Childminder

Childminder

Unique reference number (URN): EY410236 Registered with Ofsted: 16/07/2010 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

The childminder strongly focuses on the key skills children need for later learning. She places a high priority on children's independence, social skills and communication and language. She believes this unlocks a love of learning. The childminder regularly sings with children and introduces new rhymes, such as Christmas songs. This helps children broaden their vocabulary even more. Children achieve very well and take ownership of their play. The childminder's consistent high-quality interactions ensure even the very young children are determined to do things for themselves. When children do face barriers in their learning, the childminder consistently works in partnership with parents and implements small, achievable targets to help children make very high levels of progress. Furthermore, she rigorously monitors their progress to ensure adaptations are meaningful to help them further their development. Children are very well prepared for their later learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes a harmonious learning environment where all children behave incredibly well. She plans her routines around the age and stage of children she is caring for. This helps children to recognise and understand what is expected of them. As such, children set the table for mealtimes without prompting. They are kind and offer their friends the water to pour. Children show a genuine care for each other and gently place their hands on their friend's head in a gesture of kindness. The childminder recognises when children may need support to develop their behaviour. She is sensitive and uses her well-planned strategies to help children understand their emotions and how they may feel. This helps young children to develop an understanding of their emotions. From the outset, the childminder promotes punctuality and attendance at her setting. She shares with parents the focus of learning for the day and emphasises the importance of the sequence of her

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Behaviour, attitudes and establishing routines Strong standard

routines. This helps her to develop a positive attitude towards attendance among parents in preparation for later school.

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Children's welfare and wellbeing Strong standard

The childminder supports children extremely well to build confidence in their abilities and to keep themselves safe during activities. Older children are confident to use tools such as scissors in the play dough. As needed, the childminder sensitively role models to younger children how to use the tools safely. This helps children learn about safety. The childminder gives children plenty of time to talk about how they feel. For example, as they place their name on the window, they talk about feeling happy. This furthers children's knowledge of emotions. The childminder has excellent relationships with the children. She knows their characters and what interests them. This helps her to target her learning to support children's wellbeing and self-esteem. For instance, children are extremely proud of their creations from the play dough. The childminder praises children, who smile with joy. She ensures that these activities are available for children to return to, furthering their confidence

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Children's welfare and wellbeing Strong standard

and wellbeing. Children's care needs are expertly supported. The childminder gives children plenty of time after mealtimes to relax. Children happily take themselves off for their daily nap. The childminder monitors children to ensure that they are safe.

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Curriculum and teaching Strong standard

The childminder provides a curriculum that is highly ambitious and inclusive for all children. The curriculum strongly reflects children's individual needs and interests. The childminder meticulously monitors children's progress from the outset. She swiftly applies strategies from her targeted training to reduce any barriers to children's learning. This supports all children to make progress and ensures development gaps close rapidly. This allows for all children to make the progress they are capable of. The childminder has a very secure knowledge of the foundations for children to develop the skills for later learning. She ensures babies have ample opportunity to pull themselves up as they dance to songs along with older children. This supports their physical development. The childminder places communication and language at the heart of her teaching. Young children babble and clap with excitement as

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Curriculum and teaching Strong standard

they stack blocks. Older children have meaningful conversations with the childminder. She provides them with an abundance of literature across her setting. As such, children confidently choose their favourite books and turn the pages, retelling the stories. The childminder skilfully builds on children's early mathematical experiences throughout the day. She utilises every opportunity for children to practise their early counting, as well as introducing simple mathematical language.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive exceptional support. The childminder demonstrates a robust approach to identifying and assessing children's individual needs. She is proactive in reducing barriers to children's learning. The childminder completes an abundance of observations and assessments of children's progress to identify where there are any gaps in their learning. These rigorous systems mean that any children who may require additional support are swiftly identified. The childminder collaborates with various professionals to tailor her teaching methods to ensure that all children achieve the best possible outcomes. She has excellent knowledge of the local services available to support children and signposts parents to any additional funding that children may be entitled to. The childminder is highly committed to ensuring every child is included in her care.

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Leadership and governance Strong standard

The childminder is highly reflective and committed to her ongoing improvement. She consistently reviews her practice and seeks out opportunities for professional development. The childminder undertakes a wealth of training to further her inspiring practice. She precisely identifies training according to the evolving needs of the children. For instance, she has accessed courses to further deepen her knowledge and that of her assistants, to enhance the support for children's emotional development. This has enabled her to adapt her routines and teaching to meet the changing needs of the children she cares for. There is a strong culture of reflection, with assistants routinely considering how new learning can be embedded into daily routines, to continually improve the learning outcomes for children. The childminder creates a culture of trust and warmth with parents. As such, they speak extremely highly of the childminder, praising the exceptional care, communication and

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Leadership and governance Strong standard

individualised support their children receive. They say that their children 'thrive' in her care.

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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 flourish in this warm and homely environment. The childminder's nurturing approach ensures children settle swiftly and feel safe and secure in her care. Children develop strong independence. They know the routine of the setting extremely well. This helps them to take ownership of their environment by tidying away, setting the table, and preparing their meals and snacks and managing self-care routines with minimal support. Furthermore, this promotes a positive environment that supports children to develop their behaviour in an age- and stage-appropriate manner.

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

The childminder uses daily routines to support children's learning. For instance, they take part in a morning welcome circle time. The childminder is fun. She teaches children about the days of the week. They take great pleasure in taking part and confidently count their friends. Babies and children have ample opportunities to dance and take part in activities that promote their physical development. Children develop their imagination well. For example, they concentrate intently as they use sticks to put into play dough, making a hedgehog. The childminder uses this to help introduce new concepts to the children, such as hibernation. This helps children learn about the world around them and also develops their vocabulary.

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

Children are confident in their early mathematical skills. The childminder challenges children's thinking as they consider the sequence of different coloured wooden poles. Children listen intently as they start to work out which colour is in the sequence. This helps to develop children's concentration and thinking skills.

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About this setting

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

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Next steps

Leaders and those responsible for governance 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, 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, children and 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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