Childminder

Childminder

Unique reference number (URN): EY365810 Registered with Ofsted: 15/01/2008 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

The childminder ensures all children have every opportunity to progress through the curriculum. She places a sharp focus on building children's vocabulary, and she recognises the impact this has on children's holistic development. She helps children to understand the meaning of 'above' and 'below' and 'bigger' and 'smaller' as they rescue their dinosaurs to tidy them away. This supports children to make the most of their skills and interests, with increasing confidence and independence. As a result, children are very well prepared for their next stage of learning, including their move to school.

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Achievement Strong standard

The childminder thoroughly considers the impact that transitions have on younger children, especially when they move on to other settings or start their journey with her. She ensures her procedures for settling in are robust and meet the needs of the children in her care. Furthermore, the childminder's consistent approach to inclusion and adaptation means that all children make exceptional progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has extremely high expectations for children's best possible behaviour and a positive 'can do' attitude. She ensures that these expectations are age-appropriate and adapted to meet the needs of all children. With continuous reassurance and support from the childminder, children manage their emotions well and demonstrate consistently positive attitudes to learning and behaviour. The childminder sits with children during mealtimes and engages children in meaningful conversations. The childminder supports children to help each other to tidy away their plates. Consequently, they collaborate well together and develop excellent emotional regulation throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures routines reflect on children's individual needs well. She is flexible in her approach yet offers structure to children who need it. This results in children being secure in their understanding of what comes next throughout the day. The childminder is proactive and quick to respond to any absences. This is further embedded in her careful monitoring of attendance. She checks on the wellbeing of children immediately and takes the highest initiative to remove any barriers to their attendance.

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Children's welfare and wellbeing Strong standard

The childminder provides a highly adaptive routine and a safe and inclusive space for children to thrive in. Furthermore, she recognises that supporting children's emotional wellbeing builds on their curiosity, confidence and independence. For example, the childminder provides children with plenty of opportunities to go on outings and play with other children. Additionally, she encourages children to discuss their likes and dislikes when they taste fruit. Consequently, this builds children's social skills, self-esteem and confidence in different situations and experiences. Furthermore, this supports children to make healthy choices. The childminder recognises the importance of removing barriers to children's social and emotional development. She has built excellent bonds with children and offers plenty of opportunities for interaction with others. Consequently, all children welcome new visitors with

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Children's welfare and wellbeing Strong standard

excitement. The childminder teaches children about their physical boundaries and supports them to exceed beyond their abilities. For example, she encourages children to practise exercises, which help them move better. As a result, young children are strengthening their understanding of the benefits of exercise on their bodies.

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Children's welfare and wellbeing Strong standard

The childminder ensures that care practices meet the needs of all children. This is because she supports children to learn about safer eating as they cut their food. Furthermore, she plans safe spaces for children to rest and teaches children about personal safety while learning to walk. As a result, children benefit from a safe and enabling environment.

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Curriculum and teaching Strong standard

The childminder has developed an ambitious curriculum for children throughout all areas of learning. The quality of her interactions is excellent and builds on what children already know. For example, she places a sharp focus on supporting children's mathematic skills. She accesses training to deepen her knowledge in this area, considering the impact this will have on children. Older children count groups of dinosaurs, and younger children count blocks as they build towers. Children use fine motor skills to cut fruit into segments and learn about quantity and colour during snack time. Consequently, children learn early mathematics while developing skills in their prime areas of learning too. Furthermore, they make excellent progress from their starting points.

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Curriculum and teaching Strong standard

The childminder knows all children very well. She uses targeted observation and assessment to find out what children need to know next. For example, she prioritises children's social, emotional and language development. She adapts her teaching, using skilful repetition and questioning, and removes barriers to participation well. For example, older children confidently repeat words such as 'Stegosaurus' and 'carnivore' as they play. They model positive attitudes and learning for younger children, who cannot yet say these words. As a result, all children benefit from a rich and balanced curriculum. The childminder continuously praises and celebrates children's efforts. As a result, children develop secure emotional skills, to help them progress rapidly.

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Inclusion Strong standard

The childminder places a sharp focus on meeting the individual needs of all children in her care. She works closely with parents and agencies to share key information, which she uses to meticulously assess children's learning and shape the support children receive. The childminder offers a gradual approach to learning and is conscientious in making reasonable adjustments for children, so they do not become overwhelmed easily. For example, she recognises when children struggle with sensory and social overstimulation. She gradually introduces new people to children and carefully familiarises children with new materials to explore. This means that children develop resilience when they encounter difficulties, and barriers to their learning are removed well.

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Inclusion Strong standard

The childminder provides children with plenty of opportunities to be a part of the diverse community. They frequently visit the local farm, run by children with special educational needs and/or disabilities. This enables children to develop a positive attitude to diversity and inclusion. The childminder accesses training to broaden her expertise and support children who face barriers to their learning, as she knows what impact this has on children. Consequently, this has a positive impact on the inclusive care and wellbeing of all children and their families.

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Leadership and governance Strong standard

The childminder is ambitious for all children in her care. She actively pursues regular training to ensure her knowledge remains current. The childminder uses this knowledge to provide a high standard of education and care that meets the needs of all children. Furthermore, she has a suitable vision and strategy for her provision to ensure that it is resourced and managed well. The childminder seeks some feedback from parents and recognises broad areas for improvement. She is responsive to the ever-changing needs of the children and families who attend and ensures that children thrive in all aspects of their development.

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Leadership and governance Strong standard

The childminder recognises that engaging well with parents and other professionals means that children and families benefit from tailored support and robust settling-in procedures. She goes above and beyond to engage with services that are typically hard to reach. Furthermore, she carefully considers the local context and uses this knowledge to respond to children's needs effectively. Parents speak highly of the childminder and how effective her settling-in procedures are. They say their children are happy, settled and making strong progress. Consequently, children's education and care are consistently well supported by the childminder.

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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 offers robust settling-in procedures. She carefully shares information with parents to ensure she has secure knowledge of children's needs and what makes them unique. Furthermore, she is a positive role model and offers warm and reassuring interactions with children. As a result, children flourish, thrive and settle well with the childminder. The childminder encourages older children to consider their younger peers as they play. For example, children work together to stretch up high and clean shapes off the windows, using brushes and cloths. The childminder supports children to choose their favourite stories from a range of quality books in every room, and they explore them together. As a result, children develop strong social and physical skills and a love of books.

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

The childminder praises children's successes at every opportunity. Consequently, children develop a secure sense of self and pride in their own abilities. She ensures routine activities, such as handwashing and snack time, are always an opportunity for learning and fun. Consequently, children enjoy routines and are continuously engaged in learning. The childminder offers children a balance of age-appropriate risk-taking and support as they learn to walk. They climb, pull up on furniture and coordinate their movements independently and safely. The childminder remains close by and intervenes when necessary. Consequently, barriers to children's physical development are removed, and this enhances their physical skills well.

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

The childminder recognises the importance of attendance and monitors this rigorously. She often speaks to parents about the benefits of regular attendance and consistently promotes this throughout her practice. As a result, children benefit from structured routines and a continuity of care and learning.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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Next steps

The childminder 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 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 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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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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