Childminder

Childminder

Unique reference number (URN): EY276865 Registered with Ofsted: 10/11/2003 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 make continuously secure progress and are extremely well prepared for school. They concentrate and persevere with learning activities, and they express themselves well. They develop confidence in their communication skills. Children are curious as they lead their own play and ask for help when needed. They are well focused and build social skills while playing together and alongside each other. Children develop their physical coordination in a safe and well-resourced outdoor space. They run, balance and explore independently. Children demonstrate manners and independence, persevering with tasks they find challenging. Children explore and begin to understand their local community through outings and visits. Seasonal celebrations help children to understand and appreciate their similarities and differences. They learn more about cultures that are different from their own. These experiences help children to understand what makes them unique,

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Behaviour, attitudes and establishing routines Strong standard

The childminder works in close partnership with parents and carers. She places emphasis on supporting children's punctuality, with clear expectations for arrival and collection times. She explains the importance of consistent attendance with guidance about why this is so valuable for children's learning. The childminder encourages children to play together cooperatively and with others of different ages and abilities. The childminder is a positive role model, consistently teaching children the value of kindness and empathy. She discusses the impact that words and actions can have on others and acknowledges children's emotions sensitively. Children communicate their feelings well, as a result. Children listen to each other, taking turns and maintaining focus until tasks are complete. Older children are role models for their younger friends and enjoy supporting them in their play. Children demonstrate security as they concentrate deeply and make independent

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Behaviour, attitudes and establishing routines Strong standard

choices about their play. Children respond extremely well to the childminder's gentle suggestions and work out frustrations together. The childminder's focus supports all children to exceed expectations.

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Children's welfare and wellbeing Strong standard

The childminder's skilful and thoughtful interactions promote children's welfare and wellbeing extremely well. The childminder empowers children as they develop emotional resilience, learning how to resolve minor conflicts. All children form secure emotional attachments and show confidence and independence. She teaches children, including those with special educational needs and/or disabilities, through meaningful, practical experiences. They learn to manage risk as they play and explore. Their physical development is prioritised and promoted through highly-engaging activities that build their motor skills. Children enjoy regular outings where they learn to keep themselves safe, including learning about road safety. Children run and climb, exploring nature during outings to local parks. Children develop the skills and language to manage and express their feelings and to ask questions to support their understanding. The childminder listens

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Children's welfare and wellbeing Strong standard

carefully to children, supporting them as they communicate. Parents and carers particularly appreciate her approach to promoting healthy lifestyles by encouraging children to broaden their food choices. The childminder provides nutritious meals and plans her menu around what children enjoy, while also encouraging them to try new foods and textures.

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Curriculum and teaching Strong standard

The childminder is extremely confident in understanding the quality of her provision and has a focus on making updates and improvements. Her interactions with each child are purposeful and support their individual progress. She expertly adapts the environment to meet each child's unique needs. Children delight as they engage in carefully planned activities that help support their focus. The childminder fully considers the impact activities are having on each child. She builds their self-esteem and enthusiasm through each interaction and uses successful strategies to support children's language development. The childminder listens carefully to children and models vocabulary clearly. Activities are well planned to encourage children's independence. Children help to organise the space, so they can dance and sing while they gain confidence and awareness of space and safety. Children independently build fences for a tray of animals, counting and sequencing the

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Curriculum and teaching Strong standard

structure to fit the space. They show a sense of achievement, sharing their interest in animals with their friends. The childminder links children's learning in different areas, as they point to the corresponding numbers in the animal story, for instance. Children see visuals of numbers as the childminder includes early mathematics into everyday routines. Children help prepare snacks as they explore shapes, size and count pieces of fruit. The childminder skilfully uses observations of children as they play to monitor their progress, and she plans activities that support children's next steps in learning and development.

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Inclusion Strong standard

The childminder's commitment to her professional development supports her to consistently identify how to help each child to succeed. She has a deep understanding of the skills children need for school and is committed to ensuring that every child makes secure progress. The childminder takes prompt action to secure targeted support for any identified learning needs. Parents speak highly of the childminder, saying that she provides a safe and nurturing environment. She has a secure knowledge of how to implement effective strategies to support children with special educational needs and/or disabilities. She understands the importance of working with parents and other professionals to find the best approaches for children's individual needs. Older children enjoy returning to the childminder's care during school holidays and spending time with their younger friends and siblings. This continuity of care supports children to develop long-term relationships, which

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Inclusion Strong standard

contribute considerably to children's emotional security and progress.

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Leadership and governance Strong standard

The childminder has embedded self-reflection into her practice and continually improves her knowledge and skills. She strives to improve experiences for children and focuses her professional development well to achieve this. She shows commitment and enthusiasm for her role. The childminder is highly knowledgeable around making effective use of additional funding to benefit individual children. She is clear about the importance of working closely with parents and carers and outside professionals. She regularly reflects on the provision for children with special educational needs and/or disabilities so that they are fully included. Parents speak very highly of the childminder. They comment that their children have excelled in the kind and caring environment. They appreciate the childminder's tailored communication style and the individual support she provides. They feel heard, well informed and reassured through regular updates and meaningful engagement. The childminder

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Leadership and governance Strong standard

shares ideas to support children's learning at home, helping children to build on what they know to make seamless and consistent progress.

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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

The childminder knows each child extremely well and encourages them to follow their interests. She plans and adapts learning experiences so that all children make sustained and secure progress. Her warm and inclusive approach means that children feel safe and valued. They arrive with enthusiasm, greet their friends and invite each other to join their play. The childminder has secure bonds with each child. She understands how important this is for children's wellbeing. She is knowledgeable about how to deliver a well-planned and tailored curriculum so that all children can take part fully. The childminder communicates her high expectations for children's regular attendance so that all children benefit from the well-established approach.

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

The childminder fully supports all children. Where younger children are learning to walk she stays close by to provide supervision and encouragement. Children explore resources that are strategically placed by the childminder to engage their interest. Older children pass toys to younger children without prompting. The childminder praises this behaviour to reinforce how well children play together. Children independently choose books and discover experiences and cultures beyond their own while developing their interest in reading. The childminder supports children to explore their imagination and to develop creative skills. She delivers stories in an interesting way, including all children and recognising their contributions. Children discuss their favourite characters and predict what happens next. Toddlers enjoy turning the pages and exploring images and textures on the pages.

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

Children smile with delight as they sing and dance, developing an early understanding of rhythm and rhyme. The childminder boosts their confidence, modelling language as they build physical skills and move their bodies to a rhythm. Children repeat words and actions as they sing along together. They count with confidence during songs, and younger children clap along to the counting rhythm. The childminder helps children understand matching and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this setting

Local authority: Haringey sequencing. She uses visual and sensory resources so that children can build their mathematical skills while thoroughly enjoying singing and dancing.

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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, the children and the parents 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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