely. Support is reviewed frequently to check that interventions are effective. The childminder demonstrates a strong commitment to professional development. She actively engages in opportunities to enhance her ongoing professional development. Training from the local children's centre and regular webinars have deepened her understanding of how to meet children's diverse needs. All children receive sensitive, well-planned support that promotes their continued progress.

p.4

Leadership and governance Strong standard

The childminder is extremely passionate about continuing her own professional development and using this knowledge to continue to enhance the quality of care she provides for children and families. The reflective childminder demonstrates highly effective leadership with a strong commitment to her continuous improvement. She actively seeks opportunities to extend her knowledge and skills to enhance outcomes for children. For instance, she establishes partnerships with other professionals to engage in training to further enhance the curriculum for communication and language. The childminder is extremely proactive in using her experience to support other childminders within the local community. She regularly meets with other childminders to discuss and share good practice. Through reflective practice, the childminder evaluates the impact of training and implements positive changes within her provision. Recent training in health and nutrition, for example,

p.4

Leadership and governance Strong standard

has strengthened her approach to promoting healthy lifestyles. The childminder has considered necessary improvements in menus and snack choices. This allows children to make healthy choices. The childminder works in close partnership with parents. This helps to ensure a consistent approach between home and the setting. Policies, nutritional updates and learning resources are shared on an online application. This enables parents to continue to support children's learning at home.

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 thrive in this nurturing and well-organised homely environment. The childminder builds secure, trusting attachments from children's starting points. She takes time to understand each child's individual needs and unique personality. These strong relationships help children feel safe, confident and ready to learn. Children show a strong sense of belonging. They happily welcome visitors and enjoy sharing their ideas. They involve adults in their play and explain what they are doing, such as how to connect nuts and bolts. This shows their growing communication and problem-solving skills. Warm and respectful interactions shape daily life. The childminder promotes children's welfare and encourages kindness and cooperation. Children describe each other as 'best friends'. Older children model positive behaviour. Younger children copy routines and show growing independence, tidying up and correcting mistakes on their own.

p.5

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

The childminder uses her detailed knowledge of children to plan an ambitious and engaging curriculum. This helps to securely build on what they already know and can do. The childminder's precise and ongoing assessments allow her to identify gaps in learning quickly. This helps to ensure all children, regardless of any barriers to learning, make the best progress they are capable of.

p.6

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

The childminder provides a wide range of enriching experiences that broaden their understanding of the wider world. Weekly yoga and mindfulness sessions with other childminder groups strengthen children's physical development. These experiences encourage children to develop skills to regulate their own emotions and build positive relationships with others. Regular community outings help children apply learning meaningfully. For example, watching the recycling processes deepens their understanding of sustainability.

p.6

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

The childminder works closely with local children's centres and other professionals to support children's communication and language skills. She also has strong partnerships with parents. She shares helpful ideas and information so learning can continue at home. The childminder promotes good attendance to ensure children benefit fully from the opportunities available. As a result, children feel valued, supported and confident. They are well prepared for the next stage in their education.

p.6

About this inspection

The inspector spoke with the childminder and 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.

p.6

About this inspection

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 17:30,Thursday : 15:00 - 17:00

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.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.

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