Childminder

Childminder

Unique reference number (URN): 126841 Registered with Ofsted: 11/08/1994 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 achieve well based on their starting points. The childminder is a highly skilled role model, using all opportunities to extend language and children's knowledge of words. She repeats words back clearly for babies as they babble and learn to talk, developing their listening and attention skills successfully. Older children are helped to learn letters of the alphabet, supporting their literacy skills successfully. Children with special educational needs and/or disabilities (SEND) are well prepared for their next learning stage. The childminder develops effective partnerships with parents and other professionals to support children's transition to school. For example, she identifies gaps in learning quickly, taking swift action to support children and families. The childminder is proactive in researching additional training to support her practice and skills. She uses this effectively to support

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Achievement Strong standard

children's speech and language development. As a result, all children make effective progress in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a very positive role model. She is calm and patient in her interactions with children. As a result, children develop strong bonds with her and each other. This supports their developing friendships positively. The childminder has high expectations for children, and all children attend regularly. Children demonstrate that they know the routines very well. Babies choose books independently, seeking out their favourites. Older children immediately settle down to play with different-coloured toy bears alongside the childminder. They demonstrate very positive attitudes to their learning, remaining highly engaged and motivated. The childminder encourages children to learn together. For example, she helps them learn colours and shapes when exploring a puzzle. This helps children forge positive relationships and learn to take turns and share successfully. The childminder knows her children and families very well. She is highly responsive to children's interests, adapting toys

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Behaviour, attitudes and establishing routines Strong standard

and resources to meet their individual needs effectively. Children choose what they want to play with, and the childminder extends their interest effectively. For example, she helps babies learn to build a train track, developing their understanding. Children demonstrate very good behaviour. For example, older children eagerly help the childminder to prepare snacks.

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Children's welfare and wellbeing Strong standard

The childminder provides children with cuddles and comfort, supporting their emotional well- being and attachments successfully. Children are encouraged to manage their self-care well, learning to keep themselves healthy. Older children immediately go to wash their hands before snack. The childminder talks about the importance of drinking water. Children look forward to taking the childminder's dog for a walk, supporting their physical health. The childminder helps children learn to keep themselves safe. For example, she talks with children about people who can help them and how to cross the road to school safely with the 'lollipop person'. This helps children learn how to keep themselves safe. The childminder talks to younger children about learning to use a potty, supporting their self-care and independence skills well. Children are encouraged to be good friends. The childminder talks to children about similarities and differences, supporting their knowledge and understanding

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Children's welfare and wellbeing Strong standard

of others well. She encourages them to talk about how they feel, developing an understanding of their emotions. The childminder shares information very effectively with other professionals to ensure that children with SEND and those with medical needs settle very well.

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Curriculum and teaching Strong standard

The childminder provides a well-planned curriculum that focuses effectively on developing children's communication and language. She skilfully repeats back sounds when talking to young children, successfully developing their skills. The childminder encourages children to recall previous learning. Children delight in speaking with the childminder about a woodpecker in the garden, developing their understanding of the natural world. The childminder responds immediately to children's interests. For example, she teaches babies how to use musical toys, encouraging their independence. Children are highly stimulated and engaged. The childminder uses every opportunity to develop children's mathematical skills. For example, she encourages babies to match shapes and colours while exploring a puzzle game. Older children remain highly stimulated and motivated when making winter crafts. They sustain high levels of engagement and focus when creating their own designs,

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Curriculum and teaching Strong standard

demonstrating their developing physical and creativity skills. Younger children learn to use wheeled toys with skill, managing their space and persevering. The childminder is proactive in seeking and sharing information to support children's development. As a result, all children make strong progress in all areas.

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Inclusion Strong standard

The childminder encourages children to learn about each other in a very positive and inclusive way. For example, she speaks with children about their different hairstyles, promoting their individuality. This enhances children's understanding of respect effectively. The childminder helps children learn about different families and to value each other positively. The childminder swiftly identifies where children may need additional support and adapts her practice to ensure that they succeed. She seeks additional training to support her knowledge, for example, on the graduated approach. She supports children with SEND, adapting toys and resources to encourage children's speech and language skills very well. As a result, children with SEND make strong progress. The childminder liaises with a range of other professionals to ensure that children and families receive effective support. All children are well prepared for their next learning stage.

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Leadership and governance Strong standard

The childminder is proactive, hard-working and committed to making a difference for children and their families. She seeks effective advice and guidance to ensure that she continues to offer high-quality care and education. She undertakes additional research and training to ensure that she keeps up to date with her knowledge and skills. For example, she takes on additional SEND training to support children and families in her care and ensure that they make strong progress based on their starting points. The childminder develops strong partnerships with other professionals, shared care providers and the local school. She supports other childminders with their practice, helping raise the quality of care locally. The childminder works very closely with parents to support children's individual care needs; for example, to support children's dietary requirements and help them with babies' weaning. Parents are provided with regular communications about children's progress and next

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Leadership and governance Strong standard

learning steps, and the childminder shares ideas to help parents support children at home. Parents talk highly of the childminder, commenting that their children love attending 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 thoroughly enjoy their time at this happy and safe childminder's home, where they are nurtured and loved. This successfully supports their self-esteem and well-being. The childminder plans high-quality activities for children, prioritising their communication and physical and social skills. For example, the childminder encourages babies to use push- along toys to balance, and they delight in taking their first steps. The childminder praises and encourages children. As a result, children demonstrate high levels of concentration. Older children remain engaged when learning to use glue spreaders to make winter pictures. The childminder consistently provides support to ensure their continued progress. Children persist in develoing their skills and knowledge.

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

Babies eagerly choose books, cuddling up to the childminder for stories. They delight in looking at the pictures, and the childminder gently explains what maracas are, supporting children's understanding effectively. The childminder expertly explains to older children how to pronounce 'z' when singing an alphabet song, developing their skills effectively. Children demonstrate very positive behaviours and attitudes towards learning. Older children invite younger children to play. Children demonstrate kindness and care towards each other. For example, children respond immediately when the childminder asks them to help her tidy up. Babies join in, smiling as they help to put toys away. This supports their developing independence skills positively. This demonstrates that routines are consistently embedded.

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

Children with SEND are supported very well. For example, the childminder has sought additional training courses to develop her knowledge and skills. She creates individual personalised resources to support children's needs and interests. For example, she adapts games and toys to help children learn sounds, developing their literacy skills effectively. This means that all children, including those with SEND, achieve very well from their starting points. All children flourish and thrive.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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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 children with SEND and those who may face other barriers to their learning and/or well-being.

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About this inspection

The inspector/inspectors 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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