Childminder

Childminder

Unique reference number (URN): 116653 Registered with Ofsted: 01/02/1994 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

The childminder tailors her planning to best support the varying ages and stages of development of the children in her care. She swiftly identifies any barriers to learning and is proactive in putting systems in place that best support each child. This includes working with other professionals and explicitly adapting her environment and learning opportunities to specifically target children's individual needs. This approach ensures that all children, including those with special educational needs and/or disabilities, make timely progress. The childminder completes detailed transition reports when children move on to school. This ensures a smooth transition for children when moving on to the next stage of their learning journey.

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Achievement Strong standard

The childminder consistently engages in high-quality interactions with the children, where she models new and ambitious vocabulary. For instance, when children play simultaneously on ride-on toys in the garden successfully without bumping, the childminder congratulates them for 'manoeuvring' around one another. She then explains the meaning of 'manoeuvring' so that they can use the word themselves in their play. Children's communication and language development is supported very well.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. The childminder has built a caring and trusting relationship with the children, and they benefit from her clear expectations. She has high expectations for children's attendance. They are expected to attend their sessions and arrive punctually unless there are extenuating circumstances. Consequently, regular attendance and punctuality results in children engaging in a broad range of tailored activities in order to support their progress. The childminder acts as an excellent role model, and children learn to be polite, well mannered and caring. Children help to set and clear the table for snack and mealtimes and relish taking on these responsibilities. Children are supported to take turns and share with their friends. This includes sharing time to talk. The childminder explains that sometimes it takes a little longer for younger children to find their words, but we still need to

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Behaviour, attitudes and establishing routines Strong standard

be considerate and listen to our friends. Children who may have a language delay or other barriers to their learning are provided with time to make their thoughts and feelings known, gaining a sound sense of belonging. When walking in the community, the childminder asks children to move to the side of the path to let other people pass by. Children relish helping to bake 'kindness cookies' for local residents who are often at home by themselves. Subsequently, children are learning how to be caring members of their community.

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Children's welfare and wellbeing Strong standard

The childminder forms strong attachments with the children. Children show high levels of confidence in the setting and freely access resources and ask for help when it is required. They have a secure sense of belonging in the childminder's care. Parents share a host of information about their children before they start at the setting and attend flexible settling-in sessions. Children consequently feel known and cared for, and they swiftly settle, becoming confident in their new surroundings. All care practices meet all children's individual needs effectively, and great care and attention is paid to ensuring that the setting is safe and secure. Children's mealtimes are rigorously monitored, and frequent checks on sleeping babies are in place.

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Children's welfare and wellbeing Strong standard

The childminder plans a wide variety of educational trips outside of the setting, including train rides, bus journeys and visits to farms and museums. Throughout all of these activities, the children's safety and welfare is paramount, with rigorous risk assessments in place. The childminder is highly aware of children who may face barriers to learning and puts support systems in place effectively to ensure that all children gain a sense of belonging and thrive in her care. The childminder supports children to recognise, express and manage their emotions. For example, she has frequent conversations with children about how they are feeling and how to manage their feelings at more difficult times. Children are taught to think about how to mange their own risks suitably and safely. For instance, in the garden, the childminder models throwing balls into spaces or being gentle when throwing them to their

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Curriculum and teaching Strong standard

The childminder plans and adapts her ambitious and inclusive curriculum to ensure that all children receive high-quality care and education. The childminder has consistently high expectations for children across all areas of the early years foundation stage curriculum. Children have a wealth of opportunities to be physically active outside. The childminder ensures that the children engage in stories and singing each day. This ensures that children's physical and communication and language development are supported well. The childminder's interactions with children are highly effective as she skilfully adapts activities and experiences to respond to potential barriers to children's learning. Consequently, all children have a wealth of opportunities to learn and thrive. The childminder completes frequent assessments and tracks each child's knowledge, skills and understanding across all areas of the curriculum. She then uses their information to plan and adapt her teaching

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Curriculum and teaching Strong standard

and her curriculum. For example, when tracking children's mathematical development, she recognised that she needed to support them to match and count objects into sets. She now ensures that this is incorporated into activities she plans.

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Curriculum and teaching Strong standard

The childminder is dedicated to teaching children about the importance of looking after the planet. Children from a young age learn about why recycling is required and how walking is better for the environment than taking a car. When children see the recycling truck and its operators while on a walk, the childminder encourages them to wave and say thank you for the work that they do. This helps to establish children's early understanding of the need to look after the environments in which they live.

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Inclusion Strong standard

The childminder monitors each child's progress meticulously, which supports her in being swift at identifying any possible barriers to learning. She has adapted her curriculum to provide the children with many opportunities to find out about each other's home cultures and languages. Families share languages spoken, festival celebrations and speciality foods with the setting and the children in their care. Children now have a passionate interest in the similarities and differences between themselves and their friends. The childminder fully understands her role to engage parents and support them to make timely referrals to health visitors or other professionals, where necessary. The childminder is proactive in swiftly planning opportunities to provide additional support to children who need it. For example, with children who may lack confidence, and need support with their communication and language, the childminder plans opportunities such as attending groups. This supports

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Inclusion Strong standard

children to form new friendships, while simultaneously targeting their early language and communication skills. Consequently, all children, including those who may have special educational needs and/or disabilities, make timely progress from their starting points. The childminder is clear about how to use additional funding to enhance children's experiences and opportunities. The childminder has high expectations for children's attendance and communicates the importance of this to parents.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice. She methodically reviews her provision to identify current strengths and areas where she feels children would benefit from improvements being made. The childminder is committed to updating her professional development and attends a variety of courses to ensure that her knowledge and skills remain up to date. The childminder is committed to ensuring that any children facing barriers to learning are supported to the best of her ability. Targeted training to support children with special educational needs and/or disabilities has helped the childminder to identify and support children swiftly and effectively.

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Leadership and governance Strong standard

The childminder has made changes to her curriculum planning to ensure a more focused approach to learning about cultural backgrounds and the wider world. The childminder has been highly successful in ensuring that all children gain a sense of belonging at the setting. Frequent and detailed observations and assessments of all children ensures that any gaps in knowledge, understanding or skills are identified swiftly. This informs her precise and focused planning, ensuring that all children are making progress and becoming ready for the next stage of their learning journey.

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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 engaged, stimulated and incredibly happy. The childminder knows the children very well, and her consistent high-quality interactions with them enable children to feel a sense of belonging. The childminder ensures that her curriculum planning considers the needs and next steps for all children. She ensures that all activities and experiences she offers suit the varying ages and stages of the children. For instance, the childminder uses her regular assessments of children to identify any gaps in their knowledge or skills. These are then swiftly addressed by supporting parents to make referrals and working with other professionals such as speech and language therapists. The childminder supports children with specific gaps in their progress through targeted and skilfully planned activities and

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Inspector:

Zoe Abraham experiences, both in her setting and the community. Children are supported when attending groups outside of the setting to boost their social experiences and confidence when interacting with other children and adults. The childminder listens attentively to each child and responds thoughtfully and sensitively. Every child feels valued, forges a strong bond with the childminder and gains a secure sense of belonging at the setting. Consequently, all children achieve well from their starting points.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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 to 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:15 - 17:30

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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 standard 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 standard 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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