Childminder

Childminder

Unique reference number (URN): 314449 Registered with Ofsted: 21/05/1997 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 are very well prepared for the next stage in their learning. Children develop into extremely confident and independent learners. The childminder supports them to believe they can achieve anything, through high levels of confidence boosting and nurturing. Children with special educational needs and/or disabilities thrive in this inclusive provision. They benefit significantly from having planned activities that are purposefully made accessible to them to enable them to fully participate. Children count and are familiar with mathematical language as they talk about how to increase the size of their mud-kitchen creations. Children demonstrate a desire to involve their friends in their activities. They work cooperatively, taking turns. Children who require additional intervention with their communication and language development swiftly receive the precise support and resources they need to help them to achieve. Children demonstrate extensive vocabulary,

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Achievement Strong standard

using descriptive language. Positive feedback from local schools demonstrates children's readiness for their move, including those with barriers to their learning. All children make significant progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a caring environment where children fully understand the expectations of behaviour and are highly familiar and confident with the routines of the day. Children demonstrate extreme kindness and respect for their friends. They respond extremely well to the 'hearts jar', where acts of kindness are rewarded and reflected on. Children are very well supported to manage their feelings, resolve conflict and work collaboratively together during activities. For instance, they take great care and pride in carrying the herbs they have taken turns cutting and make pies together in the mud kitchen. Children thoughtfully check whether adults need a towel to dry their hands after getting messy. This harmonious culture contributes to high levels of engagement and positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of regular attendance and prepares children well for the routine of going to school. Older children are provided with more focused activities as they approach their move on to school, and they begin to understand the routine of a school day. Children become familiar with the school environment and what is expected of them, leading to excitement for moving on.

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Children's welfare and wellbeing Strong standard

The childminder has a highly secure understanding of how to promote children's welfare and wellbeing. For example, she provides ample opportunities for children to talk about their feelings and emotions, using resources to encourage highly meaningful discussion. The childminder helps children to understand about personal safety and appropriate behaviours through her strong focus on teaching children how to keep themselves safe, for example knowing who trusted adults are and who they can speak to.

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Children's welfare and wellbeing Strong standard

Children confidently and independently follow good hygiene routines. They manage their personal needs immensely well, using the toilet and remembering to wash their hands. They understand about privacy and dignity. They wash their hands after playing outdoors and know where to find tissues. Routines are clear, consistent and help children to feel secure and settled. Younger children eagerly follow the lead of their older friends and are keen to join in. Children's independence is successfully promoted. All children, regardless of age, are encouraged to attempt activities and are supported with appropriate adaptations. For example, young children are given resources to help them chop fruit at snack time and pour their own drinks. Children know where to find their coats and shoes ready for outdoor play.

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Curriculum and teaching Strong standard

The childminder delivers a strong curriculum, which consistently engages children and extends their learning. The curriculum is carefully designed to be extremely ambitious for all. The childminder uses accurate assessments to inform children's learning and their individual next steps. She works exceptionally well with parents and carers of children with special educational needs and/or disabilities to ensure that the provision is inclusive. Activities are planned with considerable thought to ensure they are accessible to all children. Interactions with children are of high quality, provoking wonder and exploration. The childminder encourages children to experiment with different materials to see what causes ice to melt, for instance. She continuously builds on children's prior learning. Children show extremely high levels of engagement, and the childminder responds quickly to children's changing interests. As children lead the direction of their learning, the childminder responds and

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Curriculum and teaching Strong standard

adapts teaching to support their curiosity. She adds suitable questioning and challenge at appropriate times. The childminder promotes children's language development through songs, rhymes and repetition and supports their mathematical understanding by weaving it through their play. She encourages children to count on their fingers and count items into a basket as they play. Physical development is promoted very well. Children have opportunities to run around on different ground levels. Children are taught how the cold affects them and how to get warm again.

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Inclusion Strong standard

The childminder works hard to identify any barriers to children's learning and ensures all children are supported to participate fully in the setting. The childminder recognises the support children need to advance their development. Her understanding of the individual needs of children helps her adapt activities to ensure high levels of engagement with children and their families. Recent training has helped the childminder reflect and consider development opportunities to continue to challenge and be highly ambitious for all children attending.

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Inclusion Strong standard

The childminder has established an inclusive culture where the needs of all children, including children with special educational needs and/or disabilities, are identified swiftly and supported successfully. The childminder demonstrates a thorough understanding of using appropriate assessment to identify children's needs early and to plan targeted interventions. Partnership working with parents and carers ensures consistency between home and the setting. The childminder ensures she is aware of unique family situations, which may need careful management and support. Consequently, children with any barriers to their learning access the full curriculum and make sustained progress in their learning and wellbeing.

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Leadership and governance Strong standard

Ongoing evaluations result in the childminder maximising the benefits and learning opportunities for all children. A continuous commitment to professional development means the childminder and any assistants she works with keep up to date about changes in the childcare sector. The childminder regularly evaluates her work to promote improvement and ensure she maintains the highest possible standards for all children. This includes those who face challenges as a result of special educational needs and/or disabilities or other barriers to learning.

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Leadership and governance Strong standard

Partnerships with parents and carers are greatly valued. The childminder keeps parents well informed and updated about their children's learning. She uses appropriate observations, regular assessments and sends photos to parents. The childminder supports parents and children, offering guidance on issues affecting children's development. She provides support to ensure learning and development is consistent and helps children achieve the best possible outcomes. The childminder works collaboratively with local schools to prepare children for the next steps in their learning. She has forged strong, successful links and proactively shares information about children's developmental needs. This contributes significantly to preparing children for the next steps in their learning and supports them to feel confident and secure, managing their move on successfully.

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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 extremely well settled and cared for in a safe and highly stimulating environment. The childminder's nurturing and considerate interactions enable children to feel secure and confident to explore their surroundings. Children have access to substantial learning opportunities both indoors and outdoors. They challenge themselves, take risks and learn important life skills to prepare them for the next stage in their learning.

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

Children flourish as they learn about the natural environment and show curiosity as they wonder who has dug a hole in the garden. They suggest that squirrels are hiding nuts, or badgers are digging for worms. Children use their initiative to solve problems, cooperate with others and learn how to manage risks. The childminder's in-depth knowledge of

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Inspector:

Dawn Woodhouse-Wykes children's individual learning needs and her use of skilled interactions mean that children make significant progress. Children demonstrate high levels of social skills, are considerate towards others and are very adept in offering help to their friends. Older children support younger ones to manage changing floor levels in the environment and continually check on their wellbeing. The childminder encourages discussion about acceptance and tolerance to ensure all children feel welcomed and valued. Children demonstrate meticulous manners. This is well promoted as adults precisely model expected behaviours and actions.

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Inspector:

The childminder's exceptionally high expectations for every child, and the value she places on attendance, are matched by her ability to teach children to the highest level. Children's individual learning needs are well supported through the childminder's knowledge of what they know and can do. The childminder's understanding about their individual circumstances and any barriers to their learning ensures the curriculum and the support given can be tailored to their needs.

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Next steps

The childminder 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 children with special educational needs and/or disabilities, those who may face other barriers to their learning and/or wellbeing, and also any disadvantaged children and those who are known (or previously known) to children's social care who they may care for in the future.

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About this inspection

The inspector spoke with the childminder and an assistant 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 : 07:45 - 18:00,Friday : 08:30 - 15:30

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About this setting

Local authority: East Riding of Yorkshire

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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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