Childminder

Childminder

Unique reference number (URN): 204737 Registered with Ofsted: 14/07/1998 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, and gaps in learning are rapidly closed. They develop valuable skills for their future learning and for school. Children become confident communicators. They successfully express their feelings and ideas as they develop positive communication and language skills. All children, including those with barriers to their learning, begin to manage tasks for themselves. They find and care for their possessions and change their own clothes. Children collect their shoes and coats for outdoor play and try hard to put them on independently from a young age.

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Achievement Strong standard

Children develop a love of books and show sustained concentration as they look at the pictures and return to favourite parts of the story. Children are curious and keen to take part in activities. They make choices about the resources they wish to access next. They develop their hand-to-eye coordination from an early age and strengthen their finger muscles. Children quickly become familiar with the daily routines and talk about what is coming next. Children with special educational needs and/or disabilities achieve well from their starting points to reach developmental goals.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds strong, warm bonds with all children. She does not hurry nappy changing or when children need a cuddle. She knows that this is a valuable time to build secure attachments with children. The childminder ensures that all her interactions with children are consistently positive. The childminder has high expectations for children's behaviour and promotes thoughtfulness towards others. Children respond well to the childminder's expectations and routines. They learn to behave positively towards each other and are patient and polite. For instance, children quickly sit and gather around the childminder to show they are ready to start a new activity or listen to a story.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm environment where children can listen and be heard. Children access a wealth of sensory resources and soft toys that, when they are younger, help them to express their emotions. The childminder uses age-appropriate strategies to help children recognise and manage their emotions and regulate their behaviour. The childminder recognises the importance of children's attendance to help them access a full and inclusive curriculum. She continually changes and adapts her curriculum to ensure it meets the needs of the children who do not attend every day.

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Curriculum and teaching Strong standard

The childminder plans a meticulously well-sequenced curriculum across all areas of learning. She seamlessly weaves learning through all activities and experiences for children. The childminder evolves and adapts the curriculum to ensure children gain the skills needed to be successful learners. The childminder's commitment to children's personal development is excellent. She provides an extremely calm environment and follows predictable routines, creating a safe space for children to learn. Children excel in confidence and quickly become self-assured learners who are keen to engage in activities on offer.

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Curriculum and teaching Strong standard

The childminder is skilled at embedding a highly inclusive curriculum where every child is recognised and valued as an individual. Systems for identifying and assessing children's needs are robust, and the childminder works closely with families to ensure that emerging concerns are identified swiftly.

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Curriculum and teaching Strong standard

Children have free access to a wide range of resources, indoors and outdoors, that support all areas of learning. They climb, dig in the sand, balance, paint and explore with bubbles. Children delight in songs, rhymes and storytelling. The childminder uses tone, pitch and expression to capture their attention and build their vocabulary. She uses a range of strategies to support children's communication. The childminder asks children questions that encourage them to talk about their ideas, thoughts and feelings. She gives children the time they need to think about their answers. She listens carefully and responds to what they say with interest. Mathematics is embedded throughout the environment. The childminder expertly promotes a love of mathematics and number. She introduces new mathematical concepts to children as they play and during routines. For instance, they talk about shapes, size, capacity and number.

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Inclusion Strong standard

The experienced childminder recognises the importance of gathering information about children's early experiences and initial starting points. She uses this information alongside her regular assessments to inform her planning and to take children on a purposeful journey in their learning. The childminder ensures mandatory training is complete and actively seeks additional training that is sharply focused on the unique needs of children who attend. This enables her to continually enhance her knowledge and skills and has a very positive impact on children's outcomes. The childminder is committed to respecting parents and carers as their child's first educator, and she carefully listens and responds to their wishes. The childminder truly regards parents as partners in their children's learning and shares children's next steps for a collaborative approach. This helps to support children's learning at home, contributing to the excellent progress children make.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive timely and targeted support. The childminder swiftly identifies when children may require additional support. Her knowledge of local services is excellent. The childminder collaborates with various professionals when needed. This helps to tailor her teaching to ensure that all children

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Expected standard

achieve the best possible outcomes. The childminder identifies children's individual needs quickly and takes effective action to reduce barriers to learning and wellbeing. She communicates well with parents to understand children's needs, providing guidance and support.

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Leadership and governance Strong standard

The childminder demonstrates dedication to her role and reflective practice. She shows passion and commitment to providing high-quality care and education for all children. The childminder has a secure understanding of the setting's strengths and continually reflects to identify any priorities for improvement, responding swiftly to further develop practice. The childminder uses training and feedback to provide children with high-quality care and education. She joins with other local childminders to complete training and to share good practice, tips and ideas. The childminder undertakes training to further enhance her excellent practice and children's learning and development. She accesses regular training from the local authority and specialist providers. She reaches out to the local authority regularly for advice and support.

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Leadership and governance Strong standard

Highly effective partnerships with parents and carers, and other professionals, result in a consistent two-way flow of information that benefits children's learning and development. The childminder ensures her professional knowledge remains current to help her swiftly identify when children may require additional support. This includes for children with special educational needs and/or disabilities. She collaborates with various professionals to tailor her teaching methods to ensure all children achieve the best possible outcomes. The knowledgeable childminder gives advice to help parents support children's developmental milestones at home. Parents value the childminder's help.

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Children's welfare and wellbeing Expected standard

Babies build secure attachments with the childminder as they seek comfort and snuggle into her for reassurance. Older children demonstrate confidence and a sense of security, reflecting their warm and affectionate relationships with the childminder. She understands routines and personal care needs, adapting her practice to meet children's differing needs. For example, she shows all children affection, but provides new or younger children with greater support in their play. She allows older children, who thrive independently, to make choices and explore freely. The childminder recognises when children become tired and follows clear, safe and consistent sleep routines. The experienced and highly knowledgeable childminder ensures that children with special educational needs and/or disabilities are supported very well. Where needed, she works closely with external professionals, parents and carers to ensure children are valued and to promote engagement

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles. She supervises mealtimes, offers healthy foods and reminds children to sit safely while eating. Children's physical skills are well supported, both indoors and outdoors. Children practise climbing, kicking and throwing balls. They develop control and coordination by rolling cars and using a range of one-handed tools during craft activities. However, during some daily routines, such as mealtimes and snack times, the childminder does not fully extend children's knowledge. Children are not consistently encouraged to engage in conversation about making healthy food choices and the benefits this has on their bodies.

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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 are warmly welcomed into a safe, carefully planned and stimulating learning environment. They benefit hugely from the childminder's child-centred curriculum. The childminder provides an inclusive environment where all children feel valued. She has an expert understanding of how children learn and continually builds on what children know and can do. The childminder proactively identifies and assesses children's individual needs. She works closely with families to reduce barriers to learning. She collaborates well with parents and carers, and other agencies as needed, to make sure that children receive the support they need. This helps them to be successful learners and make the best possible progress. Children develop the key skills they need for their future learning and are extremely well prepared for school.

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

The childminder celebrates every child's character and uniqueness. She sensitively encourages children to value and respect each other's differences. Children learn about the different experiences their friends have. For example, the childminder uses photos to share their weekend or holiday experiences. The childminder helps children's talents to flourish. She encourages children to investigate musical instruments, giving them the freedom to be inquisitive and creative. This helps children to take pride in their abilities and achievements. Older children show kindness as they offer an instrument to babies so that they can join in. The childminder carefully plans the way she uses stories, songs and rhymes to support children's language development. She understands how to sequence children's language acquisition to ensure that all children make excellent progress. Children, from an early age, develop essential listening and attention skills while listening to stories.

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

Children demonstrate incredibly positive relationships with peers and with the childminder. The childminder knows all children well and embraces their individuality. She ensures that all her planned experiences are unique for each child. The childminder's love for her role shines through everything she does. Her energy and enthusiasm create a vibrant atmosphere where children are eager to join in and explore. The childminder recognises the importance of children's regular attendance and promotes this well.

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Next steps

The childminder should use mealtimes to consistently promote children's understanding of healthy food choices.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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About this inspection

The inspector spoke with the childminder and 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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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