Childminder

Childminder

Unique reference number (URN): EY404874 Registered with Ofsted: 20/04/2010 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

The childminder has devised and implements a curriculum that is very precisely targeted to the individual needs of all the children who attend. Children with special educational needs and/or disabilities are achieving well and are well prepared for the next stage of their learning. Children are developing incredibly positive attitudes towards their learning. Children's speech and language are developing extremely well. They are using an increasing range of vocabulary, speak confidently, listen attentively and take turns in conversations. Children are independent in their personal care. They confidently manage routines and understand how to keep themselves and others safe. Children regulate their emotions effectively. They demonstrate strong resilience, high levels of perseverance and pride in their achievements.

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Achievement Strong standard

Children demonstrate an impressive understanding of healthy lifestyles and can explain how exercise and food support their bodies. They build secure relationships, communicate highly effectively and show high levels of independence, confidence and self-regulation. Children demonstrate strong physical skills. They scoot around and ride bikes in the paved garden. They climb steps up to the playhouse and whizz down the slide with confidence. Children show excitement as they play outside and demonstrate a positive attitude to learning outside.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from well-developed routines and embedded boundaries that the childminder implements consistently. She demonstrates kindness, and a culture of respect is fostered in the setting. Children receive clear explanations for behaviour, and the childminder reminds them to use 'kind hands' and their 'please and thank you words'. This helps them to develop respect and confidence. Children are confident with the routines the childminder implements. For example, they put on their own coats and wellies and wash their hands before mealtimes and after toileting. Independence is continually encouraged and celebrated.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed a positive environment where children thrive. She actively encourages children to share resources, turn-take and show respect for each other's choices. She successfully fosters strong social skills, and this helps focus on personal, social and emotional development. This contributes significantly to children's confidence and communication skills. Children demonstrate a strong sense of belonging and are confident learners. They develop positive relationships and friendships with others and have supportive relationships with the childminder. Children's behaviour is consistently positive, guided by clear, simple and effective rules and routines that promote respect and cooperation. The childminder works with parents to share clear expectations of behaviour, attendance and punctuality. She consistently promotes positive behaviour.

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Children's welfare and wellbeing Strong standard

The childminder is highly reactive to children's differing needs and provides a positive culture in her setting. She recognises when children need a little more support to join in the activities or share resources. The childminder develops clear starting points and secure attachments that enable children to feel safe and learn. All children, including babies, are content and seek cuddles and reassurance when they need them. Children build strong relationships with the exceptionally kind and caring childminder, who actively nurtures their emotional wellbeing. The childminder very successfully helps children to settle quickly and follows the routines and guidance that parents share with her from home. Children rest and sleep according to their routine, supervised closely by the childminder.

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Children's welfare and wellbeing Strong standard

The childminder provides healthy, home-cooked meals, many ingredients grown in the childminder's vegetable patch. Mealtimes are social occasions and an opportunity to sit and discuss the day so far. The childminder plans her day to ensure that children have regular access to physical and outdoor play, including trips into the local community. Children recall trips to the local wildlife park and excitedly talk about the giraffes and polar bears. The childminder takes time to support older children to understand the importance of keeping themselves safe online.

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Curriculum and teaching Strong standard

The childminder plans and adapts her ambitious and inclusive curriculum to ensure that all children, including children with special educational needs and/or disabilities (SEND) receive high-quality care and education. The childminder has consistently high expectations for children across all areas of the early years foundation stage curriculum. She considers the starting points of each child and their age and stage of development before carrying out detailed assessments. The childminder adapts her provision and activities to ensure that they are individualised and targeted. This helps children who are disadvantaged and children with SEND to achieve their full potential in readiness for their next steps, including school.

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Curriculum and teaching Strong standard

The childminder is truly passionate about children developing positive attitudes towards learning and uses exciting activities that spark curiosity and motivate children to learn. The childminder places a well-developed focus on promoting children's communication and language. She talks to children about what they are doing and engages them in purposeful conversations. She models language effectively, supporting babies to use single words such as tractor, car, dog and chicken. Older children enjoy favourite stories and songs and sing confidently 'Row, Row, Row your Boat' and 'Baa, Baa, Black Sheep'. Building vocabulary and supporting children to become confident communicators are a high priority for the childminder. She introduces new vocabulary when singing songs and reading books to children. Interactions are of consistently high quality. The childminder listens carefully when children speak and models the pronunciation of words, addressing any mispronunciation

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Curriculum and teaching Strong standard

sensitively. The childminder skilfully questions children to extend their thinking and introduce new words. Children have a wealth of opportunities to be physically active inside and outside. The childminder recognises the benefit to children of accessing regular fresh air and being exposed to nature. Children thrive in the outdoor area, playing in the playhouse, climbing the slide, collecting freshly laid eggs and digging in the allotment. Children demonstrate high levels of wellbeing as a result of the childminder's focus on their individual personal, social and emotional development.

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Inclusion Strong standard

The childminder has developed a clear ambition to provide a highly inclusive environment, where she successfully makes adaptations for children. She demonstrates a secure commitment to understanding and meeting the individual needs of every child. For example, she takes time to get to know each child and family to ensure that she understands how to meet their individual and emerging needs. Individual plans are thoughtfully implemented to support all children, including those with special educational needs and/or disabilities. The childminder ensures that children receive an excellent start to their education. She works highly effectively in partnership with other professionals, including the local authority. She understands how to make effective use of funding such as the early years pupil premium. She carefully plans how this is used to have the greatest impact on children's individual care and learning needs. This includes providing targeted resources, specialist support and

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Inclusion Strong standard

training to enhance children's outcomes.

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Inclusion Strong standard

The childminder values each child as a unique individual and promotes their cultural identity exceptionally well. She weaves children's cultures into the daily life of the setting, which enables them to celebrate their traditions and festivals with pride. This fosters a strong sense of belonging for children in this setting.

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Leadership and governance Strong standard

The childminder has established an inclusive culture where all children, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), are identified swiftly and supported effectively. From the outset, the childminder forms strong relationships with the families of children in her care. She works in partnership with parents and professionals to secure support and interventions for children as needed. The childminder communicates effectively and gives feedback to ensure that parents are well informed about children's health, wellbeing and progress. Strong links with local nurseries and school mean she shares detailed information to support highly effective transitions, helping children move on to the next stage of education with ease.

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Leadership and governance Strong standard

The childminder is dedicated and passionate about her role. She has a wealth of knowledge and experience, which is strengthened by her commitment to ongoing professional development. The childminder uses her own self-evaluation process to ensure that training opportunities have a positive impact on her practice. Furthermore, she uses her learning to continually improve outcomes for children. Training on how best to support children with SEND has equipped her with effective strategies and systems to provide tailored support for children who require it.

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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

The childminder has a broad and balanced curriculum that takes all of the children's needs into account. She is passionate about children developing positive attitudes towards learning and uses exciting activities that spark curiosity and motivate children to learn. The environment is superbly organised and immaculately maintained. Every area has been carefully planned to support all ages, stages of development and areas of learning. The childminder ensures that robust processes and procedures are in place to ensure the smooth and safe operation of her setting. For example, the childminder encourages parents to be punctual and monitors regular attendance at the setting in readiness for school. The childminder places children's individual needs at the heart of her practice, ensuring that every child and family feels welcomed and understood. She provides a safe and secure space where all children and their families are valued and included. Children with special

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

educational needs and/or disabilities (SEND) receive timely support. The childminder quickly identifies any gaps in children's learning and works closely in partnership with the local authority. As a result, children with SEND are making sustained progress.

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

Children demonstrate that they relish their time spent with the childminder. They enjoy a nurturing and stimulating environment both inside and outdoors. Children demonstrate that they are well settled and happy to attend. All activities are age-appropriate and carefully organised to nurture children's interests and ensure that children are active, creative and play cooperatively. Children have lots of opportunity to enjoy fresh air and exercise. For example, they collect eggs from the chickens they have incubated. They grow pumpkins and vegetables in the vegetable patch. They develop their physical skills riding bikes, scooters and during nature walks collecting pine cones and natural objects. Babies are developing their physical skills while crawling around accessing resources and cruising around furniture in readiness for walking. The childminder's language-rich environment provides highly effective support for children's communication and language development. Children

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

independently access their favourite storybooks for the childminder to read aloud to them. Children are familiar with books and vocabulary, anticipating what will happen next. This fosters a love of books and reading while also encouraging children to become curious, motivated and engaged learners.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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About this inspection

The inspector spoke with the childminder and the local authority adviser 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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