Childminder

Childminder

Unique reference number (URN): EY541497 Registered with Ofsted: 25/01/2017 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is consistent in her approach to supporting and managing children's behaviour. Her clear and calm strategies help children understand what is expected of them and promote positive relationships between herself and the children. Children learn to regulate their own behaviour and the importance of communicating their feelings and needs appropriately. Kindness and respect are embedded throughout the setting. Children are encouraged to be considerate of others, and the childminder explains the reasons why kindness matters. As a result, children develop secure friendships and play cooperatively, sharing toys and supporting one another. The nurturing environment enables children to show empathy. For example, when a friend is upset, peers independently offer comfort to help them 'feel happy again'.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are well established and provide children with a sense of security, independence and belonging. These are thoughtfully adapted when needed so that all children can follow them successfully. The childminder places a key emphasis on behaviour as a core ethos of the setting, ensuring children develop respectful relationships and the skills they need for the next stage of learning and for understanding their place in the wider community. The childminder actively promotes consistent attendance and punctuality through effective communication with parents. Through consistent expectations and a warm, inclusive environment, children are well prepared to reach their potential and navigate the world around them with confidence.

p.2

Inclusion Strong standard

The childminder identifies children's needs promptly and swiftly responds to any concerns effectively. She builds solid partnerships with parents, encouraging regular communication to share strategies and discuss children's learning and progress. The childminder works collaboratively with a range of professionals, forming positive relationships that support children's ongoing development. The childminder has high expectations for every child and skilfully uses well-planned strategies to ensure all children make continual progress. Parents speak positively about the high quality of communication they receive, including the detailed updates they receive regarding the additional support provided for their child.

p.2

Expected standard

Early years pupil premium funding is used effectively to provide targeted support for disadvantaged children, helping to close individual gaps in their learning. The childminder provides an inclusive learning environment where all children can access the curriculum at their own pace and in a way that suits their individual learning styles. She consistently adapts and adjusts experiences and interactions so that every child can participate fully and benefit from all learning opportunities. Daily routines are thoughtfully adjusted to ensure that all children can follow them successfully. The childminder is committed to ensuring that her knowledge and expertise are secure through regular communication with professionals and relevant training. This supports children's needs, using consistent approaches and setting ambitious next steps to promote each child's ongoing development.

p.3

Achievement Expected standard

All children, including those who speak English as an additional language and those with special educational needs and/or disabilities, make progress during their time at the setting, in particular with their communication and language skills. Children use language increasingly well to build friendships, express their feelings and support their growing social skills. With the support of the attentive childminder, children confidently communicate their needs and wishes. Children are well prepared for the next stage of their education. Their independence and self-confidence are evident in the way they approach new challenges and manage everyday tasks. Children develop a broad range of skills and knowledge across the curriculum. They show curiosity in their learning and enjoy exploring the environment. Children remain highly engaged in activities, sustaining concentration for extended periods, particularly during role-play experiences with their peers and the childminder.

p.3

Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is a priority in the setting. The childminder supports children to recognise and manage their own feelings, helping them to build resilience, confidence and a strong sense of security. Positive relationships are well established, enabling children to feel settled, safe and ready to learn. Children play confidently as they explore the environment, supported by the childminder, who is responsive to their needs. The setting provides a safe, welcoming atmosphere where children's physical and emotional health are nurtured, both indoors and outdoors. Children talk about how playing outside helps to keep their bodies healthy and show an emerging understanding of why hygiene routines, such as handwashing, are important. The childminder has begun to take steps to encourage and further promote children's understanding of healthy eating habits.

p.3

Children's welfare and wellbeing Expected standard

The childminder consistently encourages independence in all children. She and her assistants provide effective support as children develop self-care skills, such as dressing themselves and maintaining good personal hygiene routines. The childminder actively promotes autonomy during play, enabling children to make choices, take appropriate risks and build confidence in their own abilities.

p.3

Curriculum and teaching Expected standard

The childminder, overall, plans a purposeful and well-sequenced curriculum that underpins the values and experiences she provides. Children's individual interests are carefully considered. The childminder adapts her interactions and planned experiences responsively in the moment. For example, when children show excitement about the snow, she builds on this curiosity by sharing related stories and providing creative opportunities to deepen their understanding of the natural world. The childminder engages positively with children and consistently models a rich range of vocabulary and skills. Mathematical concepts are woven into play, such as comparing the sizes of animals in a story and shapes in the snow.

p.4

Curriculum and teaching Expected standard

The childminder actively promotes equality and diversity, both within the setting and during outings in the community. She has a secure understanding of child development. She reflects on how to ensure all children can access the planned curriculum and makes reasonable adjustments for them to achieve and learn. She identifies effectively what children can already do and plans tailored next steps based on their individual stages of development. Children have daily access to the garden, where they develop their physical skills and support their healthy lifestyle. The childminder is starting to encourage children to prepare and eat healthy food during their time with her.

p.4

Leadership and governance Expected standard

The childminder communicates effectively with parents and works closely with them to support children's learning, progress and development. She supports parents by providing practical ideas and guidance to help extend their children's learning at home. She maintains strong relationships with other professionals. She works collaboratively and supports any assistants she works with to ensure consistency of care and continuity in children's experiences. The childminder has a clear understanding of her own strengths, such as her curriculum, which is both ambitious and inclusive. She sets high expectations for every child, ensuring they achieve well and are prepared for the next stage of their education. She regularly reflects on her practice to ensure she is meeting the needs of all children.

p.4

Leadership and governance Expected standard

The childminder has completed all mandatory training to safeguard children and create a safe environment. However, the childminder recognises that engaging in further professional development would strengthen her expertise and enhance children's wellbeing, learning and development even further. The childminder provides a well-led, nurturing setting where children feel secure, supported and able to thrive. Her reflective approach, ambition and focus on inclusion ensure that all children benefit from positive learning experiences.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder builds warm, nurturing relationships with all children in the setting. Children feel confident to express their needs and feelings to the childminder and to one another, helping them to form positive and trusting relationships. She values and respects every child and is committed to supporting them to achieve their full potential. The childminder maintains high expectations for all children and responds sensitively to their individual needs throughout the day. Children are highly engaged in their play, and daily routines are adapted where necessary to further support their learning. For example, she repeats story time later in the day, on a one-to-one basis, for children who need this personalised focus. Children receive effective guidance to manage their behaviour and develop happy, secure

p.5

Inspector:

Rivka Bick friendships. Parents comment on the noticeable progress their children have made, particularly in their confidence and personal and social development. Children play collaboratively and understand the rules and boundaries of the setting, including helping each other to tidy up.

p.6

Inspector:

All children make progress from their starting points, including those who speak English as an additional language and those with special educational needs and/or disabilities. The childminder knows each child well and plans ambitious next steps to ensure ongoing achievement. She models high-quality communication skills and promotes language development and vocabulary across all learning and play opportunities. Children develop a strong love of books and stories, which further enhances their early literacy skills. They also have regular opportunities to build their physical skills both indoors and outdoors. Mathematical learning is embedded throughout the setting, and the childminder uses real- life experiences to help children grasp key mathematical concepts. For example, while reading a story she introduces new vocabulary to emphasise size, such as 'gigantic' and 'humongous'. The children eagerly discuss the sizes of the animals among themselves

p.6

Next steps

The childminder should consider ways to further promote children's understanding of healthy eating habits. The childminder should target her professional development to strengthen her practice and to further benefit children's learning.

p.6

About this inspection

The inspector spoke with the childminder and assistant during the inspection.

p.6

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.

p.6

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

p.6

About this setting

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8