Childminder

Childminder

Unique reference number (URN): EY540173 Registered with Ofsted: 24/11/2016 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

All children, including those who need targeted support and others who face barriers to their learning make sustained progress across all areas of learning. They build important skills and confidence consistently over time.

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Achievement Strong standard

Children develop their communication and language skills extremely well as they hold purposeful conversations and explore descriptive vocabulary, such as when playing with putty. Children are curious and focused in their play as they roll the putty in their hands to make 3 balls to make a snowman. They show high levels of skill as they use tools, such as scissors, to snip at the dough with confident control.

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Achievement Strong standard

Children use mathematical language as they compare the sizes of the balls. These experiences and skills that they develop enable them to prepare for the next stage in their learning and eventual move to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and acts as a positive role model. Children are kind and caring and demonstrate positive behaviour and good manners. The childminder regularly praises children, and they respond with a beaming smile. This supports the development of their self-esteem and self-confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has built secure relationships with the children. She listens carefully to them and knows their preferences and personalities. This helps children feel confident to ask questions and try new activities. Children share resources and solve small problems, such as how much change to give when playing 'shops' with the childminder. This helps children to develop early problem-solving skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to support regular attendance and follows up on any unexplained absences. Children with special educational needs and/or disabilities are supported through thoughtful adjustments, such as adapted activities, so they can join in successfully.

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Behaviour, attitudes and establishing routines Strong standard

Parents and carers speak highly of the communication and support they receive. They report that their children are happy in the care of the childminder and enjoy their time with her. Parents also appreciate the support and advice they receive about various developmental stages, such as potty training.

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Children's welfare and wellbeing Strong standard

The childminder provides a warm and welcoming environment, where she recognises and supports children's individual needs. She takes time to get to know each child well so she can meet their needs appropriately. The childminder uses her knowledge of children to provide the right level of care and support. Children with special educational needs and/or disabilities, children with barriers to their learning, or those who have had help from social care receive appropriate support, so they feel included and valued.

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Children's welfare and wellbeing Strong standard

Children build secure and trusting relationships with the childminder. She responds kindly and calmly, helping them feel safe and confident. Children enjoy cuddles and gentle reassurance, which helps them to form secure attachments.

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Children's welfare and wellbeing Strong standard

The childminder expertly teaches children about being healthy and keeping safe in simple, and age-appropriate ways. Children learn how to wash their hands properly, move safely around the play area and make healthy food choices. This really supports their future development and understanding of their own self-care.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to talk about their feelings, recognise emotions and express themselves. This supports children's emotional well-being.

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Children's welfare and wellbeing Strong standard

Daily routines are well organised and flexible, supporting children's individual needs and helping them to feel secure and comfortable in the setting.

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Curriculum and teaching Strong standard

The childminder delivers an highly ambitious and well-structured curriculum that is firmly rooted in children's interests and enriched further through meaningful cultural events and festivals. She has a comprehensive understanding of how children learn and regularly checks the quality of her curriculum. She thinks carefully about what is working well and what needs to improve, and she makes changes to strengthen children's learning experiences. The curriculum fully meets the learning and development requirements of the early years foundation stage. Activities are well organised so that children can explore, practise new skills and build on what they already know.

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Curriculum and teaching Strong standard

The childminder supports children's language and communication very well. She introduces new words during play, such as 'sphere', when children are making Christmas baubles. She encourages children to talk about what they are doing, and acknowledges their efforts. The childminder places importance on introducing mathematical ideas in everyday activities. For example, she asks children how many candy canes they are going to stick onto their bauble. This helps children to develop early number knowledge and problem-solving skills.

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Curriculum and teaching Strong standard

Children's physical, personal, social and emotional development are high priority. The childminder creates an extremely caring environment, where children feel safe, confident and ready to learn. She teaches them how to share, take turns and manage their feelings. The childminder knows each child very well, including those who face barriers to their learning or have special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder knows the children very well and takes time to understand their individual needs. She carefully observes them during play and skilfully uses these observations to assess what they can do and what they may need help with. This allows her to intentionally plan high-quality activities that effectively promote each child's learning and wellbeing.

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Inclusion Strong standard

The childminder works hard to remove any barriers to children's learning. For example, she expertly adapts her routine and resources so every child can engage wholeheartedly. The childminder works proactively in partnership with families and external professionals to fully support children and truly enhance their learning experiences. This enables her to provide targeted support and help all children to participate fully in the curriculum. Her inclusive approach helps children feel confident, capable and extremely welcome.

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Inclusion Strong standard

The childminder values keeping her skills and knowledge up to date. She is highly experienced in supporting children with special educational needs and/or disabilities and undertakes training as part of her practice. Recent training on raising developmental concerns with parents enables her to support families and make swift interventions. She also skilfully supports children known, or previously known, to children's social care. Her commitment to providing an inclusive environment ensures children receive support that effectively promotes their wellbeing, safety and learning so that they are able to thrive and flourish.

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Leadership and governance Strong standard

The childminder provides a warm, safe and welcoming environment, where children enjoy learning and playing. She understands the strengths of the setting well. The childminder recognises the importance of outdoor play and outings and values providing children with a range of experiences, such as visits to the library and local parks. When she identifies areas that could be improved, she acts promptly to make improvements.

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Leadership and governance Strong standard

Decisions made by the childminder are always in the best interests of the children. She gives additional care and attention to children who may need more support, including those with special educational needs and/or disabilities, those who have had support from children's social care or those who face barriers to their learning. She works closely with families and other professionals to ensure every child receives the support they need.

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Leadership and governance Strong standard

The childminder manages her workload carefully so she can remain positive and focused. She takes part in regular training to keep her skills up to date. This professional development supports improvements in teaching and learning and helps ensure children continue to make 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

Children enjoy their time with this energetic and welcoming childminder. They cuddle into her with a smile, showing secure attachments. This helps children feel valued, safe and secure. Children are chatty and involve the childminder in their play. For example, children laugh as they work together to make a snowman out of modelling dough. They watch carefully as the snowman forms, and then giggle as they squash it. The childminder joins in sensitively, encouraging children to rebuild the snowman and praising them when they achieve their goal. This helps to develop children's confidence and self-esteem.

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

The childminder has high expectations for children's behaviour and she works closely with parents to promote children's regular attendance. She acts as a positive role model and

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Inspector:

Clare Leake speaks calmly and respectfully to children. She values each child's individuality and knows them all well, helping children to feel respected and included

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Inspector:

The childminder helps children to understand their emotions, for example, by asking them how they feel after they accidently hurt themselves. Children respond positively and feel supported. The childminder responds thoughtfully, helping children to calm and re-engage. Children benefit from warm, trusting relationships.

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Inspector:

Children engage well in their play. The curriculum focuses on topics and experiences that reflect children's interests. It is ambitious and engaging for all children. Children make secure progress, including children with special educational needs and/or disabilities.

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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 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 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,Thursday,Friday : 07:30 - 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

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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