Childminder

Childminder

Unique reference number (URN): EY422046 Registered with Ofsted: 20/01/2011 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 well prepared for their next stage of learning. They make excellent progress from their starting points. Children thrive at the setting and build important knowledge and skills across all areas of learning and development. This ensures that all children are ready when they transition in to school.

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Achievement Strong standard

Children gain great confidence in their communication and language skills. They have a real love for books and confidently select books and name the animals, such as a rhino, zebra and monkey. Children rapidly learn new words and increase their vocabulary. They love to engage in singing rhymes and songs and can use actions and words as they sing. Children learn to count through rhymes and can take away the 'rain drops' they have drawn from a number, recognising how many are left. Children actively engage in story time sessions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear routines that are embedded in daily practice. Children look out for each other and enjoy each other's company. They have developed close bonds with the childminder. Children play together harmoniously and consistently have positive attitudes to their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children's behaviour. She has embedded strategies to help children to succeed in managing their behaviour, for example, by using actions and rhymes. The childminder's positive, calm and consistent approach ensures that children learn how to regulate their behaviour. She offers praise and celebrates children's achievements. Furthermore, children develop the skills they need to manage their emotions and feelings. As a result, children show exemplary behaviour at the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. Children are respectful, kind and well mannered and have consideration for others. They show a great understanding of rules and boundaries. Parents value the support and quality of care the childminder provides for each child. As a result, children are incredibly happy, settled and eager to learn. The childminder is committed to ensuring that all children attend the setting on a regular basis. She has robust policies and procedures in place that are shared with parents to promote regular attendance.

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Children's welfare and wellbeing Strong standard

The childminder has created a welcoming, warm and safe environment where all children can learn and flourish. Children have formed very secure attachments with the childminder. The childminder has a consistent, calm and positive approach and provides affection and care for children and meets all their varying needs. This inspiring environment enables children to feel valued and safe, supporting their curiosity, independence, and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Well-embedded routines, such as handwashing before eating, support children's development of essential self-care and life skills. The childminder puts effective boundaries in place to ensure that children are cooperative and kind to each other. Children respond very well to the strategies that are in place. This helps children to recognise their feelings and manage their emotions effectively.

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Children's welfare and wellbeing Strong standard

Children develop their physical abilities extremely well. The enhanced curriculum promotes an active outdoor learning experience for all children. This supports children to become confident and learn about the world around them. Good hygiene practices are embedded. Children are independent in getting their own plates and bowls at mealtimes. They have discussions with the childminder about the foods they eat and about going shopping to buy fruit for their snack. The childminder works in partnership with parents to gather information needed to meet all children's individual needs, such as sleep routines.

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Curriculum and teaching Strong standard

The childminder offers a highly ambitious curriculum for all children that is well sequenced. She accurately assesses children's development. The childminder uses her deep understanding of child development to identify gaps in children's learning. Information gathered is used to precisely plan and meet children's individual needs and reflect their interests. As a result, children excel in their learning and development.

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Curriculum and teaching Strong standard

Communication and language development is supported extremely well. The childminder consistently builds and expands on children's vocabulary by introducing new words.

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Curriculum and teaching Strong standard

Mathematics is expertly woven into children's play. The childminder strengthens children's learning superbly. As a result, children make excellent progress in their early mathematics.

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Curriculum and teaching Strong standard

The childminder utilises outdoor opportunities to develop children's knowledge and understanding of the world around them. Children benefit from regular trips within the community, for example parks, shops, music sessions and train rides. These help to broaden children's experiences and develop active lifestyles.

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Curriculum and teaching Strong standard

The childminder has established clear, insightful information-sharing with parents about children's progress and achievements. This helps parents feel informed and fully involved in their children's education and care.

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Inclusion Strong standard

The childminder carries out assessments of children to help identify their starting points. She works in collaboration with parents, sharing progress and what the children need to learn next. The childminder regularly monitors and reviews the support she provides for all children to ensure that individual needs are met.

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Inclusion Strong standard

The childminder is dedicated to ensuring that children who face other barriers to their learning are supported effectively. She utilises any training she has accessed to implement strategies to help children make progress. For example, the childminder expertly weaves in opportunities to support children who are learning English as an additional language. She gives children time to respond when repeating and using words in different contexts. Furthermore, her knowledge of how to spend additional funding, to close gaps in learning, ensures that children receive the support they need.

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Inclusion Strong standard

The childminder engages with families and other professionals to provide the right opportunities and experiences to enable all children to flourish. She seeks advice from others, including children's social care, and uses this to shape her practice and improve children's outcomes. This helps to provide the best possible support for children to help them in their next stage of learning and development.

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Leadership and governance Strong standard

The childminder has a secure understanding of her strengths and the areas for development of the setting. She accurately evaluates her provision. The childminder uses her wealth of knowledge to provide all children with the very best experiences and reach their milestones.

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Leadership and governance Strong standard

The childminder places a great emphasis on her own professional development. She is passionate about providing high-quality learning for all children. The childminder has successfully completed training to enable her to support children's learning, development and wellbeing. In her pursuit for excellence, she networks with other childminders to share ideas, and she works with local schools and family hubs to benefit the children and families she supports.

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Leadership and governance Strong standard

The childminder has established very positive and trusting relationships with families. She keeps them fully informed about their children's progress and daily experiences. Parents comment that the childminder helps their children to grow and develop. They report that the quality of care is 'brilliant' and a lot of thought goes into ensuring that children have a fulfilling time. Parents particularly love the range of experiences that the childminder offers and praise her for meeting their children's individual needs. This effective partnership working means children have consistent support between home and the setting, resulting in emotional security and a sense of belonging.

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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 flourish in this childminder's home. The childminder is attentive to all children's individual needs. She places a high emphasis on children being safe and happy. The childminder has warm and nurturing relationships with the children in her care. Children settle quickly, are incredibly happy and engage in their self-chosen play and learning. This helps to support an extremely calm and welcoming environment where children feel safe and secure.

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

The childminder is highly passionate about providing the right support for all children. She gathers detailed information from parents about children's interests, abilities and starting points before they start. The childminder uses this information to provide a stimulating and

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Inspector:

Reena Rai-Aheer well-sequenced curriculum. In addition, the childminder is skilful at adapting her curriculum to ensure that all children achieve well. This ensures that children receive the guidance and support they need to help them thrive.

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Inspector:

Children independently access the play environment. As they build tracks for vehicles, the childminder supports children by introducing new words, such as 'loop' and 'join'. The childminder develops children's ideas by adapting her teaching. Her consistent high-quality interactions ensure that children, including those who speak English as an additional language, make rapid progress.

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Inspector:

Children play together harmoniously. They are respectful towards each other as they share and take turns in their play. Children are highly motivated and curious learners. The childminder follows children's lead and weaves in opportunities to teach children across all areas of learning. She is committed to ensuring that all children attend the setting on a regular basis. This helps to build good habits for when they move on to the next stage in their education.

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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 those children who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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