Childminder

Childminder

Unique reference number (URN): EY359163 Registered with Ofsted: 21/09/2007 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 being very well prepared for school. They demonstrate a secure breadth of skills that supports them across all areas of learning. All children achieve well from their various starting points. Children are developing strong communication skills. They are confident to talk to new people and share their ideas. Children display strong social skills and confidently explore their surroundings with curiosity and independence. For example, older children request games and puzzles that they can complete with their friends with minimal guidance from the childminder. They are learning how to problem-solve and work together as a team. The childminder works closely with the local school to support the children's transition and to ensure that they have a shared approach to what they want them to achieve before they start there.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and her assistants support children to establish routines and a positive learning environment. Children clearly understand the expectations and boundaries of the setting. They know when they need to wash their hands and help to tidy up. The childminder works closely with parents to communicate expectations for behaviour. Plans are put in place for home and setting to work together if there are any concerns that need to be managed and to maintain the high expectations of the setting. The childminder prioritises attendance and monitors this closely so that children benefit from regular sessions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to develop confidence, independence and resilience. Children demonstrate positive attitudes to learning even from the youngest age. Children play games collaboratively and get along well with others. The childminder and her assistants give explicit praise to reinforce children's positive behaviour. The children are learning the importance of treating others with kindness, care and respect. The childminder and her assistants are positive role models. They demonstrate how to listen to each other's opinions. They support children to manage their own feelings and behaviour. They reinforce this through high-quality teaching, praise and consistent routines.

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Children's welfare and wellbeing Strong standard

The childminder and her assistants create a nurturing and welcoming environment where all children feel they belong. Children spontaneously approach the childminder and her assistants for cuddles. They respond with warmth and are highly successful at supporting children to manage their emotions. The close bonds are clearly evident between them, and children demonstrate they feel safe and secure in their care. Every detail of the setting is thoughtfully considered and relates to the individual children's needs. The childminder is responsive to the children's wellbeing, and she quickly recognises if children need time to rest or something to eat. There are cosy areas for children to rest and relax.

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Children's welfare and wellbeing Strong standard

Children have lots of exciting opportunities to explore and be physically active. They enjoy a wealth of experiences in the local community. They eat healthy and nutritious food and have access to fresh drinking water throughout the day. Children become increasingly independent in managing their own personal needs. They know how to wipe their noses, wash their hands and be independent with toileting. These embedded and well-structured routines motivate children to develop long-lasting healthy habits.

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Curriculum and teaching Strong standard

The childminder designs and implements a rich and varied curriculum that covers all areas of learning. There is a well-planned vision and ethos of what she wants the children to achieve that is shared between the childminder, her families and her assistants. The design builds on what children know and can do and focuses on vital skills they need for their future learning journey. This is consistently embedded in everyday practice. For example, every opportunity is given for children to practise their independence. The childminder monitors the teaching and practice of her assistants effectively to ensure that the quality of the curriculum remains high. The childminder regularly and accurately assesses children's progress and uses this information to plan what she will teach them next. Her assistants know what each child needs to learn during the activities they plan. For example, during a play dough activity, the assistants tailor the questions and resources to each child's next

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Curriculum and teaching Strong standard

There is a wealth of opportunities for children to practise their physical and communication skills. The childminder supports the children's language so that they can work collaboratively with others. All children enjoy daily outdoor play and fresh air. The children love spending time exploring in the vast gardens and dancing in music sessions with their friends. The childminder works closely with staff who provide external sessions. She shares her curriculum and planning so that each session closely relates to what the children have been learning that week. This reinforces the children's knowledge and strengthens the connections to what they already know. Teaching is thoughtfully adapted so that all children can participate in activities. Every opportunity is utilised to introduce mathematical concepts, such as counting and shapes. Even the youngest children enjoy calling out numbers as they negotiate the steps to outdoors.

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Inclusion Strong standard

The childminder consistently ensures that any barriers to learning that children face are swiftly identified and addressed effectively. She rigorously monitors the progress of children and shares this information with parents and professionals if needed. Each child has specific targets and next steps that support them to make rapid progress in their learning. The childminder and her assistants plan specifically for each child's needs. They adapt their teaching specifically to what each child needs to learn next. For example, they support children with delays in their communication and language by picking out key words and repeating them back to the children. They allow children the time they need to think and respond. The childminder and her assistants focus on allowing children the freedom to speak at their pace and level; they do not want to put children off talking by rushing them or answering on their behalf. This makes a sustained difference to children's opportunities and

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Inclusion Strong standard

experiences. The childminder works closely with parents to ensure that there is a consistent approach to any strategies at home and within the setting. The respectful relationship between the childminder and her families promotes this working effectively. The childminder thoughtfully considers the use of any funding, and she accurately assesses the impact this has on children's development. She prioritises her own professional development, and the training she accesses supports the continuous improvements to her inclusive practice. The childminder knows sharing information with external agencies, such as social workers, is vital in getting children the immediate and ongoing support they might need.

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Leadership and governance Strong standard

The childminder has an accurate understanding of her setting's strengths and the effectiveness of the actions she takes to sustain high standards of education and care. There is thoughtful and positive engagement of parents in ways that support children's development. She utilises a variety of ways to communicate effectively with parents, such as a daily book, learning journeys and verbal communication. The childminder is passionate about the relationships she builds with families. She works with generations of children from the same families and is highly sought after through recommendations from parents.

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Leadership and governance Strong standard

There is a clear and ambitious vision for providing high-quality care that prepares children for their next stage of education. Her assistants feel very well supported. The childminder makes sure that they feel valued and are supported to do their jobs to a high standard so that morale is high. They complete training as a team and prioritise professional development that is specific to the community and the children they serve. She considers the environmental sustainability of her setting with initiatives such as the recycling of baby wipes. She looks at the wider impact of her setting. This benefits everyone, promoting a culture of respect and responsibility.

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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

There is a wonderful home-from-home feel about this childminder's setting. She creates a nurturing and high-quality learning environment where all children can thrive. Children are welcomed and feel like they belong here. Children excitedly tell their parents about their day and talk fondly of the setting. They form close bonds with the childminder, her assistants and their friends. The childminder and her assistants know the children very well. They show a genuine interest in getting to know the children's interests and family background. Connections between the childminder, her assistants and families are a key strength. This results in a real community feel. Children are forming friendships; they chat to each other

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Inspector:

Katie Rudge and share their thoughts and ideas. They are learning to listen and treat everyone with respect.

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Inspector:

Children enjoy rich experiences across all seven areas of learning. For example, weekly music sessions, visits to local nature areas and swimming lessons in the on-site pool. This gives children a breadth of opportunities to practise a variety of new skills. This builds solid foundations of knowledge they require for their future learning journeys. The childminder and her assistants are responsive and offer high-quality teaching and support children to achieve very well from their starting points. Children are eager to learn, participate and explore. Well-established routines are embedded into everyday practice. These not only support the children's learning but their wellbeing too. They clearly feel safe and happy here. They know what to expect and what is happening next. This repetition and continuity support a sense of calm and structure to the children's day.

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Next steps

Leaders and those responsible for governance 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 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 and the assistants.

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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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