Childminder

Childminder

Unique reference number (URN): EY358708 Registered with Ofsted: 25/07/2007 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 excellent progress across all areas of learning. They learn how to share and take turns, how to respect others, and how to regulate their feelings and emotions. Children develop positive interactions with others and benefit from joining in with interesting discussions and conversations. This supports their communication and language development very successfully as they learn new vocabulary and the meaning of words.

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Achievement Strong standard

Children have fantastic opportunities to develop their physical skills, practising running, climbing and jumping and exploring the outdoors. They learn to use scissors and explore different mark-making tools, which helps to promote their fine motor skills. They benefit from an extensive variety of experiences and visits within the local community. Children grow their own vegetables, which they pick and use in their snacks and meals, and learn about life cycles and changes in the environment. They are very well prepared for their future learning including starting school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder implements robust routines and boundaries and is highly consistent in her approach. Children behave extremely well and have excellent manners. They quickly learn what is expected of them and what is happening next, which successfully helps them to manage their feelings and behaviours. They have highly positive attitudes to learning and are curious and eager to take part in activities. They show high levels of perseverance and resilience and are confident to try new things without fear of failure.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an extremely positive and welcoming environment that is calm and consistent. This helps children to maintain positive and calm behaviour. Interactions between peers are calm and respectful, as this is how the childminder models interactions to them. The childminder has warm, secure relationships with children built on kindness and respect.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance robustly and ensures that any unexplained or unexpected absences are followed up to ensure children's continued safety and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder is very responsive to children's care needs and meets them exceptionally well. She ensures she precisely plans the day, including care routines and mealtimes, to effectively support children's individual needs. Children develop an awareness of routines and boundaries, which supports them in knowing what is expected of them. The childminder helps them to recognise and manage their emotions, and develop a secure sense of emotional wellbeing. They build secure and responsive relationships and attachments with the childminder. They are confident and self-assured, but can find comfort in her presence and look to her for reassurance when they are feeing sad or apprehensive.

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Children's welfare and wellbeing Strong standard

Children are expertly supported to develop an understanding of their own safety. The childminder talks to them about risk and how to minimise the risk to themselves. She engages the children in risk assessment of activities and the environment to ensure they are aware of potential dangers, such as sitting properly when eating so they do not choke. Children gain an excellent understanding of how to keep themselves safe.

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Curriculum and teaching Strong standard

The childminder provides a high-quality curriculum for the children which considers all aspects of the early years foundation stage. She ensures that activities precisely meet children's developing needs and provides opportunities for them to practise and perfect their skills while seamlessly introducing new skills and extending their vocabulary.

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Curriculum and teaching Strong standard

The childminder implements maths into activities skilfully, talking about money, weight, shape and size. She expertly extends children's learning, for instance using phrases like 'I wonder….?' and 'Do you think…?' She provides scissors and herbs to add an element of fine motor skills into an activity, as well as jars and cups to promote pouring and filling. The childminder models how to hold the scissors when children struggle to use them. Children talk about the ingredients needed to make soup. They learn where vegetables come from and how they grow from seeds into food they can eat. The childminder narrates children's play, asking questions, making suggestions, and clarifying vocabulary and pronunciation to help build on their communication skills.

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Curriculum and teaching Strong standard

The childminder has an excellent overview of the children in her care and a comprehensive understanding of the progress they have made and where they are developmentally. Children flourish in her care.

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Inclusion Strong standard

The childminder works extremely closely with parents to ensure the children are meeting their next steps and are reaching their full potential. All children are very effectively included and supported. The childminder has high expectations for all children, regardless of their starting points, and skilfully and consistently supports them to make swift progress in all areas. The childminder engages with other professionals and settings involved with children highly successfully to ensure that children receive a fully collaborative approach to their learning. She makes sure that children have any additional support they need outside the setting to help them make the best possible progress, regardless of any barriers to learning.

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Inclusion Strong standard

The childminder has an excellent understanding of the importance of supporting children's individual needs. She plans activities and opportunities carefully and precisely to encourage children to practise what they already know and can do as well as develop new skills. She reflects on the children's needs well and considers how outings and experiences meet them. For example, at playgroup, a big circle story time helps with school readiness as the children learn to sit and take turns.

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Leadership and governance Strong standard

The childminder has a detailed understanding of the local community and uses this knowledge to provide a superb variety of experiences for children. This helps children to make excellent progress. The childminder tailors the activities and opportunities expertly to enable children to receive a broad and balanced curriculum which supports their needs.

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Leadership and governance Strong standard

The childminder attends mandatory training, including safeguarding and paediatric first aid. She is highly committed to continual improvement and also identifies other training that is precisely matched to her own development needs. She makes sure that any professional development she undertakes has a positive impact on her practice and the provision. For example, following training about how to encourage children's free play, the childminder has put in place times where children are not organised and have choice in their play, while she facilitates. She found that this had a highly beneficial impact in helping children to focus and get ready to concentrate and learn. It has also helped to support children with their emotional regulation and behaviour.

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Leadership and governance Strong standard

The childminder works in close partnership with parents and other professionals to provide a supportive and inclusive environment for all children. She offers support to parents in enhancing their children's development, such as supporting with toilet training, which helps ensure children benefit from a highly consistent approach to their care and learning.

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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 benefit from an extremely warm and welcoming environment where they feel very comfortable. They settle easily on arrival and quickly engage in well-planned and organised activities that support their interests incredibly well. Children are very capable and take the lead in their play with the childminder narrating what they do. She repeats back sentences for clarity and confirms key phrases, expertly modelling language and vocabulary, such as 'expensive'. She plans highly engaging experiences that children thoroughly enjoy. For example, she has set up a shop containing different-sized tins and jars, pasta and rice, and a selection of real fruits and vegetables. Children eagerly engage in role play, where they

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Inspector:

Michelle Highcock take on the role of the shop keeper. They confidently learn mathematical concepts such as using money and carefully measuring out the ingredients on the scales.

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Inspector:

Children benefit from highly positive interactions with the childminder and other children. They learn lovely manners, using please and thank you without prompting, and they are polite in their interactions. Children learn respect for each other and learn about the features of the local community. The childminder takes children shopping in the village or for a trip on the train. They visit the local marina and spend time outdoors splashing in puddles and enjoying the weather. Children benefit from well-planned quiet time where they engage in story time. They like to share stories and develop a love of books, for instance by visiting the library. Children learn valuable social skills by visiting local playgroups, where they can engage with other children.

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Next steps

The childminder 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 any 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 that they may care for in the future.

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About this inspection

The inspector spoke with the childminder, children and 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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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 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

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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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