Childminder

Childminder

Unique reference number (URN): EY478858 Registered with Ofsted: 20/06/2014 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

Children show high levels of independence and a strong 'can-do' attitude. For example, they try to put on their outside suits and wellington boots with little help. Parents recognise the skills their children have gained since starting the setting. Children make progress from their starting points, including those who face barriers to learning. Children develop a broad range of skills across their learning. They especially focus on building confidence, independence and communication skills.

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Achievement Strong standard

Children recall the names and sounds that the animals make in a storybook. They recall the names of the fruit and vegetables they have planted. This demonstrates that children know more, do more and can remember more. Children are building foundations in all areas of development. They continue to develop the knowledge and skills needed to support their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the children and the childminder are positive and respectful. There is a culture of patience and calm. Children are confident in their environment. They treat each other with kindness, care and respect. Children work together and learn social skills, such as sharing and taking turns. The childminder is a positive role model. She gives clear praise that encourages children's positive behaviour. It helps them manage their emotions. Sometimes, when there is a small conflict, the childminder offers support. This helps children develop their language and social skills. They learn how to resolve conflict.

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Behaviour, attitudes and establishing routines Strong standard

Children know their routines very well and need little help from adults. For instance, they arrive at the table for snack and know which chair to sit on. This helps children feel safe and have a sense of belonging. The childminder knows how important attendance is. She also encourages families to use their extra funding for childcare.

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Children's welfare and wellbeing Strong standard

The childminder has built positive relationships with the children and their families. She supports their emotional wellbeing. She offers reassurance and cuddles when they feel tired or upset. There are effective transitions in place. Parents comment on how the childminder takes time to 'build a rapport' with the children when they are settling into their new setting. As a result, transitions are smooth. Children have built strong attachments with their childminder.

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Children's welfare and wellbeing Strong standard

Children are developing an understanding of how to keep themselves healthy. The childminder helps children learn when they feel hungry. She also reminds them to wash their hands before eating. The childminder teaches children about healthy eating. They discuss the fruits and vegetables grown in the allotment. Children enjoy a wide range of opportunities to play and learn outside in the fresh air. The childminder has high expectations of the children and understands what they can do. For example, they get ready for outside, chop their own snacks, pour their drinks and use cutlery. Children show increasing independence while managing their personal care. This supports children in developing the skills they need to be ready for school.

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Curriculum and teaching Strong standard

The curriculum is thoughtfully sequenced and designed. It builds on what children know and can do. The childminder focuses on enhancing children's language and communication skills. She sees emotional wellbeing as the foundation for all learning. She plans activities and experiences based on children's interests. This supports their learning and development. The childminder demonstrates consistently effective teaching. She models and repeats words clearly. This particularly supports children with speech delays, improving their pronunciation.

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Curriculum and teaching Strong standard

Mathematics is woven into everyday opportunities, such as using language to describe position. For instance, the childminder encourages the children to look up 'high' for the play food in the role-play kitchen.

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Curriculum and teaching Strong standard

The curriculum places a clear emphasis on reading. Children have easy access to a range of books and are encouraged to choose texts independently to share with the childminder. The children listen eagerly while she uses the 'tickle hand' puppet. It helps them focus and improve their listening skills. The childminder uses prompts and repetition to help children recall the names of the animals in the pictures. This helps children to build securely on what they already know.

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Curriculum and teaching Strong standard

Children have lots of opportunities to develop their physical skills and are learning about the world around them. They enjoy regular visits to their local community. The curriculum includes experiences that help children learn to care for each other and other living things. Children visit the childminder's allotment, and the childminder uses these experiences to build children's understanding of the natural world.

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Inclusion Strong standard

The childminder knows the children and families well. She observes the children and uses her deep knowledge to plan their next steps. The childminder adapts her teaching in the moment. This helps all children benefit from high-quality learning. The childminder uses her expert knowledge of child development to identify gaps in children's learning. She considers each child's needs, preferences and challenges when planning activities. This ensures that all children can take part in exciting experiences, such as messy play.

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Inclusion Strong standard

The childminder is sensitive to potential barriers for individual children. She plans new experiences that children may not otherwise have. For instance, children benefit from trips to the local library, parks and farm. The childminder uses specific tools to assess children's speech development accurately. She implements effective strategies that enhance children's speaking and listening skills. The childminder works closely with parents. She shares targeted strategies with them so that they can build on their children's learning at home.

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Leadership and governance Strong standard

The childminder attends the local authority network meetings every term. She also finds training to improve her teaching. For example, she recently completed communication and language training. This helps her support children's speech and language development even more. The childminder considers the quality of her care and practice with great attention. She often seeks feedback from parents. The childminder collects information from feeder schools. This helps her make sure her teaching supports the school's phonics scheme. The childminder plans to increase ways for children to use the allotment. This will enhance children's learning and development.

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Leadership and governance Strong standard

The childminder maintains a strong partnership with other childminders in the local area. She gives them support and advice and shares details about helpful local training opportunities. The childminder has made strong connections with local schools. She goes on transition visits with children to help them to get ready for school. Parents are very positive and happy with the quality of care their children receive. The childminder provides frequent updates to parents about their child's learning and development. She also shares tips and strategies for supporting learning at home.

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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 and settled in this nurturing environment. They are gaining confidence as they play and learn together. The childminder places children's emotional wellbeing at the heart of her practice. She provides children with consistent praise and encouragement. They feel understood and valued. The childminder provides caring and respectful relationships. She extends children's communication skills through conversations, careful questions, stories and books. Children thrive in this loving and caring setting.

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

The childminder observes children carefully. She uses her expertise to plan their next learning steps and then creates valuable learning opportunities based on this information. These experiences build on what the children already know and can do. The childminder ensures that all children, including those with barriers to their learning, are making progress. This prepares them for what is next. The childminder has embedded the daily routines. This helps children feel safe and secure. Children carry out self-care tasks, such as washing their hands and blowing their noses. The childminder promotes independence at every opportunity. As a result, children show high levels of independence and a 'can-do' attitude.

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

The childminder works closely in partnership with parents. For example, she shares the importance of regular attendance and invites parents to share what the children have been learning at home.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 07:30 - 16:00

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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 disadvantaged children, those with special educational needs and/or disabilities 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 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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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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