Childminder

Childminder

Unique reference number (URN): EY286463 Registered with Ofsted: 15/07/2004 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 make excellent progress. The curriculum and teaching supports each child to achieve to a high level ahead of what is typically expected for their age. The curriculum is highly ambitious and well planned based on detailed assessments. All children thrive from their engagement in a broad range of activities that keep them focused and interested for long periods. Children enjoy the outdoor activities, such as exploring how ice melts, and toddlers learn to climb on and off wheeled toys with skill. They learn to take risks with good guidance from the childminder as they use a cart safely on a wavy slide. Children are expressive in their joy as they play. They laugh and show excitement as they make progress in their learning. Children thrive in the stimulating environment. They are eager to move from one activity to another and welcome the childminder to guide them when they face new opportunities, so they are able to do so with confidence. The childminder's teaching skills

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Achievement Strong standard

are strong and consistent, creating opportunities for children to achieve. All children thrive at this setting because the childminder is well aware of how to adapt any activities or experiences so that they are accessible for all children's abilities and starting points.

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Behaviour, attitudes and establishing routines Strong standard

Children receive consistently strong and clear messages that support them to learn about expected behaviour. For example, they learn about being kind to each other and how to share. Children understand how to listen to each other and not use loud voices. The childminder is calm and positive in her approach with children. She talks to children at the appropriate level, dictated by their age and understanding. The childminder checks children's understanding about behaviour expectations regularly to ensure that they learn about right from wrong. The childminder demonstrates warmth and kindness to children. This is mirrored by children, as they play in harmony with each other. Older children are given opportunities to resolve any minor disagreements and receive positive praise and recognition from the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that children are very familiar with the routines in her home. Children adapt quickly to changes the childminder informs them of. They understand where to locate play materials safely and independently. Children of all ages are given ample time to dress and undress to enable them to be more independent in their own self-care. The childminder supports parents to maintain regular attendance as required, and her positive relationships with parents allow her to promptly address and act on any absences sensitively.

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Children's welfare and wellbeing Strong standard

Children thrive and are very happy and settled in the childminder's home and care. Each child has formed strong bonds with the childminder. The childminder ensures that children are well supervised and is aware of their movements at all times. Children's privacy is given respect during toileting and nappy changes. The childminder prepares food appropriately so children are not at risk of choking when they eat their snacks and meals. Healthy eating is promoted for all children. The childminder works closely with parents to guide them on what foods to encourage and what foods to avoid. This is understood by children. For example, as they explore activities they discuss healthy and unhealthy food choices. The childminder teaches children from an early age about crossing the road safely when in the community and the meaning of different traffic signals. The childminder displays books to allow children

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Children's welfare and wellbeing Strong standard

to talk about their feelings and understand the expressions their peers or they themselves may show. She works closely with parents to support any significant events or changes in the home. This equips her to support children individually if they are faced with any changes. The childminder's robust awareness of children's home life and backgrounds allows her to ensure that any gaps or specific needs are addressed with parental involvement.

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Curriculum and teaching Strong standard

The childminder has developed a broad range of high-quality skills and approaches for her role and responsibilities to plan and deliver varied and exciting learning opportunities for all children in her care. She understands that embedding quality foundation learning from a young age enables children to move on to school with a broad range of quality skills to face new experiences with confidence. The childminder supports child-led play, ensuring that children have choice and a voice about what they like playing with, while ensuring that each experience is supporting their progress and is meaningful. The childminder's robust awareness of child development and the early years foundation stage is evident in the delivery of a very strong curriculum.

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Curriculum and teaching Strong standard

Books are accessible throughout the childminder's home and used extensively by children. These are linked to specific activities and current themes. Children confidently recognise their names as well as numbers from a very young age. They engage in conversations with their peers and the childminder beyond what is typically expected for their age. Mathematical learning is gained through play and routine tasks. For example, children count out objects randomly and learn to compare them by size and shape. The childminder prioritises children's personal, social and emotional development through the general routine of the day. This supports each child to feel valued and included, form strong friendships, and express their feelings without fear. The childminder uses various community groups and venues to enhance children's learning further. This enables them to develop their confidence in making new friends they meet regularly. Children engage in a variety of daily large

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Curriculum and teaching Strong standard

physical play to ensure that they learn about keeping fit and active.

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Inclusion Strong standard

The childminder promotes inclusion in all aspects of her daily routine and learning plans. This includes implementing her deep knowledge and awareness of children with special educational needs and/or disabilities. The childminder uses her thorough understanding of child development and her detailed and regular assessment of individual children to act on any concerns she may have. She knows to work with a sensitive approach with parents, and with relevant professionals, to ensure that the correct support is sought and implemented to enable each child to reach their full potential. The childminder understands how to guide parents to seek additional funding should the need arise and how she would use this to raise the quality of care children receive.

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Inclusion Strong standard

The childminder demonstrates well how to adapt and deliver activities to ensure that all children have the same learning opportunities. She fully supports equality and inclusion extremely well, through her awareness of the diverse community she lives in, her awareness of children's backgrounds, and her provision of a rich and varied range of resources to reflect diversity.

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Leadership and governance Strong standard

The childminder strives to offer a high-quality service to all children and their families. She prioritises actions to build on what she already knows professionally and what she offers. The childminder is well informed of changes in her role as a registered childminder and welcomes the support from her local authority advisory team. She reviews what she offers periodically and has a strong focus on knowing the children in her care as individuals and providing each child with a fun, educational curriculum. The childminder works in strong partnership with the parents of children in her care. She ensures that they are included in forward planning and understand how best to support their child in the home. The childminder maintains strong links with local schools and nurseries that children attend. This supports a swift transition when children move on. The childminder is clear about the need to work with external agencies when required to support children with special educational

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Leadership and governance Strong standard

needs and/or disabilities (SEND). The childminder demonstrates a commitment to her professional development, such as enhancing her skills and knowledge of SEND.

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Leadership and governance Strong standard

Parents are highly appreciative of the professional and skilled childminder, who has enabled their children to reach their full potential. They all express high praise about the positive partnerships and inclusion they receive from the childminder. Parents value the high-quality learning experiences the childminder offers and the significant and consistent progress their children have made since starting to attend.

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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

The childminder provides a highly stimulating, safe and welcoming environment for all children. She supports children to develop confidence, independence and making choices in their play and learning. This is evident as children are eager to explore play and spend their time fully engaged. The childminder organises play that is reflective of children's interests and their current development and relates to the new and varied themes they learn about. For example, they are currently learning about winter, which is broadly linked into the 7 areas of learning. Children explore animals that live in colder climates, develop new vocabulary as they learn the names of these animals, or learn to describe ice and snow as they handle ice and replicas of snow that the childminder has created for them. The

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Inspector:

Shaheen Belai childminder is highly skilled and supportive to allow children to embrace new learning, giving them ample time needed to develop familiarity with new topics and new skills. Younger children enjoy the new challenging opportunity to use magnetic rods to select the toy penguins in the snow or use scoops to dig out buried toy penguins.

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Inspector:

The childminder has a thorough understanding of child development and how children learn. Her curriculum planning is defined by her close engagement and highly detailed regular assessment of children's individual developmental progress. This includes children where the childminder may have concerns about gaps in their development or disadvantages they may face. The childminder ensures inclusive practice to allow all children to benefit and make progress in all areas of their development. The childminder's delivery of the highly varied curriculum considers the different ages and stages of development of children in her care. Children's attendance is given high priority by the childminder, and this is supported by positive partnerships she has with parents. The childminder is aware that she needs to act sensitively and with professionalism should absences be of concern. This allows for each child to progress extremely well for their age and be ready for their move to school.

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Inspector:

Children's communication and language skills are excellent for their age, and they demonstrate extremely high levels of independence and confidence.

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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 learners, 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 and children and collected written feedback from parents for the purposes of 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 : 07:00 - 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

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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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