Childminder

Childminder

Unique reference number (URN): EY379329 Registered with Ofsted: 17/09/2008 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, including children with special educational needs and/or disabilities, make excellent progress across all areas of learning. They learn and use a wide range of vocabulary in context, such as 'hibernation' and 'aubergines'. They clearly articulate their feelings and preferences and are confident and independent learners. Younger children have the time and space to develop essential self-care skills, such as putting on their own wellies and coats.

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Achievement Strong standard

Children develop strong physical skills and dexterity when threading wooden fruit pieces. They are able to estimate, count and measure their threading, developing their mathematical concepts. When out in the community, children match letters on street signs with letters in their names and spot different shapes in the environment. They learn to identify and assess risks themselves, becoming resilient and capable learners. All children are thoroughly prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for behaviour and adopts a positive, respectful approach. Children behave impeccably. They follow instructions readily and understand how their behaviour affects others. The childminder teaches children to use good manners, express their feelings and opinions clearly and to listen to others. Children negotiate, ask politely for what they want and say 'please' and 'thank you' independently. Relationships are deeply respectful and children trust the childminder. She teaches children about consent and models respect for their choices.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote attendance, and parents comment on how much their children enjoy being in the setting. She knows children extremely well and adapts routines to ensure younger children's physical needs are met, helping them feel ready for play and learning. She breaks up her routine with physical activity, and children 'shake their wiggles out' so that they are prepared to continue learning. The childminder tailors her approach to meet children's individual needs. For example, she teaches breathing techniques and yoga to help children regulate their emotions. The childminder promotes responsibility as she gives children tasks to complete. Children enthusiastically work together to complete these with the setting's motto: 'What makes it work? Teamwork!'

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Children's welfare and wellbeing Strong standard

The childminder gets to know children well and develops close, respectful relationships with them. She places a strong emphasis on supporting children's emotional wellbeing. She uses resources such as 'The Colour Monster' and talks to children about how different characters feel in stories. Children articulate their emotions clearly and confidently.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's independence consistently. Children wash their hands thoroughly, enthusiastically singing a song twice to ensure they do it properly. They manage their own personal care effectively, using the 'sniffle station' to wipe their noses and going to the toilet independently. At snack time, the childminder teaches children how to chop fruit as well as how to use knives safely. The childminder supports families further by running a nutrition group via a messaging app for parents to share ideas about healthy meals, portion sizes and safe eating.

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Children's welfare and wellbeing Strong standard

Outdoor learning is used effectively by the childminder to teach children about safety. They learn to check the road carefully, use their 'listening ears', walk on the inside of the pavement and be aware of dogs. During story time, the childminder reinforces messages about oral hygiene, helping children remember how to brush their teeth properly.

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Curriculum and teaching Strong standard

The childminder reflects deeply on what she wants children to learn and has high expectations for their progress. She continually updates her knowledge and skills to ensure children's learning needs are met. Children's communication and language is prioritised by the childminder. She quickly identifies when children require additional support in this area and provides tailored interventions. The childminder uses high-quality interactions to help children learn deeply. She uses sign language to reinforce vocabulary, and this helps younger children and those with speech and language delays to remember key words and to express themselves.

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Curriculum and teaching Strong standard

The childminder's teaching is skilful and responsive. While out walking in the community, she teaches children about the habitats of squirrels and hedgehogs. Children show intense curiosity about the world around them. The childminder supports them to research answers to their questions, such as whether squirrels hibernate and how many types of squirrels exist. This builds children's confidence and deepens their understanding. She also uses opportunities to teach mathematical concepts, such as measuring sticks or identifying shapes and numbers in the environment. Learning is meaningful and memorable. The childminder's ambitious curriculum ensures children make excellent progress and are well prepared for the next stage in their education.

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Inclusion Strong standard

The childminder carries out detailed assessments to identify children who may require additional support. She works closely with parents, sharing information to promote consistency between home and the setting. She also collaborates with external professionals to ensure children receive high-quality, targeted support that enables them to make the best possible progress. Children with special educational needs and/or disabilities make rapid progress with their learning and development.

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Inclusion Strong standard

The childminder continually reviews the support that children receive with parents and professionals to ensure that progress is sustained. She actively seeks out training to strengthen her practice and enable her to support children's individual needs. For example, she has learned Makaton to support children's communication and uses yoga and breathing techniques to help children regulate their emotions.

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Inclusion Strong standard

Inclusion underpins all aspects of the setting. Children learn about a range of different festivals and celebrations. The childminder values children's individuality and shows deep respect for their views and feelings. Children articulate their thoughts confidently to others, and the childminder teaches them to consider the preferences and needs of others. For example, she encourages older children to understand and support younger children in the setting who may need more time or help to complete tasks.

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Leadership and governance Strong standard

The childminder is passionate about her role and highly committed to providing high-quality care and education. She is proud of building strong professional relationships with parents to understand and meet children's needs. Parents speak extremely positively about the childminder. They value her focus on safeguarding, the enriching outings to farms, parks and libraries, and the exceptional progress children make with their learning.

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Leadership and governance Strong standard

The childminder continually reflects on her practice and has a clear understanding of her strengths and areas for development. She attends regular training to keep her knowledge updated and to ensure she can meet children's needs effectively. For example, she has learned sign language to support children with communication delays and plans to undertake further training relating to supporting children with special educational needs and/or disabilities (SEND). The childminder works collaboratively with local childminders, offering flexible care to parents and sharing good practice to support improvement across the local area.

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Leadership and governance Strong standard

The childminder works effectively with other professionals to support children with SEND. She collaborates with other local settings and schools to ensure smooth transitions when children move on to the next stage in their 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

The childminder is highly professional and committed to providing high-quality care and education to children. She works closely with parents to promote regular attendance, and parents speak warmly about how much their children enjoy being in the setting. The childminder has a highly tailored approach to settling children into the setting, collaborating with parents to ensure that children feel emotionally safe and secure from the outset. She builds deeply trusting and respectful relationships with children, taking their views, feelings and preferences seriously. For example, she asks children whether they would like a cuddle and respects their response. As a result, children are relaxed, confident and feel valued.

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Inspector:

Tracy Joyce Children's physical and emotional safety is prioritised. The childminder continually assesses and manages risk and teaches children how to keep themselves safe, such as learning to cross the road when out on walks in the community. The childminder strongly promotes children's independence, giving them plenty of time to do things for themselves, and even young children competently put on their own wellies and pour their own drinks. Children are confident and sociable. They collaborate effectively when creating train tracks and work together to tidy up their resources. The childminder carefully balances promoting independence with supporting teamwork, helping children form strong and lasting friendships.

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Inspector:

The childminder is passionate about children's care and education. Her holistic approach ensures children learn deeply and meaningfully. The childminder carries out detailed assessments to identify areas of development that may require additional support, and she works closely with parents and other professionals to implement targeted interventions. As a result, all children, including children with special educational needs and/or disabilities, make excellent progress and are thoroughly prepared for the next steps in their learning.

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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 those 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 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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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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