Childminder

Childminder

Unique reference number (URN): EY403255 Registered with Ofsted: 14/01/2010 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

Children develop a strong sense of belonging and security with the childminder. This means that they are open to learning and achieve very well. Children are confident to explore and find out about new things. They take pride in their achievements. Young children can focus and attend for long periods of time. Children make remarkable progress across all areas of the curriculum, but particularly in their confidence, self-esteem and communication and language skills. They can talk about a range of topics and articulate their feelings and needs extremely well.

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Achievement Strong standard

Children with special educational needs and/or disabilities, disadvantaged children and those facing other barriers to learning make rapid progress from their starting points due to clear targets and ongoing assessment. All children are particularly well prepared for school. They are confident to ask for help and independent in their self care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a warm and highly responsive environment, where children feel safe to try new things and to play with others. Children form very positive relationships with the childminder and each other. The childminder role models kindness, calmness and respect to all. Children respond exceptionally well to this, showing kindness, calmness and respect to each other. For example, older children graciously let younger children have resources first as they understand they are still learning to share.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has exceedingly high expectations of children's behaviour. She explicitly teaches children how to negotiate with each other when playing. As a result, children play exceptionally well together. Children also learn how to manage their feelings and how to take steps to regulate their own behaviour. They demonstrate high levels of self-control when play does not go the way they planned it.

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Behaviour, attitudes and establishing routines Strong standard

She works closely with parents and carers to help them to understand the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are of the highest priority for the childminder and are a strength of the setting. The childminder clearly demonstrates a secure understanding of the importance for children to feel happy and safe before they can learn. Children new to the setting settle quickly with her calm and gentle guidance. She values all children and clearly recognises their individual needs. This ensures that any children with special educational needs and/or disabilities or other barriers to learning or wellbeing can develop and learn alongside their peers.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents and carers to ensure that she fully understands each child's family life and circumstances away from the setting. She offers support to families where necessary. Parents speak glowingly of the childminder's care. They value that their children are happy and confident in the setting. The childminder follows the same care routines as the parents where possible. The childminder is nurturing and caring for all children, especially the youngest, who clearly reach out to her for comfort and snuggles. Older children settle on her lap for stories. All children form strong attachments.

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Children's welfare and wellbeing Strong standard

The childminder provides a nutritious menu and has a secure knowledge of healthy eating, encouraging children to be independent by cutting their own food appropriate to their age and stage of development. She has a sound knowledge of weaning procedures and is highly alert to issues such as allergies and choking.

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Curriculum and teaching Strong standard

The childminder has a tailored curriculum to suit the needs of the children she cares for. It is unique to her setting and is child-led, play-based and highly ambitious. The childminder is continually refining, adapting and improving to further support children to make progress. At the heart of the curriculum is the childminder's belief that children need self-esteem, confidence and independence to learn. Therefore, she gives children's personal, social and emotional development an extremely high priority.

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Curriculum and teaching Strong standard

The childminder also believes that children should have rich experiences, and they make many trips out, regularly meeting other childminders and visiting the local farm. She is highly skilled at developing children's communication skills and extending their vocabulary. Children who are not yet talking follow 2- and 3-step instructions with a secure understanding of the language used. They develop a strong understanding of mathematical concepts through the childminder's explicit teaching of mathematical language. Children have lots of opportunities to develop their small- and large-muscle skills. Alongside dancing and movement indoors, children play in the garden and visit the park, where they can run, play and climb.

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Curriculum and teaching Strong standard

The childminder knows the children incredibly well and uses continual assessment and observations to tailor her teaching to the individual needs of each child. Therefore, the curriculum lends itself to fully supporting disadvantaged children, those with special educational needs and/or disabilities and those with other barriers to their learning.

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Inclusion Strong standard

There are secure procedures in place to identify children with barriers to their learning. The childminder has an excellent knowledge of child development. She has a clear plan of action to ensure that children who are disadvantaged or with special educational needs and/or disabilities (SEND) receive targeted support to make excellent progress from their starting points.

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Inclusion Strong standard

The childminder works closely with the parents and carers of the children she cares for to establish a secure understanding of their development. She rigorously monitors and assesses the children's progress to ensure that any gaps in their learning are quickly addressed and that children continue to make progress.

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Inclusion Strong standard

The childminder does not currently care for children with SEND. She has a deep knowledge of the resources and support organisations available to her to support any children with SEND. She is knowledgeable about how to work with outside agencies and the local authority to best support children with SEND. She would also attend specific training and make necessary adaptations to support individual children with SEND or other barriers to their learning. For example, she would provide now and next boards or social stories to support a child's emotional development. The childminder clearly values every child's individuality and needs, and modifies her teaching accordingly.

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Leadership and governance Strong standard

Since her previous inspection, the childminder has moved premises. This has not had an impact on the high standards of care and teaching children experience or of the general day-to-day running of the setting. The childminder has made highly effective connections in her new community and regularly attends sessions at the local children's centre.

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Leadership and governance Strong standard

The childminder has an extremely solid understanding of the early years foundation stage and child development. She is passionate and determined to ensure that she does the best for the children in her care. The childminder recognises her strengths are getting to know the children and their families, so she can offer help and support where necessary. The childminder is thoughtful and positive in her efforts to engage parents and carers. She aims to supplement children's experiences, so offers trips or activities they might not do at home. The childminder continually strives to improve her practice. She is aware that she needs to continue to develop her own knowledge and understanding to continually enhance her support for children.

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Leadership and governance Strong standard

The childminder is part of a strong network of other childminders, and part of her own development is to support new childminders within the network. She also has secure links with the local authority and the childminding coordinator for the area.

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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 the extremely nurturing and welcoming environment. The childminder's calm and gentle manner enables new children to settle quickly. Babies readily reach out to the childminder when transitioning from their parents and carers. Children display high levels of emotional wellbeing and clearly feel safe and secure. This allows them to fully access the learning activities offered to them. Children build positive and trusting relationships with the childminder and each other. They feel confident to explore their environment and show high levels of focus during their play. For example, babies use their small-muscle skills to hang rings onto a tree, fascinated when they fall and spin. Older children delight in imaginary play and are keen to involve others. For example, they ask visitors what they would like from the shops and demonstrate how to pay for items.

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

The childminder promotes the development of children's early reading skills from a young age. Babies snuggle on her lap, and older children lean against her attentively as she skilfully reads stories. The childminder fully engages all children in the story, and children join in excitedly. Children then explore the books independently, with babies turning the pages competently. Older children show high-level concentration skills and ask questions about the stories.

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

Children behave exceptionally well because the childminder explicitly teaches children how to share and take turns. This is evident in their play, with older children demonstrating self- control and understanding of younger children's development in this area.

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

The childminder has highly effective communication with parents and carers, who are exceptionally happy with the care their children receive. They particularly praise the trips and outings the childminder organises. Parents comment that these experiences give their

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About this setting

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

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Facts and figures used on inspection

children wonderful opportunities for exploration and adventure and the chance to meet and play with other children.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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, children 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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