Childminder

Childminder

Unique reference number (URN): EY474361 Registered with Ofsted: 28/04/2014 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 in the childminder's care. This means that they are confident in their learning and achieve very well. Children easily recall lots of their experiences with the childminder. Their communication skills and vocabulary are superb for their age and stage of development. They happily include visitors in their play, clearly explaining what they are doing. Children are independent in their learning, asking questions and following their own lead with gentle guidance from the childminder where necessary.

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Achievement Strong standard

Children are extremely well prepared for school as independence is a key feature of the setting. Children manage their own coats, shoes and personal hygiene. The childminder uses her time efficiently to ensure that older children have opportunities to develop other school ready skills, such as recognising their names and numbers, when they are developmentally ready.

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Achievement Strong standard

Children needing extra support, such as those with special educational needs and/or disabilities, achieve well against their starting points.

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Behaviour, attitudes and establishing routines Strong standard

The relationships the childminder builds with the children are a strength of the setting. The children clearly adore her, and there are secure attachments between them. She has created a positive and calm environment where children feel safe to try new things and to play with others. She role models kindness, care and respect to the children. Children are extremely well behaved. They fully know and understand the high expectations of the childminder. The interactions and play between the children are absolutely delightful. They play extremely well together, passing resources to each other and sharing naturally. As they occur, the childminder deals gently with emotions, having pictures of expressions next to a mirror, so children can investigate for themselves. Independence is clearly embedded in the practice, particularly through the daily routines. Older children automatically take care of their own hygiene and personal needs. Younger children are specifically taught how to wash

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Behaviour, attitudes and establishing routines Strong standard

their hands for lunch with verbal reminders and gentle guidance when needed. The childminder takes every opportunity, during the daily routines, to teach and consolidate children's learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has an attendance policy with clear procedures to follow up poor attendance and, as a result, attendance is excellent, enabling children to build the positive relationships that support learning.

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Children's welfare and wellbeing Strong standard

The children's welfare and wellbeing are of the highest priority to the childminder and at the heart of the setting. She knows the children and their families incredibly well, often having cared for siblings. Parents speak glowingly of the support the childminder gives to their children's individual needs. The childminder is highly skilled at developing secure and positive relationships with the children, sensitive to their unique characteristics. The children's physical and emotional health and their happiness is paramount to the childminder, and she swiftly notices changes in behaviour that might reflect a change in wellbeing. She is adept at addressing these and supporting children to become confident, resilient and independent learners. Children learn to recognise and manage their own emotions by open discussions and stories.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about helping children to understand how to live a healthy lifestyle. Children grow their own vegetables and learn how to prepare them. They enjoy lots of physical activity both in the garden and on the many trips out. They know when they need to relax and rest.

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Children's welfare and wellbeing Strong standard

The childminder follows the care routines the children experience at home as much as possible and informs parents of the children's diet, sleep and other routines throughout the day. The childminder is highly alert to allergies and the risks of choking.

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Curriculum and teaching Strong standard

The childminder has developed a highly ambitious curriculum that is linked to the children's interests and their experiences. She continually adapts and improves both her teaching and the environment to best suit the needs of the children in her care. She ensures that learning is linked and sequenced extremely well, making sense to the children with strong connections to prior learning and experiences. She wants children to have the confidence to ask questions, develop a love of learning and to be happy and independent.

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Curriculum and teaching Strong standard

The childminder makes every interaction a teaching opportunity and extends communication skills and vocabulary extremely well. Mathematics is taught explicitly as well as through play. Misconceptions, such as counting a number of items incorrectly, are quickly and gently addressed. Children have lots of opportunities to develop their large-muscle skills in outdoor play and visits to the park and allotment.

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Curriculum and teaching Strong standard

The childminder assesses children's progress and development incredibly well, establishing individual starting points and checking what children know and can do throughout the different stages of development. The childminder is highly effective at adapting activities for all age groups with challenges for all. She ensures that the correct resources are in place to support the youngest or those with special educational needs and/or disabilities or other barriers to learning.

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Inclusion Strong standard

The childminder has a secure understanding of the development of young children. She collects information from the parents and other settings when children first start with her. Using this information and her own observations, she makes a baseline and knows if a child needs further support. Therefore, children with special educational needs and/or disabilities (SEND) or with other barriers to learning, are identified straight away. In order to support children with SEND and other barriers to learning, the childminder adapts her teaching, activity or the resources so that they can access the same learning as their peers. The childminder knows the children extremely well and ensures that their individual needs are met. She rigorously monitors their progress through a process of observations and next steps. Children swiftly reach their targets and make rapid progress.

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Inclusion Strong standard

The childminder fully supports the families of children with SEND and other barriers to learning. The parents are very happy with the support they and their children receive. When necessary, the childminder works with outside agencies and the local authority to best support children with SEND. She also attends training specifically targeted at the children she cares for.

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Leadership and governance Strong standard

The childminder is passionate about continual reflection and improvement of her practice. Since her last inspection, she has made several changes. She has improved communication with parents using an app, which helps to keep them updated about their child's progress and next steps, alongside care routines. She has made strong links with the local pre-school and nursery so that children can experience cohesive strategies. The childminder has adapted her environment so that older children can develop independence in preparing meals. She has adopted an allotment, so children can grow their own vegetables. The childminder is pro-active in securing feedback of her practice from both children and parents and has made adaptations resulting from this. Where children are unable to give feedback, such as younger children or those with special educational needs or disabilities or other barriers to learning, she observes them carefully focusing on their interests and extending or

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Leadership and governance Strong standard

improving that specific area. She has a thorough understanding of her strengths and is putting into place measures for improving where necessary.

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Leadership and governance Strong standard

The childminder has extremely high expectations of herself and attends professional development specific to the needs of the children she cares for. She is also furthering her knowledge of children's development by undertaking a higher level course. Children's care and education are directly enhanced as the childminder develops new skills and understanding of how to better support children.

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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 in this setting are incredibly confident, happy and independent. The childminder is extremely kind and caring, and the children clearly love being with her. She gives them lots of individual attention and support meaning they feel safe and secure and open to learning. Children flourish and thrive in her care. Children are polite, and their behaviour is exemplary. The childminder has exceptionally high expectations and gives them lots of praise and encouragement, which raises their self-esteem. Children understand why their behaviour is important, and the childminder gently explains how to keep themselves safe both in the setting and on their many trips out.

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

The children benefit from a wide range of engaging and interesting opportunities that cover all areas of the curriculum. For example, after a recent visit to the RSPB, the children made bird seed cakes, using their small-muscle skills to transfer the seed with scoops. The children regularly visit the childminder's allotment, learning how to grow their own vegetables and solving problems, such as protecting their plants from the deer. The children have excellent language skills, and younger children can describe dinosaurs with words such as 'bumpy', 'spiky' and 'stripy'. The childminder promotes a love of early reading with interesting stories linking to their current learning. The children pay close attention to a story about robins, and tweet and hop alongside. The childminder listens carefully to the children and takes their contributions seriously, giving them autonomy in their learning wherever

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

The childminder ensures that all children in her care make the best possible progress by carefully monitoring their next steps and achievements. This means that she fully meets the needs of children with special educational needs and/or disabilities or other barriers to

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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Facts and figures used on inspection

learning. The childminder has secure procedures in place for ensuring that parents are aware of the importance of good attendance.

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Next steps

Leaders and those 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 and those with special educational needs and/or disabilities.

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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 compiles 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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