Childminder

Childminder

Unique reference number (URN): EY289084 Registered with Ofsted: 06/07/2004 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 are motivated and excited to have a go as they explore mixing coloured water together. They use vocabulary to negotiate taking turns and sharing.

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Achievement Strong standard

Children develop their attention and concentration as they listen to stories with excitement. They confidently retell stories they have previously read with the childminder, using words such as illustrator and author.

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Achievement Strong standard

Children are developing an understanding of how to keep themselves safe and healthy, and why this is important. Children are confident to make choices. They are able to share their thoughts and talk about how they are feeling.

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Achievement Strong standard

Children develop their fine motor skills as they use hammers to rescue the toy animals from the ice. This helps them develop the skills they need for their next stage of learning, such as using one-handed tools.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make good progress through the curriculum. The childminder's support ensures that children with barriers to their learning make progress from their starting points. They show high levels of independence and good communication skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a high priority on the emotional environment she provides. She understands how this supports children to be ready to learn. The childminder models kind and caring behaviour. She has high expectations of all the children, including those with special educational needs and/or disabilities. Children's behaviour is consistently positive. They are kind and caring to each other. The childminder provides gentle reminders and explanations that support children's positive behaviour. For example, she clearly explains why it is important to use a knife and fork to eat lunch. Children listen carefully to the childminder and follow instructions with minimal support. For instance, they wait at the line on the path to check that it is safe before crossing the road.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is aware of children's individual needs. She takes these into account when providing individual support. Children work and play together harmoniously. They discuss whose turn it is next and negotiate what is 'fair' when sharing toys.

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Behaviour, attitudes and establishing routines Strong standard

Children are developing an understanding of how to keep themselves safe. For example, they say 'privacy please' as they use the bathroom and cover their mouths when coughing. This helps the children to understand how to protect themselves and each other.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance is monitored by the childminder. She carefully looks out for any patterns of poor attendance, following these up with parents and other professionals where required.

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Children's welfare and wellbeing Strong standard

The childminder's highly responsive care ensures that all children have their needs met and understood. The interactions she provides are warm, nurturing and reassuring. This ensures that children feel comfortable, safe and ready to learn. The childminder has excellent knowledge of the children. This enables her to offer individual care routines, such as at mealtimes, sleep times and for intimate care.

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Children's welfare and wellbeing Strong standard

The childminder follows carefully considered policies and procedures. Visitors and parents receive key information about the setting, which helps to keep the children safe. The childminder reflects regularly on her practice. This ensures that children receive high-quality care and education.

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Children's welfare and wellbeing Strong standard

Children enjoy exciting opportunities to learn outside in the fresh air. They learn about the world around them through visits to the local park and allotment. The childminder teaches children to understand their physical needs, such as feeling tired and hungry. She models words that support children to understand their emotions, such as worried and safe. This helps children to express themselves and begin to understand how they feel.

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Curriculum and teaching Strong standard

The childminder's 'Ready, Steady, Grow' curriculum is designed to provide children with the skills and knowledge they need. It is carefully balanced and sequenced and builds on children's previous learning. Learning opportunities are tailored for individual children. This ensures that all children, including those with barriers to their learning, can access meaningful learning opportunities.

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Curriculum and teaching Strong standard

The childminder's high-quality interactions support children to develop language skills. For example, children listen with excitement as she reads books and stories. She introduces new words by talking clearly and slowly. The childminder models thinking and asks children questions to promote their problem-solving skills. For instance, she asks, 'I wonder what will happen if you mix the two colours together?' This supports children in building their vocabulary and thinking skills.

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Curriculum and teaching Strong standard

Mathematics is embedded within daily routines. For example, during walks to the park, children look for triangles and talk about the shape of their food during lunch. Together, they count objects while playing and reading stories such as 'Goldilocks and the Three Bears'.

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Curriculum and teaching Strong standard

Children enjoy regular trips to the park. They develop their gross motor skills as they jump on the launch pad to launch rockets high into the sky. Children practise using tools such as hammers, cutlery and paintbrushes in the dry sand.

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Curriculum and teaching Strong standard

The childminder models social skills such as turn-taking and sharing. Children negotiate taking turns with the small-world superheroes and sharing out the plates and cups at mealtimes.

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Inclusion Strong standard

The childminder knows the individual children well. She can talk confidently about their characters, their likes and dislikes. She uses this information to reduce barriers and support children's wellbeing. The childminder skilfully adapts her teaching effectively to meet children's differing needs. All children, including those with special educational needs and/or disabilities (SEND), benefit from the childminder's high-quality interactions. The childminder provides inclusive learning opportunities. She is constantly aware of individual children's needs and preferences. Children receive sensitive support. This helps them to feel safe and ready to learn. As a result, all children thrive and make good progress.

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Inclusion Strong standard

The childminder has a deep knowledge of child development and refers to published guidance to identify gaps in children's learning. She plans activities designed to support their individual next steps. The childminder monitors children's progress closely. Parents receive regular updates about their child's learning and development. This includes strategies to support their child's learning at home. The childminder uses her observations of the children to tailor the support she provides, including for those with SEND. She links closely with the local feeder school and local health visiting team. This ensures that children with SEND receive coordinated support.

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Inclusion Strong standard

The childminder understands how additional funding must be used to support children's individual gaps in learning.

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Leadership and governance Strong standard

The childminder collaborates with local childminders through joint visits, peer observations and professional discussions. This enhances her practice, allowing her to identify how she can strengthen her teaching further. The childminder actively seeks additional training to enhance her knowledge and teaching. She recently accessed training to raise her awareness of the different ways that she can support children with special educational needs and/or disabilities (SEND). In addition, she has recently completed training to deepen her understanding of how to embed the mathematics curriculum.

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Leadership and governance Strong standard

Partnerships with parents are strong. The childminder shares regular updates, support and advice, including how parents can extend their child's learning at home. The childminder regularly links with external professionals. This ensures that there is a coordinated approach for children with SEND. She works closely with the local feeder school. Transitions to school are carefully supported through her role as a local school governor, the daily school run, and communication with the school's special educational needs coordinator.

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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 in this happy and calm setting. Relationships are kind and respectful. The childminder considers the needs, wishes and feelings of each individual child. Children feel happy and safe.

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

The childminder provides time and space for children to develop new skills, such as independence. For example, they pour their own drinks, put on their own wellington boots and wash their hands. Children are confident. They talk to their childminder, sharing their thoughts, feelings and ideas.

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Inspector:

Patsy Dove Children benefit from the positive social opportunities the childminder provides. For instance, they meet up with local childminding groups and take trips in the local area. This provides children with the chance to make new friends. As a result, children develop positive social skills.

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Inspector:

The childminder delivers a broad and sequenced curriculum where learning is fun. She places a high priority on children's emotional wellbeing. This ensures that children's needs are met, and they are ready to learn. Children enjoy playing and learning together. All children, including those with barriers to their learning, achieve well. They use skills and knowledge they have previously learned, such as turn-taking and chopping. This helps prepare children for their next stage of education.

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Inspector:

Parents comment on how their children have made excellent progress since starting at the setting. The childminder plans activities that help children to practise and learn new skills. Strong links with the local feeder school support smooth transitions for children starting school, especially for children with special educational needs and/or disabilities.

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Inspector:

The childminder is reflective. She constantly thinks of ways to improve her care and practice. She carefully considers how any barriers to learning and wellbeing can be removed. Children's attendance is monitored closely by the childminder. This ensures that all children have access to the meaningful learning opportunities the childminder provides.

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Next steps

Childminders responsible for governance 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 disadvantaged children, 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 parents 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

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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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