Childminder

Childminder

Unique reference number (URN): EY252949 Registered with Ofsted: 10/01/2003 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 of all ages demonstrate excellent knowledge and skills. They confidently share what they have learned with others in a supportive environment. Pre-school children display notable social confidence and eagerly anticipate starting school, showing readiness for new experiences. All children are well prepared for each subsequent stage of learning. They make sustained progress in their development and communicate confidently. Young children, in particular, demonstrate an impressive vocabulary, using words such as 'whale' and 'dolphin' in conversation.

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Achievement Strong standard

Children develop a sense of self-worth and belonging. Every child can participate and succeed in activities, creating a truly inclusive atmosphere. Children persevere and overcome obstacles. Children regularly exhibit independence through practical actions, such as helping to put books back on shelves or taking care of their personal belongings.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a nurturing environment with clear expectations for children's behaviour. She fosters children's curiosity, independence and social skills. Children learn to be polite, kind and supportive of each other, promoting harmonious interactions. The childminder adapts approaches to meet each child's needs. She provides a consistent routine to enhance children's security and memory skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses collaboration with parents and carers and children to support regular attendance. She addresses any barriers promptly and effectively. Building strong relationships with children and their families is central to the childminder's approach. Through open communication, the childminder ensures that all concerns and achievements are shared, helping parents to feel involved in their child's development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder carefully plans activities to stimulate children's learning and creativity. For example, children engage in imaginative play, arts and crafts, outdoor exploration and group games. These diverse experiences broaden children's skill sets and also encourage teamwork and resilience. The childminder observes each child's interests and abilities, modifying activities and support as needed so every child can thrive at their own pace. Consistency in routines, such as mealtimes, rest periods and structured play, promotes a sense of stability. This allows children to build confidence and improve their ability to recall daily events. By championing inclusion and respect, the childminder empowers children to grow into empathetic individuals ready for their next stage of learning.

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Children's welfare and wellbeing Strong standard

The childminder consistently places children's welfare at the forefront of her practice. She reviews procedures to uphold high safety and security standards. The childminder possesses a thorough understanding of each individual child and actively tailors support to meet diverse needs.

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Children's welfare and wellbeing Strong standard

The childminder's extensive knowledge enables her to respond promptly and effectively to children's unique requirements. She ensures that all children are valued and supported within the setting. Children build strong and nurturing relationships with the childminder. This fosters a sense of belonging and emotional wellbeing for children. Older children independently articulate their feelings and explain their emotions, showing high levels of self-awareness and emotional literacy.

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Children's welfare and wellbeing Strong standard

The childminder makes every effort to create an environment conducive to healthy development, where children feel motivated and secure throughout the day. Routines are firmly established, providing stability and promoting engagement. The childminder encourages healthy eating and exercise habits through snack times and daily exercise activities. She allows children to experiment with new foods and develop positive attitudes towards exercise and nutrition.

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Children's welfare and wellbeing Strong standard

The childminder prioritises collaboration with parents. She promotes all children's personal care skills and continually provides opportunities to develop these essential abilities. The childminder consistently supports children's all-round growth. This prepares them very well for their next steps in learning and development.

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Curriculum and teaching Strong standard

The childminder provides a thoroughly inclusive and aspirational curriculum, setting high expectations for all children. Consistently, she provides excellent teaching and is a thoughtful practitioner, with interactions tailored to meet the distinct needs of each child. This ensures that all children receive appropriate support to extend their learning.

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Curriculum and teaching Strong standard

The childminder is particularly adept at quickly identifying children with special educational needs and/or disabilities (SEND) or who are disadvantaged. She responds promptly and flexibly to their evolving abilities and interests. By developing a deep understanding of each child, the childminder is able to design and deliver learning experiences that stimulate children's curiosity and nurture their development.

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Curriculum and teaching Strong standard

Children are actively engaged in a broad range of activities. She provides a strong emphasis on mathematics, as well as frequent sessions dedicated to outdoor play and physical activity. This supports children's intellectual and physical growth. Every child is encouraged to participate, express themselves and contribute to group experiences. This fosters a sense of belonging and confidence. The childminder places a central focus on expanding children's vocabulary and communication skills. She skilfully introduces new words through engaging stories and everyday conversations. The childminder supports babies to use sign language to communicate. Children with SEND receive bespoke support, benefiting from specialist input from external professionals.

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Inclusion Strong standard

The childminder implements timely and effective strategies to identify and support children with special educational needs and/or disabilities (SEND), as well as those who are disadvantaged. She conducts individual assessments with care, ensuring that she meets each child's unique requirements, including those of children with SEND and those who speak English as an additional language.

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Inclusion Strong standard

The childminder maintains a strong collaborative relationship with parents and carers, emphasising the value of regular attendance. She keeps comprehensive attendance records meticulously and reviews them routinely to monitor each child's engagement. She thoughtfully allocates additional funding, such as early years pupil premium, to advance children's development. This funding supports activities such as purchasing specialist equipment and organising educational excursions, both of which directly enhance children's learning outcomes.

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Inclusion Strong standard

To enhance the provision further, the childminder pursues relevant professional development focused on supporting children with SEND. This leads to demonstrable improvements in the quality of support provided to all children. Through a proactive approach, the childminder adapts activities and the learning environment, ensuring that every child has the opportunity to achieve their full potential. She swiftly identifies gaps in children's learning. When necessary, the childminder arranges timely referrals and collaborates with external agencies. This guarantees that all children receive the comprehensive support they need to reach the best outcomes.

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Leadership and governance Strong standard

The childminder is committed to ongoing self-assessment and reflection. She frequently reviews every aspect of her teaching and the environment to maintain high standards. The childminder collaborates with other early years professionals and conducts weekly reflective reviews to enhance practice and outcomes for children.

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Leadership and governance Strong standard

The childminder prioritises children's best interests and works with her co-childminders to manage workloads effectively. By consistently seeking feedback from children and parents and carers, the childminder ensures that she remains responsive to the evolving needs of the setting and those who use it.

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Leadership and governance Strong standard

Professional development is a priority. The childminder attends courses on topics such as safeguarding, communication strategies and supporting children with special educational needs and/or disabilities. These learning opportunities mean the childminder is equipped to support each child's individual progress, regardless of their ability or background. The childminder builds strong partnerships with families through regular updates and open communication channels, creating trust and transparency. By nurturing a welcoming and inclusive atmosphere, she encourages friendships and mutual support among children and parents alike, truly fostering a community spirit.

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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 consistently display high levels of social confidence and a sense of security. This is fostered by the childminder's approach, which is built upon a highly ambitious curriculum. Activities within the setting are carefully planned and sequenced, allowing children to build upon their existing skills and knowledge. The childminder helps children to develop essential practical skills required for daily life. For instance, she supports children to master tasks such as dressing themselves. This includes pre-school children confidently zipping up their coats and putting on their shoes without assistance. These achievements foster a sense of independence and equip children with the skills to increasingly manage their personal needs, ensuring that they are well prepared for the transition to school.

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

All children, including those with special educational needs and/or disabilities, receive appropriate support tailored to their individual starting points. This enables each child to make meaningful progress and thrive in the setting. Children who speak English as an additional language benefit from focused support to develop their language and communication skills. The childminder consistently promotes effective communication and learning through engaging exchanges with children.

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

There is a strong emphasis on the consistent active teaching of mathematics, physical skills and personal, social and emotional development. The childminder weaves healthy attitudes towards exercise and diet into daily routines and activities. Children in the setting are joyful, curious and consistently engaged in their activities. They willingly take turns, participate in cooperative play and demonstrate maturity and positive interaction with peers. The childminder builds strong and positive relationships with children. She recognises the pivotal role these connections play in supporting children's learning and development.

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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 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, her co-childminder, children and parents and carers 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,Wednesday,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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