Childminder

Childminder

Unique reference number (URN): EY421178 Registered with Ofsted: 19/01/2011 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 progress through a curriculum that is carefully designed to meet the needs of those attending. Children develop strong levels of focus and are able to stay on task for sustained periods of time. This supports children to be very well prepared for the next stage of their education, including school.

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Achievement Strong standard

Children learn to take turns, listen carefully to others and follow instructions during group activities, such as music sessions. They demonstrate secure levels of engagement and confidence and are active, curious learners who recall and discuss past events. For example, they talk enthusiastically about a recent visit to a child's new home.

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Achievement Strong standard

Children demonstrate developing social skills. They learn to manage their emotions effectively and use language to communicate feelings such as frustration. This enables them to form positive friendships and benefit from collaborative play.

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Achievement Strong standard

Children who face barriers to learning, including those with special educational needs and/or disabilities, make progress from their starting points and take part in learning alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children have secure attachments with the childminder. She knows the children and their backgrounds extremely well, and children feel safe at home in her care. The childminder provides a warm, homely and respectful atmosphere where all children understand what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children develop good social skills. This enables children of varying ages to play collaboratively together, using their communication and language skills. For example, 2 children hold a large scarf as a bridge for a third child to pass underneath, taking turns to support one another. Older children show an understanding of the needs of younger children and happily include them in play, adapting the rules slightly so that everyone can take part.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses daily routines effectively to further develop children's independence skills. For example, children clean and set the table at mealtimes and pour water for one another. The childminder places a clear focus on the importance of good attendance. This expectation is clearly communicated to parents, and attendance rates are high.

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Children's welfare and wellbeing Strong standard

The childminder's practice centres on the individual needs of the children in her care, and their emotional wellbeing is a priority. She puts a great deal of effort into supporting children through emotionally challenging times, working closely with parents to gain a clear understanding of each child's circumstances.

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Children's welfare and wellbeing Strong standard

The childminder supports children effectively to recognise their emotions and put words to their feelings. This is evident in the conversations children have and in spontaneous comments, such as, 'Look, my smile is back.' She uses resources such as books and purposeful gentle discussion to support this learning.

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Children's welfare and wellbeing Strong standard

Children who face barriers to learning are supported to keep up and access the curriculum and activities on equal terms with their peers.

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Children's welfare and wellbeing Strong standard

The childminder teaches children about making healthy choices through everyday experiences, such as making their own sandwiches at mealtimes. Children confidently talk about healthy foods and understand that items such as chocolate are acceptable as an occasional treat.

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Children's welfare and wellbeing Strong standard

Children feel secure and relaxed within the predictable rhythm of the day. They understand what comes next, for example that snack and lunchtime follow tidy-up time, and they willingly take part in routines and expectations.

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Curriculum and teaching Strong standard

The childminder has a clear vision for her ambitious curriculum, which is designed to meet the needs of all children. It focuses on developing independence, communication and language, confidence and the ability to maintain focus. This approach ensures that children make rapid progress from their starting points. Daily outdoor activities provide children with ample opportunity to move and develop their physical skills.

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Curriculum and teaching Strong standard

The quality of teaching is consistently effective. The childminder follows children's interests to extend their learning, building on what they already know and can do. For example, a discussion about bridges while reading a book naturally leads to bridge-building using wooden blocks. Mathematical concepts and vocabulary are woven into the activity as children compare, problem-solve and construct.

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Curriculum and teaching Strong standard

The childminder creatively uses planned activities to support children in learning skills such as concentration and following instructions. For example, she has undertaken training in the use of percussion instruments played in time to music to support the development of children's concentration and communication skills. Children of all ages thoroughly enjoy this activity during circle time and remain engaged for appropriate periods. This prepares children well for the next stage in their education. The childminder skilfully uses conversation during play to support the development of children's problem-solving skills. She allows children sufficient time to think about and explore possible solutions to the challenges they encounter.

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Inclusion Strong standard

The childminder's practice is inclusive. She identifies children's barriers to learning and promptly shares these with parents. She works closely with families and other professionals to ensure that children receive the support they need to achieve the best possible outcomes.

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Inclusion Strong standard

The childminder demonstrates a secure knowledge and understanding of each child's individual circumstances. She uses this information effectively when assessing children's development and planning their next steps. She regularly evaluates activities, resources and the physical environment to ensure accessibility for all children in her care. As a result, the curriculum is adapted to meet each child's individual needs and next steps. This enables children to engage fully in learning.

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Inclusion Strong standard

The childminder plans a wide range of outdoor activities and provides appropriate equipment so all children can participate. This inclusive approach ensures that every child is able to access and enjoy a wide range of outdoor learning experiences, such as growing vegetables.

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Leadership and governance Strong standard

The childminder is highly reflective in her practice. She works tirelessly to improve her provision, ensuring that it is precisely tailored to the needs of the children currently on roll, with children's best interests always at the forefront of her work.

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Leadership and governance Strong standard

She undertakes relevant professional development and consistently puts this training into practice to improve outcomes for children. For example, she attended training on the use of music to support children's language development, which has been successfully embedded into daily practice.

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Leadership and governance Strong standard

The childminder works very closely with parents, who highly value her guidance and support on areas such as tooth brushing, sleep routines and potty training. She extends this support to wider family members and professional networks where appropriate for the individual child. Parents are kept well informed about what their children are learning and are given clear guidance on how learning can be extended at home.

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Leadership and governance Strong standard

The childminder works in effective partnership with the local authority and other professionals to ensure that children receive timely and well-coordinated support, enabling them to make the best possible progress.

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Leadership and governance Strong standard

The childminder actively initiates communication with parents and other settings to support smooth and well-planned transitions to the next stage in children's education.

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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 thrive in the care of the nurturing childminder. Children develop a love of learning as they access a planned curriculum designed around their interests to develop their independence, numeracy and literacy skills. The childminder identifies barriers to children's learning and puts plans in place to provide appropriate support. Moreover, she extends learning to support children who exceed what is expected. This supports all children to be well prepared for the next stage in their education.

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

The childminder gently supports and teaches children to show kindness to one another. As a result, children are immersed in a warm and caring environment where they develop positive

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Inspector:

Marlene McEleney friendships and actively support one another. For example, older children invite younger children to join them in reading a story and play.

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Inspector:

The childminder has a strong focus on language and communication. There is a natural flow of conversation between the children and the childminder and among the children. They learn to articulate their feelings, and the childminder actively listens to what they have to say. This supports children to feel valued and develop a sense of belonging and gives children the confidence to allow their individual characters to flourish and develop. For example, one child puts on silly faces, causing belly laughs from the other children.

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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, parents 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

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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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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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