Childminder

Childminder

Unique reference number (URN): EY259982 Registered with Ofsted: 24/04/2003 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

All children consistently make progress across all areas of learning and development. This includes those children who benefit from adjustments to their daily routine or activities. Children are very well prepared for their next stage of learning. They leave the childminder with secure foundations for their future learning, including independence and confidence.

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Achievement Strong standard

Children's language skills are developing extremely well. They join in meaningful conversations with the childminder and confidently express their ideas. Children enjoy reading stories and singing familiar songs. They demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. Children persevere as they dress the dolls and show curiosity when choosing pictures from the 'song bag' to see what they can sing together next.

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Achievement Strong standard

Children benefit highly from consistent praise to support their achievements. This helps them to develop their self-esteem and confidence rapidly. Children learn to be kind and independent during routines, such as snack time and when choosing activities together. Children are achieving extremely well.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They demonstrate they understand the childminder's expectations of them, which are embedded in everyday routines. Children also demonstrate superb manners, saying 'yes please' as the childminder asks them if they would like more fruit. The childminder has developed fantastic relationships with the children she cares for. They ask for support when needed and enjoy snuggling up for stories. The childminder gives praise and encouragement for children's attempts and achievements. This promotes their self-esteem effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children show great excitement when the childminder sings action songs. They pay close attention and listen really carefully as they are interested and anticipating what action will come next. The childminder works closely with parents and carers. She is highly responsive to the changing circumstances of individual children and families. The childminder supports and acts on any changes extremely well. This helps the childminder to provide consistent care for children. The childminder supports children extremely well to be respectful as they negotiate sharing and taking turns. She has developed the environment to help support children to manage their own feelings and behaviour. These changes have been skilfully tailored to children's individual needs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains a proactive and personalised approach to supporting children and their families as their needs change. For example, she promptly adapts the timetable of sessions children attend to help support positive engagement in children's attendance and learning.

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Children's welfare and wellbeing Strong standard

Children benefit from very secure bonds with the childminder, who responds sensitively to their needs. This enables children to feel safe and secure. The childminder is very responsive to children's needs and notices small changes in their emotions. Children show a secure attachment to the childminder, who follows routines to help support children's needs. For example, when children are tired, they have space to rest. The childminder is acutely aware of children's ongoing wellbeing during the day. She checks how warm children are when she notices it is becoming cold.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and carers to support children to have healthy and nutritious meals. She has a comprehensive policy around healthy eating, which she shares with parents. The childminder holds discussions with parents to support them to provide healthy meals and suggests suitable alternatives.

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Children's welfare and wellbeing Strong standard

The childminder consistently follows good manners, hygiene and care routines. She positively promotes healthy choices and encourages physical activity. For example, the childminder plans daily outdoor play activities and enriching experiences, including trips to the local parks, library and living rainforest. She uses these activities to support children's physical development and resilience.

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Curriculum and teaching Strong standard

The childminder has a clear, ambitious curriculum and adapts her teaching to support all children, including children with special educational needs and/or disabilities. She creates captivating experiences that spark children's excitement and curiosity and deepen their learning. For example, the childminder plans a craft activity with clay to focus children's attention and enhance their language and mathematical skills. Children excitedly create, compare and problem-solve as they mould the clay to create snails and their shells.

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Curriculum and teaching Strong standard

The childminder assesses children's learning, purposefully building on what children already know and can do. She introduces and models the meaning of new words to widen children's vocabulary. For example, children learn what a spiral is and learn words that have opposite meanings. The childminder helps children to take appropriate risks in their play, such as climbing steps outside and learning to cut fruit safely for their snack. This approach builds children's resilience, confidence and physical skills, including coordination and balance, very well. The childminder knows children extremely well and has an excellent balance between supporting children to have a go themselves, helping their autonomy and problem-solving, and supervising them. The childminder offers consistent support to children as she skilfully weaves mathematical ideas into their story times. For example, children match colours, count fruit and decide which is the biggest. The childminder consistently tailors learning

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Curriculum and teaching Strong standard

experiences to meet individual children's needs. This ensures that all children feel respected and supported to achieve their best.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children flourish in the childminder's care. The childminder knows children very well. She is aware of children's differences, their circumstances and any emerging needs. This supports her to act swiftly to identify and respond to any possible barriers to children's learning and development. This well- established practice gives children, including children with additional needs or those with emerging special educational needs and/or disabilities, fantastic opportunities and experiences.

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Inclusion Strong standard

The childminder regularly completes her own research and training to better support children. For example, she has extended her knowledge even further of how to support children to regulate their emotions and support their communication and language. This inclusive environment helps all children's needs to be met. This enables all children to feel valued and develop positive self-esteem.

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Inclusion Strong standard

Partnerships with professionals and other settings children attend are very well established to help provide continuity for children. The childminder works closely with parents and carers. They share information so they can jointly monitor children's progress and review any changes to the support children may need. The well-trained and knowledgeable childminder is dedicated to helping all children flourish in a nurturing environment where inclusion is prioritised. She has a thorough understanding of how to support children in receipt of additional funding and help to offer experiences to disadvantaged children to strengthen their learning.

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Leadership and governance Strong standard

The childminder is superbly dedicated to ensuring that she delivers an ambitious vision for her setting. She is extremely responsive to the changing needs and circumstances of children. This means that she has a consistent focus on securing the best for all children.

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Leadership and governance Strong standard

Children settle into their time with the childminder quickly. Parents and carers value the support they receive. They praise the childminder for the range of experiences offered. Parents say the childminder is 'phenomenal' and consistently committed to her role as a childminder. The childminder maintains consistent relationships with other settings children attend. She works collaboratively with them to ensure continuity of care.

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Leadership and governance Strong standard

The childminder is committed to continuing her own professional development, and opportunities are of high quality and are precisely matched to further support children in her care. For example, training to support children to regulate their emotions has helped her to tailor the environment and activities to best support children. This makes a significant positive difference to children's education and care. The childminder is ambitious for all children, so that every child achieves the best possible start in 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 at the welcoming childminder's home and develop extremely positive relationships with her. Children are very happy and enjoy their time in this setting. Children are extremely confident and enthusiastic learners, who engage deeply in their chosen

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Inspector:

Claire Boparai activities. For example, they enjoy creating snails from clay and are fascinated by the spirals on the shells. The childminder knows children's interests well and joins them in play. She skilfully extends children's learning through high-quality interactions.

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Inspector:

Positive and caring relationships underpin children's sense of security and belonging. This enables children to explore with curiosity and independence. Mixed-age groups of children work harmoniously and share familiar stories. Children develop communication and language skills that enable them to express their thoughts and feelings. The childminder successfully supports opportunities for children to develop their physical skills. For instance, children learn how to peel their oranges at snack time and show delight and excitement as they move in different ways to action rhymes.

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Inspector:

The childminder creates an inclusive environment, where she recognises and supports every child's needs very well. This helps all children to feel valued and develop positive self- esteem, so they achieve well from their starting points. The childminder supports children's behaviour extremely well. Children consistently demonstrate respect and positive attitudes to learning. They share and take turns. For example, when making pretend food, they decide who will serve and who will feed the 'babies'.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. The childminder 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 during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Actn2006 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 - 18:00

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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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