Childminder

Childminder

Unique reference number (URN): 317150 Registered with Ofsted: 19/11/1997 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 extremely well prepared for their move on to school. They benefit from the childminder having regular contact with staff at other settings they also attend and close links with the school they will move on to. This helps to promote consistency in their care and learning and a seamless experience in their early years. Children who face barriers to their learning benefit from the involvement of other professionals to help close gaps in their development. Children's different starting points in learning and prior experiences are taken account of and learning is tailored to meet their individual needs. Children make excellent progress in their communication and language development. This helps them to secure firm foundations as they move through their education to thrive in life.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a wonderfully welcoming and inclusive environment, where all children learn and play together inside and outdoors. The childminder is skilled at promoting children's sense of belonging and responsibility for themselves and others. All children understand the high expectations that the childminder models consistently. They are keen to emulate these positive behaviours. Children demonstrate extremely respectful and supportive relationships and attitudes towards each other and the environment. Older children understand the limitations of their younger peers and are keen to help them with tasks, such as tidying up.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives clear messages to parents and carers about the importance of punctuality and attendance with a keen focus on those children with barriers to their learning. She makes time to meet up in the school holidays with those children and their families who attend only during term time. This helps to promote and maintain consistency in all children's care and learning. Families show heartfelt appreciation for the relationships that they and their children have with the childminder and for the unwavering support she offers them.

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Children's welfare and wellbeing Strong standard

Care practices and routines are very well established and embedded to support all children's individual needs. The childminder is responsive to each child's needs, knowing them very well. Relationships are strong and supportive, promoting children's confidence and self- esteem well. The childminder teaches children to recognise, express and manage their emotions. They learn how their behaviours affect others and how to be mindful of those with differing needs. Children help their peers to learn sign language successfully and are able to teach their skills to visitors and family members. This helps to support children's early communication and language skills and reduces frustrations.

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Children's welfare and wellbeing Strong standard

Children learn why exercise and outdoor play are important and talk about hygiene routines and healthy eating to help them to develop positive habits for life. They learn important messages about how to keep themselves safe around technology and in a variety of outdoor environments. For instance, children understand that they must listen carefully and follow instructions given by adults when they visit new places, such as a waste-recycling plant on an educational trip. Children develop a mature understanding of sustainability and how our actions affect our world.

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Curriculum and teaching Strong standard

The childminder demonstrates a robust understanding of how to plan, deliver and monitor an exciting, and ambitious curriculum. All interactions are of the highest quality. The childminder supports all children individually and superbly well to develop the skills and knowledge they need to flourish and succeed in life. The strong focus on children's communication and language development is clear. Children confidently use sign language throughout their day. The childminder emphasises the importance of books and stories to support and underpin children's learning. She shares resources with parents and carers to take home to continue this focus during home learning.

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Curriculum and teaching Strong standard

Children are competent in using mathematical concepts and vocabulary and develop a secure understanding of numbers through play and specific teaching. Children's physical development is well planned. For instance, the childminder helps children to master the movements they need to support toilet training. The childminder makes reference to emotions through play, which helps children develop the vocabulary they need to express their feelings well. Children demonstrate mature independence skills, such as managing their own self-care needs from an early age. Teaching is adapted and adjusted to support each child's needs. The childminder uses assessment intuitively to understand children's starting points and to support parents with their children's development.

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Inclusion Strong standard

The childminder swiftly identifies all children's needs and takes swift and effective action to reduce any barriers to their learning. This includes working closely with parents and carers to support them to access help where needed. She seeks advice and timely support from other professionals to make sure children can access all experiences and opportunities available. The childminder monitors children's progress well and appropriately to each child's development. She regularly reviews the impact of any funding and support that is in place and makes suitable adjustments to ensure maximum benefit to children.

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Inclusion Strong standard

Children learn to appreciate the different abilities, circumstances and backgrounds of others. They learn about their local community and cultures from around the world in a meaningful way. Children learn to make traditional food from other cultures and have video calls with friends in other countries to learn more about the wider world. They learn about how they are each unique.

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Leadership and governance Strong standard

The childminder demonstrates a robust understanding of the quality of her provision and is extremely reflective of her practice. She strives to make continual improvements to benefit her teaching, the children in her care and the wider community. For instance, she is training to support a community group that include local families. This is to strengthen home learning and relationships within families. The group includes grandparents and older generations. Children attend the group with the childminder and benefit from learning more about how family dynamics work and interacting with others of all ages. This helps to support families with children who face a variety of barriers to learning.

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Leadership and governance Strong standard

The childminder plans her professional development to enhance learning for all children, with a focus on those with the most challenging circumstances. For instance, she has learned British Sign Language to support children with their communication and language and now extends this to children and families in a local school and within the wider community. This has helped to remove barriers to learning for some children and has enhanced the communication skills of many more. The childminder's oversight of the provision and understanding of her role and responsibilities are excellent.

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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

All children flourish and delight in the childminder's sensitive and respectful care. They feel secure and enjoy warm relationships with her. Families value her advice, the support she gives them to promote children's attendance and feel part of her provision. The childminder is fully inclusive and tailors each child's experience and education to precisely match their needs. She gains a deep understanding of children's backgrounds, prior experiences and starting points before they start. This helps children to make rapid progress in all areas of learning from the outset. The childminder understands the barriers to learning that each child may face. She makes adjustments, seeks support and sources professional development to help reduce these effectively. For instance, the childminder has learned sign language to support children's communication and social skills. This promotes children's confidence and self-esteem extremely effectively.

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

The childminder plans an ambitious and broad curriculum for all children, which is full of exciting experiences. Children go on regular outings to interesting places to expand their scope and depth of understanding. The childminder plans with children's interests in mind and to spark curiosity about new topics. Children are inquisitive and curious, valuing their independence but having the skill to know when to ask for support. They ask wonderful questions that the childminder ponders with them, considering a range of answers and developing understanding. For instance, when children ask about types of rock, the childminder gathers a range of rocks to investigate. She links discussions to where the rocks come from, the correct names for them and different types found in other countries. Children develop a fantastic base of interesting knowledge and key skills to support them as they move through their education and life.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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About this setting

Local authority: Westmorland and Furness

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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 pupils/learners, those with SEND, 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 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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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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