Childminder

Childminder

Unique reference number (URN): EY428262 Registered with Ofsted: 30/06/2011 Registers: EYR, CCR

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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 develop independence and confidence as they complete tasks for themselves, such as putting on waterproofs before outdoor play. These experiences help them build resilience, problem-solving skills, and steadily increase their knowledge and abilities over time. Parents receive regular updates on progress and next steps, supporting continuity of learning at home. Children also gain a secure understanding of the natural world. They recall animals from stories, such as squirrels and hedgehogs, and discuss where they might hide in trees. They learn new vocabulary, including 'owl' and 'fox', and explore seasonal changes by talking about autumn trees, pine cones and acorns. These discussions deepen children's awareness of growth and change in nature. The skills that they build enable children to prepare well for school as they prepare for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

Children receive consistent, age-appropriate information that supports them to understand the expectations of their behaviour. Therefore, children's behaviour is highly positive. The childminder supports children to understand the daily routine and play respectfully with one another. For example, when they play in the garden, children kindly remind each other to 'share' the toy cars. Children also take turns together when they make marks with different colours during a drawing activity. When children do have a disagreement, the childminder is prompt to support children to address the situation and helps them to find a resolution. The childminder supports children to focus and concentrate on activities. She reads to them with enthusiasm, which helps to build their motivation and interest. Children demonstrate a highly positive attitude to their learning as they remain engaged for long periods. Relationships

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Behaviour, attitudes and establishing routines Strong standard

between the childminder and the children are warm and welcoming. The childminder checks on children's wellbeing and often asks children how they are feeling. Children begin to speak confidently about what makes them feel safe and happy.

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Children's welfare and wellbeing Strong standard

The childminder provides an environment that supports children's wellbeing. She ensures that parents understand and follow her policies. For example, she has a consistent approach to children's attendance. Parents understand the importance of attendance and how this supports children to establish good routines. Children consistently make strong independent decisions about their own health and wellbeing. For example, they recognise that they need to blow their noses and wash their hands afterwards. Children confidently find a tissue and check their faces in the mirror provided. The childminder consistently supports children to recognise their own emotions and how to vocalise them. Children use emotion bottles, pillows and mirrors to talk about how they are feeling. Younger children's care needs are met promptly and sensitively. For instance, the childminder kindly asks if children need their nappy changed and talks to them about the importance of sleep and rest.

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Children's welfare and wellbeing Strong standard

The childminder also recognises opportunities to teach children about other elements of a healthy lifestyle, such as staying safe online.

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Curriculum and teaching Strong standard

The childminder creates an ambitious curriculum that she reviews and adapts to children's needs. Her teaching interactions focus closely on children's stage of learning. She recognises how to provide children with enriching learning experiences that follow their interests to keep them engaged. For example, when children have developed a new skill of throwing and catching, she provides appropriate resources to help them practise their physical skills. The childminder's approach is consistent and highly inclusive across each area of learning. She adapts activities precisely for each child so that they build on what children know to consolidate knowledge. For example, she teaches children the language of emotion in an age-appropriate way to support their understanding. The childminder has specifically developed the implementation of her mathematics curriculum. Children gain a strong understanding of mathematical concepts through explicit teaching. The childminder

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Curriculum and teaching Strong standard

provides them with frequent opportunities to count and learn language related to shape and measure. Children speak with confidence and use words such as 'half' and 'full' as they fill cups. The childminder creates an environment with a sharp focus on communication. Her interactions are language rich to enable her to fully support children who speak English as an additional language. Young children begin to confidently practise new words as the childminder broadens their vocabularies. Children also enjoy books that have print in different languages to support them to understand the appearance of different text, such as Arabic writing.

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Inclusion Strong standard

The childminder values each child that attends her setting as an individual. She recognises that children in attendance often speak English as an additional language and puts provision in place to reduce any barriers this may cause to their learning. For example, she provides them with plenty of opportunities to hear language spoken in both English and Polish. The childminder attends specific training to enable her to have the relevant skills to best meet children's individual needs, such as speech and language training. She makes precise use of any additional funding she receives, for example for children who may be disadvantaged. She provides additional outdoor resources and places a high focus on outdoor play, especially when she recognises that children may have limited access to outside play at home. The childminder monitors and reviews her plans for children's learning frequently. She then adapts these plans as necessary to continually drive children's progress. The

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Inclusion Strong standard

childminder builds close partnerships with other professionals involved in children's care. For example, she engages with school special educational needs coordinators when she has children with special educational needs and/or disabilities that attend another setting. She also engages with local authority support professionals to tailor children's learning plans effectively.

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Leadership and governance Strong standard

The childminder is passionate about development and improvement. She regularly evaluates her provision and the effectiveness of her teaching. For example, the childminder has developed her curriculum to increase teaching that supports children to learn more about different cultures and religious festivals. The childminder also identifies areas where she can increase her own knowledge. For instance, she undertakes training that develops her understanding of how to support children with special educational needs and/or disabilities. This means that children benefit from raised teaching standards. The childminder is meticulous about how additional funding is used to support children's individual needs. For example, where children may be at a disadvantage, she recognises how she can use funding to enrich their daily experiences.

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

Children feel safe, settled and confident in the childminder's home. She provides them with a stimulating environment that celebrates each child as an individual. Children have close relationships with the childminder and feel comfortable to express how they are feeling. They happily go to her for cuddles and reassurance throughout the day. Children thrive and joyfully participate in the learning activities provided for them. For example, they enjoy using tweezers and spoons to put different items on a pretend autumn tree. They do this with

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Inspector:

Nicola Houston accurate precision and kindly share resources with one another. Children demonstrate what they have learned from the childminder's teaching as they talk about changing seasons. They confidently discuss how acorns and pine cones fall from trees. The childminder has a strong understanding of how to support children who may be at a disadvantage, for example those who receive additional funding. She plans exciting activities out in the local community to increase children's understanding of the world around them. For example, they visit farms, shops and libraries to enrich their learning. Children benefit from a wide range of experiences as they gain new knowledge and skills.

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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 and those with special educational needs and/or disabilities.

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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 : 07:00 - 17:00

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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

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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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