Childminder

Childminder

Unique reference number (URN): EY394606 Registered with Ofsted: 30/06/2009 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 fully prepared for the next stage of their learning. They independently access their own belongings and serve their own snack. Children have been learning self-care skills, such as dressing themselves. They understand their own wants and needs, which they can explain to the childminder. The children are confident, independent learners and have a love for learning. They are resilient, determined and will focus for a long time at their chosen activity. Children are prepared for the transition to school.

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Achievement Strong standard

Children are achieving in all areas of development. The childminder has worked hard to improve children's communication and language development. For example, she uses a range of resources and techniques to meet the needs of the individual child, such as signing and eye contact. Their communication and language skills are excellent. They can hold a two-way conversation, learn and understand new words and are noticing rhyme in stories. Parents believe the childminder is making a significant impact on the children's development.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impeccable. The childminder reminds them of how to take turns and share, which they do with ease. Children are kind and show respect. For example, they say please and thank you and involve the other children in their play. All the children play nicely together, and they have built strong friendships, even though there is a difference in age and abilities.

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Behaviour, attitudes and establishing routines Strong standard

Children show a positive attitude towards learning and display excitement about new activities. The childminder adapts activities to keep children engaged and to extend their thinking. She responds quickly to children's interests and builds on their ideas to deepen learning. For example, when children discovered some treasure, the childminder introduced a large container of sand. This encouraged children to use their imagination and continue their play together as they searched for and explored the treasure. Children worked alongside one another, shared ideas and stayed focused for long periods.

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Behaviour, attitudes and establishing routines Strong standard

Children follow daily routines confidently and independently. They tidy up when asked and understand the importance of washing their hands before eating and after using the toilet. These routines help children feel secure and develop independence. The childminder praises children regularly and recognises their efforts. Children show pride in their achievements and confidence in their abilities as a result.

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Behaviour, attitudes and establishing routines Strong standard

The childminder keeps a record of attendance and encourages parents to notify her if children are not attending, which they do. She ensures there is good two way communication so that children always feel safe and secure. The childminder has built a formidable partnership with all the parents.

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Children's welfare and wellbeing Strong standard

The childminder ensures the children are happy, they talk about their emotions regularly. Children can explain how they are feeling and receive support from the childminder. For example, when children are feeling unsure they will use their communication skills to discuss this with the childminder. She then supports them to understand why they feel this way, which makes them feel better. The childminder provides a safe, stimulating environment, where children can access the resources they desire. She risk assesses the environments regularly to ensure the children are safe. Children show they feel happy, safe and secure with the childminder.

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Children's welfare and wellbeing Strong standard

The childminder ensures children go outside for regular exercise. For example, she encourages this daily through walks, playing in the garden and exploring the local community. She knows the children need to spend time outside daily for their wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy eating well. She provides fresh fruit for the children and explains the importance of a balanced diet. For example, children will try new fruits. This shows they understand the importance of eating these healthy foods. Children know they must wash their hands before eating. They wait for each other to finish eating before they leave the table. They follow these routines with ease.

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Children's welfare and wellbeing Strong standard

Children show an interest in oral health. They access the play teeth provided and show how they brush their teeth. The childminder asks them questions relating to this. To which the children explain how and why they brush their teeth twice a day.

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Curriculum and teaching Strong standard

The childminder has an ambitious curriculum that is extremely inclusive. All the activities are accessible to the different ages and abilities of the children. They have access to learning that promotes all areas of development. The childminder follows the children's interests. She will enter children's play to extend their learning further. For example, when children named an animal figure as a 'cheetah', the childminder supported their learning by finding a cheetah figure and talking about its features. She then explained that the original figure was a 'lioness' and helped the children compare the two animals. She clearly explained the similarities and differences, helping children develop language, knowledge and thinking skills. Children happily play alongside each other. They share, take turns and respect each other. If conflict occurs, the childminder supports them to resolve their issues. The children

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Curriculum and teaching Strong standard

have excellent personal, social and emotional skills.

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Curriculum and teaching Strong standard

The teaching of communication and language is impressive. The childminder questions, explains to support understanding and teaches new words. She consistently extends their learning further. Children can hold a two-way conversation with each other and the childminder.

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Curriculum and teaching Strong standard

Children are developing their mathematical knowledge. The childminder encourages counting, colour recognition and identifying size. For example, when young children discuss baby, mummy and daddy giraffes, older children describe them as small, medium and large. The childminder uses different approaches to support children's physical development. They spend a significant amount of time outside exploring the community, such as wooded areas and parks. This extends their gross motor skills. Children use a range of resources, such as tongs and vehicles, to manipulate. This strengthens their fine motor skills in preparation for early writing.

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Inclusion Strong standard

The childminder consistently adapts her teaching to the individual child and their needs. She has extensive knowledge and experience when caring for children with special educational needs and/or disabilities. The childminder works closely with families and external agencies. For example, she has worked with physiotherapists when supporting children's mobility. The childminder is quick to identify barriers in children's learning and addresses these swiftly. She engages in relevant training to ensure she has expert knowledge to support these children. For example, she identified a delay in speech and language. She used her training to teach children to pronounce their sounds correctly and to communicate fully. All children are thriving and flourishing within this environment.

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Inclusion Strong standard

The childminder knows the children extremely well and has built a rapport with the families. She highlights that every child is unique and will learn in different ways to achieve their full potential. For example, the boys learn in a different way to the girls. This helps her to plan specific activities to ensure all children learn and develop. The childminder is highly skilled and has extensive knowledge on different ways to approach children within their play to develop their skills further. All children have a positive approach to their learning and are progressing well.

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Leadership and governance Strong standard

The childminder is always updating her knowledge and developing her skills. For example, she has recently attended training on how language supports behaviour, measuring progress and getting it right for babies. The childminder regularly reviews her policies, adapts risk assessments and reflects on her practice. For example, she makes notes on the activities that have worked well and those that have not. The childminder has been working hard to be self-evaluative, which is very noticeable as she continuously develops her activities to meet the children's needs and abilities. She also networks with other childminders and has built relationships with local schools. The childminder also works with nurseries that the children currently or will attend.

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Leadership and governance Strong standard

The childminder has strong partnerships with parents. She is always asking them for feedback, which is all very positive. The parents feel really pleased with the care provided and the experiences the children receive. Parents are very happy with how the childminder prepares the children for school, in particular their personal and physical skills. The parents describe the childminder as calm, consistent and attentive.

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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 provides many exciting and meaningful opportunities for the children in her care. She encourages children to explore, investigate and stay curious about the world around them. She brings learning to life by taking children on trips to farms, zoos and country parks. These experiences help children learn through real-life activities. Children enjoy their time with the childminder and show strong progress because of the rich experiences she offers.

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About this setting

Unique reference number (URN): EY394606 The childminder knows each child well and understands their stage of development. She plans activities that build on what children already know and can do. She supports learning by guiding children step by step and helping them feel confident. For example, she works closely with children on their number skills. Once children feel confident counting up to 5, she carefully introduces higher numbers, such as up to 8. This approach helps children succeed and reach their full potential.

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About this setting

Children develop strong social skills through play. They play together, share ideas and learn how to cooperate with others. They often use their imagination to act out stories, such as recreating scenes with play figures and vehicles. Children feel happy, confident and eager to join in with activities. They feel included and know they belong.

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About this setting

The childminder builds very positive relationships with families. She works closely with parents to meet each child's individual needs. She adapts routines and activities so all children can take part fully. For example, she gives extra support to children who find eating difficult. As a result, children feel safe, cared for and settled. They show happiness and confidence in the childminder's care.

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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 outcome 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 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:20 - 18:00

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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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