Childminder

Childminder

Unique reference number (URN): 2727995 Registered with Ofsted: 06/06/2023 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

Despite a minor weakness in the planning of the curriculum in children understanding the world around them, all children make excellent progress in their development. Children with special educational needs and/or disabilities make considerable progress. In particular, children make exceptional progress in their communication and language. They use their growing language with rapidly increasing confidence to express their ideas and feelings. Gaps are closing remarkably for children who may be at risk of falling behind in their development. Children show increasing perseverance as they develop cutting skills and put on their own shoes. They demonstrate a strong sense of belonging and wellbeing. Children are particularly well prepared for transitioning between the childminder's setting and other settings. They show increasing confidence and skill in a broad range of knowledge and skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets very clear expectations, which are clearly understood by children and seen in their actions. For example, they listen to instructions and carry out tasks, such as tidying away their toys, with pride. Children are showered with praise and gratitude as the childminder consistently celebrates when children behave in the best possible way. These positive routines support children, including those with special educational needs and/or disabilities, to be best prepared for future transitions, including to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a warm and nurturing approach to children, and this is reflected in the kindness and respect children demonstrate. Children show the utmost positivity to their learning. They approach activities with joy and curiosity. Children's attendance is excellent. They demonstrate how they feel safe and secure with the childminder through the harmonious and respectful environment she provides.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places an incredibly high priority on helping children to manage their own feelings and those of others. Her highly committed approach to developing respectful relationships is strengthened through her role modelling. As a result, children show kindness and empathy. They show concern for their friends and work and play well together.

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Inclusion Strong standard

The childminder uses highly effective observation and assessment to identify gaps in children's learning and development. She uses this information and strong partnerships with parents and carers to ensure early intervention. The childminder strategically draws on the support of local authority and other professionals to ensure that children receive the appropriate support. This means that any barriers children have to learning are reduced.

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Inclusion Strong standard

Secure and effective partnership working means that all those involved in the care and education of children actively contribute to ongoing reviews. This supports a shared approach to the progress that children make, particularly those children with special educational needs and/or disabilities. This consistently raises expectations for the progress children make.

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Inclusion Strong standard

The childminder has attended training in the role of special educational needs coordinator. She continues to be ambitious in her quest for additional training that supports children to thrive. The childminder applies new knowledge to her work, successfully adapting teaching. This ensures that children receive targeted teaching and learning. As a result, children make excellent progress from their starting points in development. The childminder has a clear understanding of the benefits of funding for children and shows an understanding of how to improve outcomes for children.

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Children's welfare and wellbeing Expected standard

Children demonstrate high levels of confidence and ability in a wide range of skills. For example, they manage personal independence tasks including hygiene routines and opening packets in their lunch boxes. The childminder encourages positive attitudes to healthy lifestyles through discussions about healthy foods. She promotes healthy choices, such as explaining the benefits of vegetables and fruits. Children grow fruits, such as strawberries, which further supports their awareness of health and nutrition. As a result, children show enjoyment as they select their healthy snacks.

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Children's welfare and wellbeing Expected standard

The childminder is aware of the local picture relating to oral health. She is a trained oral health champion and uses this knowledge to support children and families to promote good oral hygiene. The childminder helps children to develop an awareness of road safety and how to stay safe online.

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Children's welfare and wellbeing Expected standard

Children demonstrate that they are settled and feel safe in the care of the childminder. Children consistently hear the language of feelings as the childminder discusses with children how they feel. This helps children recognise how they feel and how to manage their own feelings and responses. Warm and nurturing care and attention help children to feel settled and secure as they prepare for sleep. The childminder personalises routines and support to children's developing needs.

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Curriculum and teaching Expected standard

The childminder is ambitious for children. She has a well-designed curriculum that teaches children the fundamental knowledge and skills they need to be successful learners. This includes prioritising children's social and emotional development. The childminder uses books as an integral part of the curriculum. As a result, children demonstrate an early love of books and literature. The childminder provides targeted support for children who experience difficulties with their speech and language. She repeats language back to children clearly and provides them with a wealth of new and interesting vocabulary. The childminder uses ongoing assessment to identify next steps in children's learning and development.

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Curriculum and teaching Expected standard

Children hear mathematical language all around them. For example, the childminder encourages children to name the shapes they can see in their lunch boxes. Children learn to count with confidence and identify numbers in a group. This helps them to develop early calculation skills. Children develop a range of physical skills through purposeful teaching. For example, when they struggle with balance and coordination, the childminder plans physical activities to support this. Children bake and use play dough to promote hand strength. This assists them with later skills, such as fastening zips and using scissors. Children learn about the community that they live in. However, the childminder does not plan the curriculum precisely to fully support children to develop an awareness of similarities and differences and what makes people unique.

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Leadership and governance Expected standard

The childminder has a thorough understanding of the requirements within the early years foundation stage. This is demonstrated through her safeguarding culture and robust policies and practice. The childminder draws on support and guidance from the local authority. This helps to provide a broader view of the strengths and identify any areas of development.

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Leadership and governance Expected standard

The childminder invites parents and carers and children to share their views. This helps the childminder to take any appropriate action and drive improvements. The childminder works with a range of professionals to support children, particularly those with special educational needs and/or disabilities. For example, she seeks guidance from local inclusion partners and shares valuable information with additional settings that children attend. The childminder develops trusting relationships with parents. She provides regular feedback about children's progress and suggestions for how parents can support learning at home. Parents commend the childminder for her teaching that helps their children to flourish.

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Leadership and governance Expected standard

The childminder is critically reflective of her own knowledge and skills. She attends training that strengthens her knowledge and practice. However, the childminder recognises there is scope to develop her evaluations to identify, consider and consistently drive high expectations and continuous improvements across the curriculum 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 show happiness and joy in their interactions with the kind and caring childminder. They fully immerse themselves in the range of carefully planned learning experiences that the childminder provides. The childminder gives careful consideration to what children already know and the experiences they have before deciding what to teach next. Her ambitiously constructed curriculum ensures that children enjoy learning in every possible way. Children engage with the childminder with positivity, enjoying the rich conversations and learning that take place. Children with special educational needs and/or disabilities make excellent progress as a result of the high-quality interactions and targeted support

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Inspector:

Clare Ford they receive. Active partnerships with parents and carers further support children to make progress as the childminder values each child as a unique individual.

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Inspector:

Mealtimes are wonderfully social and an extension to children's learning. Children discuss the foods they have, and use their growing independence to manage a range of tasks, including unwrapping their sandwiches. While children eat, the childminder includes stories and engages in a range of discussions about children's experiences from the day. This helps to extend children's recall and thinking skills and supports their wider language development. Children show a confident and relaxed approach to conversation. The childminder encourages children to think deeply when they show curiosity. For example, children compare features of two reindeer, noticing similarities and differences.

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Inspector:

Children are incredibly happy, safe and settled in the company of the childminder. She provides a warm and nurturing home-from-home environment where children are able to flourish. The childminder knows and understands every child as if they were her own. For example, she knows what interests, motivates and inspires each child and provides experiences that support this. As a result, children develop a strong sense of belonging and have positive attitudes to their learning.

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Next steps

The childminder should further support children to develop a secure understanding about individual characteristics and how they make people unique, and how these can be celebrated to help children thrive together. The childminder should continue to develop methods for continuous improvements, using more detailed analysis of the setting's strengths and areas for improvement to ensure a significant and positive difference to children's education and care.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took account of the written views of parents and carers.

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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 - 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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