Childminder

Childminder

Unique reference number (URN): EY450363 Registered with Ofsted: 20/08/2012 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 strong progress across all areas of learning because the childminder builds a secure curriculum from their existing knowledge and skills. They develop particularly well in communication and language. For example, children confidently join in with familiar songs and rhymes, recalling words and actions with enthusiasm. The childminder uses repetition and actions to support children's understanding, which helps them to remember new vocabulary and begin to use language independently. As a result, children, including those with barriers to learning, communicate their needs and ideas with increasing confidence.

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Achievement Strong standard

Children are extremely well prepared for the next stage of their education. Teaching is focused on children developing key skills, such as listening, attention and emotional readiness, which helps them to approach transitions positively. The childminder supports children to have high levels of self-esteem and perseverance. They concentrate well during activities, such as music and movement sessions, and show positive attitudes towards new challenges, supporting their ongoing learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Children form highly secure and trusting relationships because their individual needs, ages and stages of development are carefully considered from the outset. The childminder provides steady, well-planned settling-in periods that allow children to adjust gradually to their new environment. She takes time to gather detailed information about each child when they first arrive, enabling her to meet their individual needs effectively. Her warm, nurturing interactions create a strong sense of security and belonging.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets consistently high expectations for children's behaviour and acts as a positive role model. She teaches children strategies to help them regulate their emotions and uses simple, familiar 'house rules' to help them understand what is expected. These are clearly matched to what they can realistically manage at their stage of development. Children confidently recall these rules, for example knowing to walk rather than run on the decking to keep themselves safe. The childminder promotes kindness and cooperation, using group activities and games to help children collaborate and play harmoniously. Her consistent praise supports children to behave extremely well and develop positive attitudes towards learning. Children thrive within predictable daily routines that support their independence and self- care skills. Expectations are adjusted so that younger children are supported while older

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Behaviour, attitudes and establishing routines Strong standard

children are encouraged to take responsibility. They show familiarity as they line up to wash their hands, gather coats and shoes and prepare for activities with growing independence. Older children eagerly help younger children with tasks, such as fastening coat zips. The childminder implements a clear absence policy and works closely with families to promote strong attendance and punctuality, recognising the positive impact this has on children's development.

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Children's welfare and wellbeing Strong standard

The childminder forms warm and responsive attachments with all children, helping them to feel consistently safe and secure. Children readily seek reassurance, snuggling into the childminder when needed, which supports their emotional wellbeing effectively. The childminder helps children to recognise, express and manage their own emotions through the use of engaging books and resources, further supporting their wellbeing.

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Children's welfare and wellbeing Strong standard

Children develop a deep understanding of how to keep themselves healthy. They benefit from daily outdoor play and regular visits to the park, which enhance their physical development. The childminder provides nutritious snacks, such as fresh fruit. She engages children in meaningful conversations about healthy food choices. The childminder helps children to understand how to make positive decisions about what they eat as they grow. She manages children's allergy needs with vigilance and precision. The childminder works very closely with parents and carers and maintains clear and regularly reviewed procedures to keep children safe.

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Children's welfare and wellbeing Strong standard

Mealtime routines support children of all ages effectively. Babies receive sensitive support during weaning. Older children strengthen their independence by peeling fruit, pouring drinks and managing their own personal needs. The childminder works collaboratively with parents to promote consistent approaches to toileting. This results in children becoming highly independent in caring for themselves. The childminder further supports families by sharing guidance on online safety, helping them to understand the risks associated with digital technology and how to keep children safe.

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Curriculum and teaching Strong standard

The childminder demonstrates an excellent knowledge of child development and uses this to design a rich and well-sequenced curriculum that is tailored to each child's individual needs. She observes children closely to check what they can do and plans highly effective next steps that build securely on their learning. The childminder skilfully and purposefully adapts planned activities. She has a secure understanding of what children know and what they need to learn next. During music and movement sessions, for example, older children stretch, bend and move their bodies to develop physical skills, while the childminder sensitively supports babies by guiding their arms and encouraging simple movements, so they can engage fully.

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Curriculum and teaching Strong standard

Teaching and interactions are consistently high quality. The childminder uses every moment during children's play, routines and exploration as valuable teaching opportunities. She follows children's interests with skill, extending their ideas and language. For example, when children become absorbed in role play as doctors and nurses, she models turn-taking, encourages sharing and supports them to communicate their intentions clearly. The childminder purposefully builds on children's language skills, supporting their vocabulary, which has a positive impact on all areas of their learning and development. For example, children build strong peer relationships as they communicate with each other. The childminder teaches children to be mindful of younger babies, prompting them to adapt their play and show care and consideration for others.

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Curriculum and teaching Strong standard

The childminder embeds children's mathematical learning very well. She counts regularly during children's play and introduces language such as 'smaller' and 'larger' as children explore and stack stones. This gives children a secure foundation in early mathematical concepts.

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Inclusion Strong standard

The childminder has a clear and secure understanding of her responsibility to ensure that all children, including those with developmental delays or barriers to learning, are exceptionally well supported and fully included. She swiftly identifies children's emerging needs and accurately assesses the level of help required, ensuring that support is timely and tailored.

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Inclusion Strong standard

The childminder works effectively with a wide range of external professionals, including health visitors, social workers and early help services. This enables children and their families to access bespoke interventions, such as speech and language therapy. The childminder holds high expectations for all children and uses rigorous monitoring to adapt and refine her curriculum so that it meets their individual needs. For example, she recognises a high number of children with speech delays, so prioritises support for their communication and language. The childminder uses skills gained from bespoke training to implement strategies, such as a 'communication wall', to promote discussion, extend vocabulary and strengthen children's confidence in expressing themselves. These approaches have a clear and sustained impact, significantly enhancing children's learning experiences and enabling them to make exceptional progress.

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Inclusion Strong standard

The childminder uses additional funding purposefully and transparently. For instance, she invests in targeted resources that support children to regulate their emotions and help them to better understand and manage their feelings.

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Leadership and governance Strong standard

The childminder demonstrates a clear and ambitious drive to provide high-quality education and care for all children. She fulfils her statutory duties effectively and adopts a reflective approach, regularly evaluating and improving her provision. Ongoing professional development is a strong feature of her leadership. She engages in a wide range of training, including the local authority's early years professional development programme. The childminder highlights that this training has significantly strengthened her knowledge and practice, directly benefiting children's outcomes. Staff's wellbeing is prioritised. The childminder works closely with her assistants to ensure that children receive a holistic and consistent approach to their care. She provides effective supervision session and monitors practice carefully to maintain high standards. The assistants report feeling valued, supported and confident in their roles. The childminder

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Leadership and governance Strong standard

ensures that all mandatory training is up to date and actively seeks further opportunities to develop her own and her assistants' skills.

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Leadership and governance Strong standard

Parent partnerships are exceptionally strong. The childminder keeps parents and carers well informed through regular handovers and ongoing discussions about children's next steps in learning. She works closely with harder-to-reach families and offers practical support, such as resources to aid regulation of children's emotions at home. Parents are highly engaged, attending the setting to contribute their own skills, such as teaching sing and sign skills. They speak extremely positively about the childminder's nurturing approach and the significant progress their children make.

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Leadership and governance Strong standard

The childminder provides detailed transition reports and focuses on key readiness skills, sharing information effectively with receiving teachers at schools children move on to. For children with special educational needs and/or disabilities, she invites school staff into the setting and works closely with other professionals to ensure a well-coordinated approach.

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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 thrive in the childminder's care and thoroughly enjoy their time at the setting. They form very secure and positive bonds with her. This helps children to feel safe, valued and confident to explore their environment. The childminder delivers a rich and ambitious curriculum that is carefully tailored to meet the needs of each child. She uses her extensive knowledge of child development to plan purposeful and engaging learning opportunities that motivate children to investigate, explore and develop independence. As a result, children make rapid progress in their learning and development and are exceptionally well prepared for the next stage of their education.

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

The childminder provides a wide range of experiences that deepen children's understanding of the world around them. Children enjoy regular visits to the local park, shops and the pet shop for hands-on experiences. The childminder uses seasonal activities, such as exploring Christmas lights in the community, to enrich children's learning further. The childminder has also built strong links with a nearby care home, providing opportunities for children to engage in intergenerational experiences that benefit children and the residents. She carefully assesses risks for these visits, ensuring that children can safely explore and learn.

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

The childminder promotes a strong love of reading. Children access a wide variety of books and share stories enthusiastically with her, developing communication and language skills. The childminder uses initiatives, such as using a toy bear, to encourage children's reading at home. This helps to strengthen partnerships with families and extend children's learning beyond the setting.

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

The childminder maintains an excellent oversight of all children, including those with special educational needs and/or disabilities (SEND). She provides meticulous and tailored support for children. The childminder makes proactive referrals and works closely with parents and carers and professionals. Her individualised approach ensures that children with SEND

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 18:00

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About this setting

Local authority: Essex make sustained and significant progress, demonstrating the childminder's commitment to delivering consistently high-quality care and education.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the childminder, her assistants and the children 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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