Childminder

Childminder

Unique reference number (URN): EY395795 Registered with Ofsted: 13/08/2009 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 achieve well in this setting. They make rapid progress and achieve more than the expected level of development for their age. The breadth of the curriculum helps children to access learning across all seven areas of the early years foundation stage. They build knowledge securely over time that helps them to practise, refine and achieve new skills and develop sound understanding of concepts. For example, children engage highly in games with rules. They are able to negotiate and organise themselves to take turns, and they show an understanding of the views and needs of their peers. This demonstrates high levels of compassion and emotional intelligence that help to contribute to children's confidence and self-esteem. Children's learning is well sequenced, which helps them to consistently build on what they already know and can do. As a result of this, children develop the knowledge, skills and attitude to learning that ensure they feel very well prepared and confident for the

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a highly positive attitude towards supporting children to understand the importance of being kind and thoughtful. Together with her assistants, she develops close and nurturing relationships with babies and children, which helps them to feel comfortable and secure. Children understand the expectations of them and confidently share the golden rules, giving clear examples of how they implement them across their daily routine. For example, they know that 'using kind hands' means that they can comfort their friends when they are sad.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and her team interact very respectfully with children, and as a result of their positive role modelling, children demonstrate respect for others. The childminder is committed to working with parents and carers to embed the importance of attendance to form good habits for children's future learning. Children cooperate well in their play and understand the importance of taking turns. Even the youngest children are pleased to hand items over to their friends, and the childminder and her team praise them explicitly for this. The childminder's acknowledgement of positive behaviours helps to provide firm foundations for children developing relationships and friendships.

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Children's welfare and wellbeing Strong standard

The childminder leads an enabling service that prioritises children's welfare and physical and emotional wellbeing. She organises a highly effective key-person system that helps babies and children to feel secure and connected. The childminder implements experiences that support even the youngest children to develop their awareness of feelings. For example, she engages children in puppet play and shares books, using the language of feelings and emotions. Children also develop good habits and learn about the importance of a healthy lifestyle.

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Children's welfare and wellbeing Strong standard

The childminder provides nutritional meals and plenty of opportunities to engage in outdoor active play. Children develop the skills needed to serve their own food, and the childminder supports them to understand portion control. During mealtimes, children competently use appropriate cutlery. This develops their fine motor skills and raises their awareness of manners and social routines.

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Children's welfare and wellbeing Strong standard

Respectful care routines nurture children's self-respect and independence. The childminder identifies that time and care spent supporting children in their self-care helps them to feel motivated in carrying out tasks for themselves. The childminder leads her assistants to take an unhurried approach to teaching children the skills they need to be highly successful. This includes wiping their own faces and washing and drying their hands competently. All routines are underpinned by careful teaching that encourages children to understand the importance of health and hygiene.

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Curriculum and teaching Strong standard

The childminder leads her team of assistants in developing and implementing a broad and very well-sequenced curriculum that prioritises children's physical, personal, social and emotional development. This ensures that the curriculum content prepares children extremely well for the next stage of their education. The childminder has a very deep knowledge of child development and puts this to good use by planning, assessing and ensuring that children learn the life skills needed to prepare them for their future. The childminder ensures that the curriculum celebrates children's unique characteristics and learning styles.

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Curriculum and teaching Strong standard

The childminder leads her team to be excellent role models for communication and language. They use rich vocabulary to broaden children's understanding. For younger children, the childminder and her team use verbal and nonverbal cues to support their language development. They maximise opportunities to share picture books and engage children in joyful singing, which positively impacts children's listening and speaking skills.

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Curriculum and teaching Strong standard

From the very beginning, the childminder weaves mathematical language and concepts into interactions with children. This helps to lay the foundations for mathematical learning. For older children, the childminder plans role-play opportunities, such as the post office, to support children in acquiring an accurate understanding of number, shape, weight and measure through purposeful play. The childminder skilfully considers the needs of all children in her care. She works closely with her team of assistants to adapt and adjust their teaching to ensure that the curriculum is equally accessible to all children in attendance.

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Inclusion Strong standard

The childminder leads her team highly effectively to ensure that the provision is inclusive and meets the unique needs of the children in attendance. She ensures that staff access appropriate training, enabling them to provide high levels of support for children with special educational needs and/or disabilities (SEND). Together, the childminder and assistants identify any concerns with children's development promptly. The childminder uses careful assessment to enable her to plan strategic interventions to help close any gaps in children's development. She gathers information from parents and carers before children start and holds regular conversations with them to discuss how to best provide targeted support. The childminder supports her assistants to ensure they implement a highly effective and graduated approach to assessing, planning and implementing strategies to support children with SEND. For example, she plans how to best support children's verbal and nonverbal

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Inclusion Strong standard

communication from their starting point. The childminder uses single words and visual cues to help children understand what is happening now and next. This supports children to develop as independent learners. The childminder uses early years pupil premium funding where applicable to ensure a positive impact on children's life chances.

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Inclusion Strong standard

The childminder works in highly respectful partnerships with parents, professionals and external agencies to secure the support that helps children to thrive and reach their potential. She fosters excellent relationships with other providers to share information that helps children to transition successfully to the next stage of their education. For example, the childminder shares detailed transition reports and purposeful strategies to support the successful continuation of children's learning and development.

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Leadership and governance Strong standard

The childminder is an inspirational leader. The assistants she employs report high levels of wellbeing and support. The team works highly effectively together and supports each other in implementing strategies to meet children's unique needs. The childminder and her assistants regularly attend training and development opportunities. They engage in professional discussion to extend and share their knowledge and deepen their understanding.

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Leadership and governance Strong standard

The childminder fosters a culture of reflection and evaluation. This empowering approach supports her and her team of assistants in consistently driving improvement across the setting. The childminder is an excellent role model regarding working in partnership with other professionals and external agencies. She connects with other providers to appropriately share information that supports a smoother transition for children. Teachers from the local primary school visit children in the childminder's setting to observe them and hold professional discussions with key people. The childminder communicates strategies that have been successful in her setting. This ensures that children's needs are supported effectively through transition and helps them to continue to thrive.

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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 settle well in this warm and nurturing setting. The carefully planned routines help children to understand how they will spend their time. This helps them to feel confident, safe and secure in the transitions between their play experiences, learning opportunities and care routines. Children joyfully invite the childminder and her team of assistants into their play. They play cooperatively and happily take turns with resources. Children's early friendships are nurtured and celebrated by the childminder and her assistants. This helps even the youngest children to develop positive relationships with others. Older children demonstrate kindness and compassion to others, skilfully supported and praised by the childminder and her team.

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

Children demonstrate a willingness to carry out tasks for themselves. They persevere with tricky routines, such as putting on their shoes before going out to play and finding their aprons in readiness for mealtimes. Children focus intently on the exciting play opportunities that the childminder presents to them. They remain engaged over prolonged periods. This supports children to develop, practise and refine a range of skills across all seven areas of learning. Children benefit from high-quality interactions with the childminder and her team, such as interactive storytelling and singing. This helps children to build an extensive vocabulary, which they use in play. The youngest children use both verbal and nonverbal communication skills to make their feelings understood. Children respond positively to adults and their peers. The lively buzz during children's play creates a harmonious and welcoming

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

atmosphere that further supports their feelings of emotional wellbeing.

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About this setting

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

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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 children with special educational needs and/or disabilities and disadvantaged children and those who are known (or previously known) to children's social care and those who may face barriers to learning and/or wellbeing who may attend her setting in the future.

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About this inspection

The inspector spoke with the childminder and her assistants 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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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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