Childminder

Childminder

Unique reference number (URN): 112375 Registered with Ofsted: 22/09/1999 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 they are extremely well prepared for the next stage in their development. Young toddlers are quick to grasp new mathematical knowledge when the childminder frequently draws their attention to the properties of shapes in their environment. The childminder ensures that older children are secure on numbers 1 to 5 in a variety of contexts, before extending their knowledge of numbers up to 10.

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Achievement Strong standard

Young children are learning to link spoken words to what they mean because the childminder consistently comments on what she is doing, introducing new or emerging language at the right time. For example, she shows children how to handle and shape play dough while using words such as 'push', 'pull', 'flat', 'smooth' and 'bumpy'. Children listen carefully to these words and repeat some in context.

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Achievement Strong standard

Children who are new to the setting make rapid progress with their social confidence and communication. For example, they quickly develop positive relationships with their peers as a result of the childminder's nurturing guidance. In addition, parents report that their children quickly feel at ease with the childminder and feel she has helped their children make progress in their speech and social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's behaviour. She consistently includes all children in daily routines that help to promote teamwork and independence. For example, children lay the table for snack and then afterwards help carry plates back to the kitchen. Children show they know these rules well and support the childminder and each other with very few reminders. This teaches children the importance of teamwork.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that children take care of themselves and their friends. For example, she guides a child supportively to clean their nose and dispose of the tissue independently. In addition, the childminder praises children's thoughtfulness when they share toys well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's positive energy helps children to learn. She motivates children to always try their best. She encourages less confident learners through frequent praise and is able to quickly redirect children's focus to an activity following any distractions. As a result, children develop consistently positive attitudes to their learning and peers. This supports and builds upon the excellent behaviour of children in her care.

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Children's welfare and wellbeing Strong standard

Children's ongoing welfare is a priority for the childminder. She has a secure understanding of how to ensure that children are safe when sleeping. She knows how to minimise the risks to young children of choking when eating. She also has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm.

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Children's welfare and wellbeing Strong standard

It is also evident that the childminder has built strong, supportive relationships with each child and their family to ensure their consistent welfare throughout the week. The childminder teaches children how to care for their peers by helping them to discuss their feelings. Parents also report that their children miss the childminder when they are not with her.

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Children's welfare and wellbeing Strong standard

The childminder has a strong understanding of how to promote healthy lifestyles in children. For example, she teaches children the importance of healthy routines such as teeth brushing, handwashing and drinking enough water. The childminder also provides a highly secure and engaging environment that allows children the freedom to explore in safety. Children navigate the space with gusto, independently getting what they need then returning to their peers to play. This helps children quickly become confident explorers.

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Curriculum and teaching Strong standard

The childminder has crafted a diverse and balanced curriculum fully embedded with high- quality interactions. She observes children very closely and is responsive to what they say. She creates frequent opportunities for conversations about children's experiences. As such, she is able to expand ideas and promptly clarify any misconceptions if they arise. For example, she guides young children skilfully to use their developing language of shape and colour correctly in their play.

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Curriculum and teaching Strong standard

The childminder's curriculum is extremely well sequenced. She has a strong understanding of how children learn, such as how they develop language and mathematical skills over time. She frequently introduces young children to new words alongside their practical activities. In addition, she provides more detailed explanations of vocabulary for children who are slightly older.

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Curriculum and teaching Strong standard

The childminder has ensured that her setting is accessible and stimulating for children of all ages and abilities. She has arranged an array of interesting posters and resources that motivate children to discuss their developing ideas. She also reminds children of their previous learning by frequently referring to their displayed artwork, which helps to embed learned language throughout the day. In addition, she offers creative opportunities for children to develop early literacy skills through the gentle exploration of letters and sounds in their environment. This helps to prepare children very well for their transition to school.

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Inclusion Strong standard

The childminder quickly identifies children who have made inconsistent progress in their speech development. She works closely with parents to understand and address any contributing reasons for these delays. Consequently, she provides a highly diverse range of opportunities for children to discuss new words and ideas. This has helped children acquire a range of language skills, gain the confidence to talk and make excellent progress.

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Inclusion Strong standard

The childminder makes sure she discusses the needs of children with special educational needs and/or disabilities (SEND). For example, following swift identification of children who need additional sensory support, she works closely with the relevant specialists to adapt her provision to meet their needs. As a result, children with SEND are given the best possible access to language to ensure their continued speech development.

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Inclusion Strong standard

The childminder seeks prompt advice if she has any concerns regarding a child's development. She knows what is typical of each child at her setting and communicates this effectively with parents to agree on any areas of concern. She frequently undertakes additional SEND training, even if she has no children with SEND on roll. This keeps her up to date with specialist knowledge and helps her to prepare her provision to support children with additional needs if required.

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Leadership and governance Strong standard

A culture of continuous improvement is evident across all aspects of the childminder's provision. The childminder knows how she can continually develop her knowledge of early years education and regularly undertakes the relevant training. For example, she has recently sought specialist advice to strengthen her commitment to supporting children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

The childminder is incredibly well prepared to receive children with a range of different needs. For example, she talks confidently about adapting text-based resources to make them accessible for visual learners.

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Leadership and governance Strong standard

The childminder arranges trips to children's activity centres with local childminders. This provides excellent opportunities for children to socialise with new friends and also allows the childminder valuable access to a professional network of childminders with whom she can seek feedback and share advice.

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Leadership and governance Strong standard

The childminder is very self-reflective. For example, she considers how she can strengthen messages to parents about the effect of dummies on children's developing speech.

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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 show a keen interest in learning in this highly positive and joyful setting. Children eagerly gather around stimulating activities led by the childminder. For example, they listen intently as the childminder teaches new words for different colours. The childminder regularly prompts children to use these descriptive words, for instance in conversations where children describe the art they have made. This helps young children to grow their vocabulary.

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

Children immerse themselves in books, learning to develop a love for their characters and stories. Young children huddle close to the childminder as she captivates them with her reading. Children extend their interest in stories and pick through a diverse selection of

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Inspector:

David Watkins books that the childminder makes accessible. Very young children independently flick through the colourful pages before bringing these books to the childminder to be read.

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Inspector:

The childminder has created a safe and stimulating learning environment in which children can freely follow their interests. This helps to reward their curiosity and develop their confidence. For example, young children search excitedly for their favourite toys and then bring them to share and play with their peers.

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Inspector:

Children are welcomed and celebrated in this inclusive setting. The childminder finds creative ways in which to encourage children with sensory needs to express themselves. She has supported children to become more confident with messy play through a gradual approach to hand painting. For example she has encouraged children to first paint with their knuckles instead of their fingers or palms. The childminder displays children's artwork for all to see and encourages children to reflect on their designs. This helps children to value each other's work while fostering a sense of pride in their own accomplishments.

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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 with special educational needs and/or disabilities, 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 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 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 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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