Childminder

Childminder

Unique reference number (URN): EY364940 Registered with Ofsted: 08/11/2007 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 are extremely well prepared for their transition between different stages of education, including pre-school and school. They receive high levels of support to build on their skills and knowledge across all aspects of the early years foundation stage curriculum.

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Achievement Strong standard

Children have developed a wide range of vocabulary as they hear new words throughout their sessions. The childminder carefully builds on what children know and can do, adding words to engage the children in finding out more. When asked if they liked lemon ice cream, they respond with yes, but I prefer lemon sorbet and then describes what sorbet is. This prompts questions from children and discussion about their experiences. Children engage in Interactive rhymes and songs are that further promote language and build on children's enjoyment of active learning. Children develop a love of books and enjoy sharing stories and talking about the pictures.

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Achievement Strong standard

Children practise a range of skills to support their fine motor development. In addition to this, their wide ranging vocabulary and knowledge of sounds and letters supports their later writing skills. They enjoy mark making with a range of tools and show pride in what they achieve.

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Behaviour, attitudes and establishing routines Strong standard

Children are part of a harmonious and respectful culture towards their friends, the childminder and their the environment. The childminder consistently reinforces high expectations for children's behaviour. Impactful routines and support are in place with clear boundaries. These help children to feel safe and secure and support children's positive attitudes to their learning and each other. For example, the childminder notices when children support others and explains what is good about their interactions. Children's attendance is positive. They arrive punctually and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently play well together. They take turns and talk about what they are doing. The childminder provides gentle support with collaboration. She ensures that each child is nurtured and treated fairly and has an opportunity to be fully involved in an activity. The childminder skilfully provides the resources for each and some to share. For example, when making the play dough, some children added a cup of flour while others added the salt. When playing with the dough, children share different cutters and bells. Children are extremely proud of what they achieve, and this is recognised and valued by the childminder.

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Behaviour, attitudes and establishing routines Strong standard

All children, regardless of their needs, are consistently supported to be fully included in activities relevant to their age and stage of development. The childminder encourages collaborative decision-making about where they visit during the day and enables the children to discuss and vote on their personal choice. Children access further opportunities for social games and interaction when they meet with other childminders and engage in activities at the local library, enabling children to develop wider relationships and further understand the community in which they live.

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Children's welfare and wellbeing Strong standard

Children are extremely well cared for by their kind and caring childminder, who knows them very well. The childminder is responsive to children's emotions, behaviours, views and opinions and adapts teaching in the moment to attend to their needs. She has robust policies and procedures in place to ensure the safety and wellbeing of all children and visitors. The childminder reviews regularly and adapts practices to meet the needs of the children present. She is able to adapt to any changing circumstances that might occur. There are robust systems in place for emergencies to ensure the safety and wellbeing of children at all times.

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Children's welfare and wellbeing Strong standard

Children are highly motivated by well-structured routines that foster their independence and provide a solid foundation for self-care, physical health and emotional wellbeing. Children consistently make healthy choices with their snacks. They are increasingly becoming independent with self-care and demonstrate determination and perseverance in learning new skills. For example, children are incredibly independent when washing their hands and supporting others to do this. They access a small stool and set it up to be safe. They reassure and remind each other of routines when the childminder is helping others.

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Children's welfare and wellbeing Strong standard

Children recognise and celebrate when they have achieved what they set out to do, which helps to build their self-esteem and resilience. The childminder helps children to have positive attitudes to their learning through gentle praise and support. Children build a love of learning from the earliest stage and are able to make healthy choices and decisions. For example, children enthusiastically explore new fruits and exciting resources and are eager to explore how to cut the fruit and what it looks like inside.

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Curriculum and teaching Strong standard

Children learn skills and knowledge quickly as the curriculum is consistently of a very high standard. Inclusion is embedded alongside clear routines throughout the day. The childminder has high expectations for each child and supports and encourages them to achieve. For example, young children independently pour their drinks and peel and prepare their fruit with a knife, including small fruit, such as grapes, blueberries and satsumas. The childminder gives guidance when needed. Children celebrate their achievements and talk about how they overcome challenges. Children are supported by highly effective interactions and teaching. The childminder sees every interaction as a teaching moment and adapts her teaching to respond to children's emerging thinking. They carefully build children's vocabulary and communication skills. Children are confident and curious, and they receive opportunity to explore and develop

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Curriculum and teaching Strong standard

their views and ideas. Children recall and explain their experiences and views using new words that have been introduced. The childminder helps children to connect learning and develop fluency in their understanding. She addresses any misconceptions children may have very quickly. The childminder prioritises children's physical and personal, social and emotional development. For example, children access daily physical play inside and out with activities carefully that promote fine motor skills and confidence in using tools. For example, making play dough and modelling to make creative decorations with small glittery resources. Children have high self-esteem and are extremely polite and thoughtful to each other as the childminder models this consistently.

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Curriculum and teaching Strong standard

Children experience age-appropriate activities and a wide range of experiences to build on their understanding of their community and wider world. The childminder makes accurate assessments of children's development and builds on any gaps in their learning. Daily communication with parents and carers and liaison with other settings children may attend enables consistent learning experiences that build on what they know and can do.

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Inclusion Strong standard

Children are fully included in all aspects of their experiences with this childminder. All children access a curriculum that is based on their interests and builds on what they know and can do. For example, the children have an interest in numbers and counting and the curriculum is planned to include singing number rhymes, writing and recognising numbers on the white board and counting when sharing books. The childminder identifies any barriers to children's learning early. She supports children through skilful teaching and experiences to broaden their knowledge.

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Inclusion Strong standard

This childminder is extremely conscientious to ensure that each child is fully engaged in learning, which is exciting and matches their interests. She is able to skilfully support all children with their next steps while doing separate tasks. For example, some children enjoy writing and drawing while others make pretend hot chocolate in the play kitchen. The childminder engages all children in making choices about toppings, thinking about the sequence and relating it to their trip to a café, while supporting the mark making alongside.

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Inclusion Strong standard

The childminder understands the steps to support children with special educational needs and/or disabilities. She is able to identify barriers to children's learning and enable all children to access activities. Children who may receive additional funding are well supported with specific access to experiences and resources to enhance their skills. Close working with parents and carers ensures consistency and shared decisions about how best to support their children. The childminder keeps her training up to date and understands how to identify needs, support and plan timely interventions and access further support if needed from professionals. Liaison with parents is a strength to enhance understanding of their child's development and provide support when needed.

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Leadership and governance Strong standard

This childminder is adaptive and responsive to the setting's changing needs and is consistently focused on the needs of children and their safety, security and learning. Children are extremely settled and excited by the activities and events that the childminder plans. Parents and carers feel that their children thrive with this childminder.

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Leadership and governance Strong standard

A culture of high expectations and professionalism is embedded in all aspects of this provision. The childminder works for continuous improvement within her practice. For example, while children have daily access to outside learning and development, there is a plan to enhance this further within the garden to provide more access during the winter months and further build on children's motor skills.

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Leadership and governance Strong standard

There is consistent and positive engagement with all parents, enabling children to thrive. The childminder takes time to find out about children and adapts her curriculum to match their needs and interests. Children are given choices about activities they would like to do, and the childminder skilfully ensures that next steps in learning are woven into the activity. All children are fully included and enjoy their learning, leading to excellent outcomes.

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Leadership and governance Strong standard

The childminder creates opportunities for children to be social and meet new friends through weekly sessions at the local library and in the community with other childminders. This builds on children's social skills and their ability to respond to new situations.

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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 with this childminder. The childminder is kind and nurturing, enabling children to feel safe and secure and have a sense of belonging. Children settle very quickly and independently choose carefully selected activities that build on what they know and can do. For example, children identify numbers on the number line and copy them onto a white board. The childminder very skilfully extends children's learning through talking, modelling number formation and singing number action rhymes. Children make connections to their previous learning about how to hold the pens and practise with increasing accuracy.

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

Children are incredibly independent for their age. They help with routines, such as preparing fruit for their snack. Children pour their own drinks and chop up their fruit with a knife. They make choices about what they want to eat. When children chop the banana, the childminder talks about how they saw the monkeys eating bananas when they were at the zoo. This helps children to make strong connections in learning.

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

The childminder values all children's contributions. When making play dough, all children contribute to the task, measuring and mixing. They predict what might happen when they add the food colouring and contemplate which smell they like best. Children learn to share and take turns. They are well supported by the childminder when they struggle to wait. The childminder supports children to find solutions to problems, which enables them to learn about how to persevere to reach a goal. Children make excellent progress from their starting points in development.

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

Children flourish in this setting. The childminder has systems in place to keep them safe and teach them how to consider risks for themselves. Children have a go at tasks where they had previously needed support. Children independently access the bathroom to wash their hands. They follow through a routine and remember not to turn the tap on too far. Children celebrate their success in having completed a task for themselves.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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, the parents and carers 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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