Childminder

Childminder

Unique reference number (URN): EY544296 Registered with Ofsted: 05/06/2017 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 display high levels of knowledge and skills for their age, confidently explaining what they know and can do. Pre-school children are socially confidently and excitedly talk about going to school. Children are very well prepared for the next stage of their learning. All children, including children with special educational needs and/or disabilities, children who are disadvantaged and children who speak English as an additional language consistently make secure progress in their development. They are confident and accomplished communicators.

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Achievement Strong standard

Children celebrate each other's achievements and respond very well to positive praise and encouragement. They show accomplishment and demonstrate self-worth. All children participate and experience success during activities. When children find things tricky, they learn to persevere and master the skills they are working towards. Children consistently show high levels of independence. For example, they collaboratively help to set up the eating area before mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed a nurturing and positive environment for children, where her expectations for behaviour are clear and widely understood. She actively fosters strong and supportive relationships. The childminder encourages children to be curious and engaged, and to ask questions. This supportive atmosphere enables children to thrive socially.

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Behaviour, attitudes and establishing routines Strong standard

Children learn polite manners and develop their independence skills very well. This is demonstrated through simple acts, such as saying or signing 'please' and 'thank you'. Children are kind to others, holding younger children's hands to help them feel welcome and secure. They recognise the impact their actions may have on others, supporting their development of essential social skills for collaboration and harmonious interaction.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes a considered approach, carefully reflecting on each child's age, stage of development and individual circumstances. She ensures that every child receives appropriate support in meeting the expectations for their behaviour in the setting. The childminder establishes a clear and consistent routine, which children understand and follow. This not only strengthens children's memory skills, but also promotes a sense of security and stability. In addition, the childminder collaborates with children and their parents and carers to emphasise the importance of regular attendance. Where barriers to attendance exist, the childminder takes decisive and evidence-based action to address these challenges.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates a consistent commitment to prioritising children's welfare and wellbeing. She regularly reviews procedures to ensure the safety and security of all children in her care. The childminder possesses a comprehensive knowledge and understanding of each child. She is highly responsive to their individual needs, ensuring that every child, including children who are disadvantaged or with special educational needs and/or disabilities, receives tailored support.

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Children's welfare and wellbeing Strong standard

The childminder's thorough understanding of the children in her care allows her to respond promptly and effectively to their unique requirements. She develops strong bonds with children to ensure that each child feels valued and supported. This fosters a nurturing environment, where children can thrive. Routines are embedded well to contribute to a consistently motivating atmosphere for children. These routines provide structure and stability, helping children to feel secure and engaged throughout the day.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to develop healthy attitudes to food through the introduction of a daily tasting bowl. This initiative allows children to try new foods, positively influencing their willingness to eat and experiment with a wider variety of foods. When ready, the childminder works with parents and carers to support babies in the weaning process. She supports children to develop high levels of independence and personal care skills.

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Curriculum and teaching Strong standard

The childminder offers an inclusive and highly ambitious curriculum. She has high expectations for what children can achieve and retain throughout all aspects of practice. The childminder's teaching and her interactions are consistently of a high quality. The childminder is adept at quickly identifying children who have gaps in their learning or who require additional support, adapting teaching responsively their emerging ideas. By knowing each child well, the childminder plans and delivers consistently effective activities that meet the developmental needs of all children.

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Curriculum and teaching Strong standard

Children are regularly actively engaged in learning mathematics and benefit from frequent sessions dedicated to outdoor play and physical activity. Every child is given the opportunity to participate in activities, express themselves and contribute to the group. A key focus of the provision is on enhancing children's vocabulary and communication abilities. The childminder skilfully uses a wide vocabulary and books to introduce new words to children. Babies use sign language to communicate and confidently repeat new words. Young children develop into confident communicators, and those with special educational needs and/or disabilities receive tailored support to make excellent progress from their individual starting points. The childminder implements expert guidance from external professionals effectively to support children with additional needs in their language and communication development.

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Inclusion Strong standard

The childminder identifies and supports children with special educational needs and/or disabilities (SEND) or who are disadvantaged promptly. She carefully considers and meets children's individual needs, including those of children with SEND or who speak English as an additional language.

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Inclusion Strong standard

The childminder works closely with parents and carers, emphasising the significance of regular attendance and maintaining thorough attendance records, which she regularly reviews. She uses additional funding, such as early years pupil premium, effectively to drive progress for children, whether through the purchase of specialist equipment or by enabling educational trips.

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Inclusion Strong standard

The childminder undertakes relevant training courses focused on supporting children with SEND. These professional development opportunities have had a highly positive impact on practice, enhancing the quality of support provided to children. The childminder is proactive in adapting both activities and the learning environment, ensuring that all children are able to make the best possible progress. The childminder makes a highly impactful difference to the experiences and opportunities available to disadvantaged children and those with SEND. She identifies gaps in children's learning swiftly. The childminder makes referrals and engages with external agencies skilfully to secure the best outcomes for every child.

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Leadership and governance Strong standard

The childminder routinely analyses the strengths of their setting and identifies areas for improvement. This ongoing review enables her to adapt practices to meet the evolving needs of the setting. The childminder securely embeds a culture of high expectations, continuous improvement and professionalism. Strong links with other early years professionals and childminders, and weekly review sessions, further support improvements in practice and provision, ensuring positive outcomes for all children.

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Leadership and governance Strong standard

The childminder is committed to enhancing their knowledge and skills by engaging in regular training courses. These include specialised sessions for supporting children with special educational needs and/or disabilities, enabling the childminder to ensure that all children make meaningful progress. The childminder ensures that all decisions are in children's best interests.

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Leadership and governance Strong standard

The childminder actively supports her co-childminder, working collaboratively to manage workloads and prevent excessive demands on any individual. Parents and carers provide feedback indicating that communication with childminder is highly effective. They feel well informed about their children's progress and appreciate the regular updates. The childminder has fostered a strong sense of community, where children and families enjoy spending time together at weekends, to strengthen relationships even further.

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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 demonstrate high levels of confidence and a sense of security in the childminder's care. The childminder's approach is underpinned by a highly ambitious curriculum, ensuring that activities are well sequenced to enable children to build on their existing knowledge and skills. For instance, the childminder supports children in developing practical abilities, such as using a knife and fork, preparing them for the transition to school and eating school dinners with cutlery. Children, including those with special educational needs and/or disabilities, receive appropriate support to make progress from their individual starting points and thrive within the setting.

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Inspector:

Victoria Jones The childminder ensures that children who speak English as an additional language are well supported in developing their language and communication skills. Children are confident communicators. Young children exhibit an impressive vocabulary, using words such as 'whale' and 'dolphin' in their interactions. The quality of exchanges between the childminder and children is consistently impactful, promoting effective communication and learning.

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Inspector:

The childminder places a strong focus on the active teaching of mathematics, literacy, communication, physical skills, and personal, social and emotional development. Older children independently express their feelings and explain their emotions, building self- awareness and emotional literacy. The childminder actively promotes healthy attitudes towards exercise and diet throughout daily routines and activities. Children in the setting are joyful, curious and consistently engaged in their activities. They display high levels of independence and personal care skills, alongside significant social development. Children readily take turns and participate in cooperative play, demonstrating maturity and the ability to interact positively with their peers. The childminder develops secure and positive relationships with children, recognising the importance of these bonds in supporting learning and development. Children are secure, safe and feel valued within the setting.

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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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