Childminder

Childminder

Unique reference number (URN): 2742843 Registered with Ofsted: 15/08/2023 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 build strong foundations that prepare them for the next stage of their education. All children, including those with special educational needs and/or disabilities, make remarkable progress from their starting points. They become confident, independent learners and persevere as they tackle and solve problems in their play. For example, children prepare food independently using a range of age-appropriate tools safely and effectively.

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Achievement Strong standard

Children confidently express themselves and use their rapidly developing vocabulary as they engage in purposeful, lively conversations with the childminder and their peers. Outdoors, children explore ice and snow with enthusiasm and talk knowledgeably about what they have learned, including how materials melt. Children also demonstrate good control and coordination, for example as they participate enthusiastically in music and movement activities.

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Achievement Strong standard

The childminder forges links with schools and nurseries to support children's smooth transition and ensures that she implements consistent approaches across the curriculum. She provides detailed reports that inform settings about each child's needs and current progress.

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Behaviour, attitudes and establishing routines Strong standard

Children develop meaningful, trusting bonds with the childminder. They call her by name, share their thoughts, ask questions and eagerly invite her to play. The childminder establishes consistent and effective routines that help children feel secure and confident. In addition, the environment is both calm and purposeful, with children excitedly exploring a variety of thoughtfully arranged resources, displays and books. The childminder makes her curriculum accessible to children of every age group and offers support to ensure that younger children are fully included. By working closely with parents, she encourages regular attendance, highlighting the positive impact this has on children's development.

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Behaviour, attitudes and establishing routines Strong standard

With her highly effective teaching methods, the childminder helps children understand what behaviour is expected. From an early age, children are taught to share, take turns and treat others with respect. They prepare and enjoy healthy food together in a friendly, relaxed setting, consistently demonstrating politeness and good manners. Children respond enthusiastically to the childminder's steady encouragement and receive frequent praise for their efforts and successes. This boosts their confidence and emotional wellbeing. As a result, children gain strong self-belief and are exceptionally well prepared for their future learning.

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Children's welfare and wellbeing Strong standard

Consistent routines help children to become independent and build important life skills. The childminder holds high standards, and children confidently maintain good hygiene. They are eager to share why they need to wash their hands to stop germs. They confidently complete age-appropriate personal care tasks. For example, they put their coats and shoes on and safely cut fruit with safety knives for snacks, all under careful supervision to ensure their wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder very successfully encourages children to make choices and attentively listens to their thoughts and opinions. This helps them feel appreciated and boosts their confidence. Children are enthusiastic about being active, especially enjoying outdoor play where they explore various resources. By guiding children to take small, safe risks, the childminder supports them in becoming resilient and self-assured. She also helps them understand and explore their emotions and feelings by providing displays, stories and resources for them to share and discuss. The childminder promptly offers comfort, praise and reassurance whenever needed. Children feel safe and secure to share their feelings.

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Curriculum and teaching Strong standard

The childminder sets out a clear vision for children's learning and achievement. Her curriculum includes all areas of learning and is skilfully adapted to meet the needs of all children. The childminder prioritises children's communication and language development, interacting with them throughout the day by commenting on their activities, introducing new vocabulary and posing questions. She encourages children to speak clearly and allows them time to think and respond. Children eagerly share their learning and attempt to use words like 'magnifying glass' during outdoor activities.

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Curriculum and teaching Strong standard

The childminder expertly promotes children's communication and language. She weaves stories, rhymes and songs throughout the day and very successfully introduces new vocabulary. The childminder is equally effective in promoting children's mathematical development. She uses resources throughout the environment to encourage children to count, identify numbers and recognise shapes and colours.

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Curriculum and teaching Strong standard

There is a clear and well-targeted focus on promoting children's personal, social and emotional development. The childminder recognises these as essential life skills. She plans regular outings to build children's confidence in new situations and broaden their knowledge of the world. The childminder takes children to toddler groups, libraries and group activities. Through these experiences, children learn about different lifestyles and cultural celebrations. The childminder also provides opportunities for them to develop their physical skills by exploring local parks and playgroups.

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Inclusion Strong standard

The childminder places inclusion at the heart of her work and is dedicated to supporting the developmental stages of every child. She offers a range of resources to foster children's understanding and uses assessments, such as two-year checks and progress reports, to identify each child's needs as promptly as possibly. By closely tracking each child's development, she knows precisely what they have learned and what they need to learn next.

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Inclusion Strong standard

The childminder implements highly effective strategies that successfully engage parents as partners in their child's learning. She regularly updates parents with information and ideas so they can support their children's learning at home. Having cared for most children since they were babies, the childminder understands their lives well and talks with them about special events and celebrations. Parents recognise the importance of sharing information with the childminder.

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Inclusion Strong standard

To further aid children, the childminder works with various agencies, including speech and language specialists and local authority services. Her experience allows her to advise parents when additional support is needed.

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Inclusion Strong standard

The childminder takes part in multiple training sessions to expand her expertise and applies new knowledge to enhance support for all children. Any extra funding received is specifically used to meet the needs of those for whom it is intended.

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Leadership and governance Strong standard

Ongoing reflection and evaluation of the provision underpin the childminder's commitment to delivering high-quality experiences for all children. She regularly adapts planning and the environment to sustain her engagement and promote excitement in learning.

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Leadership and governance Strong standard

The childminder actively sources and participates in a variety of training courses and webinars. She uses new strategies from professional development in her practice to further enhance children's learning outcomes. She remains current with sector developments and demonstrates a strong commitment to continuous growth by expanding and refreshing her knowledge and skills.

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Leadership and governance Strong standard

The childminder establishes effective and collaborative partnerships with parents, fostering warm and trusting relationships while ensuring that they are consistently informed about their children's experiences and developmental progress. She provides parents with guidance and resources to support learning at home. Parental feedback is highly favourable, expressing appreciation for the quality of care provided and their children's enthusiasm for attending the setting.

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Leadership and governance Strong standard

The childminder works effectively with other key professionals, such as local authority advisers and speech and language specialists. These professional relationships, along with the ongoing communication with parents, help her to ensure that each child gets the best start in life.

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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 and display confidence in the care of this welcoming and friendly childminder. She develops a strong understanding of each child's personality having cared for them from a young age. She collects information from parents about their children's specific needs at the outset, which helps children settle in smoothly. Children form secure bonds with the childminder, regularly seeking her out for reassurance and to share their feelings and thoughts throughout the day.

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Inspector:

Amanda Picken The childminder organises the premises exceptionally well to meet children's needs and makes highly effective use of all available space, including the outdoor area. She provides a wide range of high-quality, age-appropriate resources that successfully engage children and stimulate their curiosity. As a result, children remain highly motivated and deeply engaged in their learning throughout the day.

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Inspector:

The childminder uses the environment purposefully to support learning, displaying materials that children regularly refer to during play and discussion, particularly when exploring their emotions. She demonstrates a strong commitment to professional development and continually improves her provision by applying knowledge gained from training. Most recently, she has implemented a clear development plan for the outdoor area, introducing a nature and growing section. Children actively participate in planting and caring for fruits, vegetables and plants, which further enhances their learning experiences. Children enthusiastically share their enjoyment of learning and clearly explain what they know and are investigating.

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Inspector:

Throughout the day, the childminder provides children with numerous opportunities to practise self-help skills, such as preparing food and feeding themselves, tidying away toys and managing their own personal care. She supports children gently, respecting their individual pace and providing reassurance and encouragement. This guidance helps children grow more independent, take pride in their accomplishments and feel confident in their ability to take responsibility for themselves and their actions.

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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 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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