Childminder

Childminder

Unique reference number (URN): EY241251 Registered with Ofsted: 26/11/2002 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 rapid progress and receive necessary support to achieve their goals from their starting points. Activities are planned for children to achieve their next steps in learning through targeted support and interventions. For example, children's communication and language development is monitored well and children are meeting their age expected development. When children need some extra support to develop their speech and language skills, strategies are used so that any gaps in learning are swiftly narrowed.

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Achievement Strong standard

Children who face barriers to their learning are making rapid progress. This means all children, including those with special educational needs and/or disabilities, develop their skills, confidence and independence extremely well, in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is calm, kind and caring. She warmly welcomes children into her home and builds positive relationships with children and families who attend. They benefit from this warm and trusting bond. As a result, children feel safe and secure during their time with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder acts as a positive role model. She is respectful to children's needs, wishes and feelings in order for children to feel emotionally secure. For example, she skilfully considers babies' age and stage of development, and their needs. The childminder gives babies a wide range of opportunities to babble in order to support their communication and language development. Children demonstrate a positive attitude to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a policy and procedure in place for monitoring children's attendance. This is shared with parents and any concerns acted on promptly. The childminder has high expectations for children's behaviour and teaches them about their emotions and feelings. This supports children to be respectful and kind to each other.

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Children's welfare and wellbeing Strong standard

The childminder has secure attachments with babies and children. She knows the needs of the children exceptionally well, including children with special educational needs and/or disabilities. The childminder embeds care practices and routines consistently and upholds robust hygiene procedures. She meets children's individual needs superbly. For example, the childminder gathers information from parents about babies weaning and feeding routines. She supports babies to explore different textures and foods that are age- and stage appropriate. The childminder provides a range of healthy and nutritious meals, including a variety of fresh fruit and vegetables.

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Children's welfare and wellbeing Strong standard

Children enjoy their time at this stimulating setting and enjoy spending time in the well- resourced garden. The childminder recognises the importance of supporting children's health and wellbeing, and ensures they have plenty of opportunities to be physically active. For example, the childminder supports babies to develop the muscles in their bodies as she encourages them to crawl and learn to stand. Older children have opportunities to practise their fine motor skills by threading pipe cleaners and using scissors safely to cut paper. This enables them to make excellent progress in their physical development.

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Curriculum and teaching Strong standard

The childminder plans an ambitious, well-sequenced curriculum, which is bespoke to the needs of the children in her care. She skilfully differentiates activities to ensure that all children are highly engaged during their play and learning. For example, babies explore a sensory tray, they tap wooden spoons and feel the textures of the different materials, while older children have the opportunity to scoop and fill the containers. This develops children's mathematical and physical skills as they fill and empty the containers. Children are motivated to learn and make excellent progress in their next steps of learning.

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Curriculum and teaching Strong standard

The childminder draws on her expert knowledge of child development to support high-quality teaching. She uses daily activities and routines as learning opportunities to support children's learning. For example, during care routines with babies, the childminder sings familiar songs and rhymes. This introduces new vocabulary and helps to support their communication and language development. Additionally, she continually adapts her provision to meet the developing needs of the children. She recently sought training on young babies' brain development to support their personal, social and emotional development. As a result, she incorporated black and white resources into her setting for babies to explore. This carefully designed curriculum means teaching is focused well on children's unique stages of development and learning, including those with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder demonstrates a strong commitment to providing an inclusive environment for all children, including those with special educational needs and/or disabilities. The childminder gathers information about children's starting points from parents and her own assessments. She swiftly identifies any gaps in children's learning and plans highly effective strategies to support children's development. She works closely with families and professionals to seek any appropriate support needed. For example, the childminder works closely with local authority hubs and health visitors to support children's progress reviews at 2 years old. This means children quickly receive any required support, which has a positive impact on children's learning outcomes.

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Inclusion Strong standard

The childminder seeks out advice from other professionals and specialists in order to make any adaptations to her provision. This means she supports children to access the setting extremely well. The childminder supports children with transitions when they are ready for their next stage of learning. Consequently, the guidance given to the children makes a sustained difference to their opportunities and experiences.

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Leadership and governance Strong standard

The childminder regularly reflects on her own provision and teaching. She recognises and prioritises the importance of continually enhancing her knowledge and skills. She regularly accesses courses for her professional development and seeks out training that is relevant to the specific needs of the children attending her setting. This includes ensuring she meets the needs of children with special educational needs and/or disabilities. This has a positive impact on the children in her care. For example, the childminder has enhanced her knowledge on how to support children to feel emotionally secure. Babies demonstrate secure bonds with the caring childminder and are very settled in her care.

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Leadership and governance Strong standard

The childminder seamlessly works in partnership with parents to ensure children are happy and settled, and provides regular feedback to parents about their child's achievements or next steps in learning. The childminder accesses local services, such as the library, and works collaboratively with other professionals. These excellent partnerships help to enhance children's progress during their time at the setting.

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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's wellbeing is a priority at this warm and friendly setting. The childminder gathers information from parents before they start. She finds out about children's needs and interests in order to support them. She completes home visits and takes time to get to know children well. Consequently, children develop strong bonds with the caring and nurturing childminder. They regularly seek out the childminder for comfort and support when needed. This enables children to feel safe, welcomed and valued during their time in the setting.

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

Children thrive as they remain consistently highly engaged in their play and learning. The childminder uses her in-depth knowledge of the children to support them in developing their confidence and independence. For example, babies consistently develop their large muscles as they are encouraged to stretch, crawl and grasp for objects of interest. The childminder regularly observes and assesses what children can do and what they enjoy. She plans a range of exciting and engaging activities to promote children to be motivated to learn. All children, including those with special educational needs and/or disabilities, develop their skills and knowledge over time. The childminder skilfully supports their next steps in learning. The childminder uses her carefully designed curriculum to expertly meet the developing skills of the children attending, and ensures all children make progress from their starting points.

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

The childminder supports children's communication and language development superbly. She is a positive role model and consistently introduces children to new vocabulary. For example, babies focus and listen intently as the childminder reads stories and points to pictures in books. This helps children to develop a love of books from an early age.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should continue to focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities 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 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

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 .

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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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