Childminder

Childminder

Unique reference number (URN): EY425202 Registered with Ofsted: 18/03/2011 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a culture of respect and kindness. Practitioners are inspiring models for children, always asking their permission before doing things, giving them choices and making them feel listened to and important. Children form trusting relationships with practitioners. They go to them for comfort, enjoy cuddling up close and are keen to involve them in their play. The childminder supports children exceptionally well to build bonds with their peers. Many opportunities are provided for children to play together, where they learn to take turns and share. For example, children excitedly see what song their friend chooses and then sing it together. They congratulate each other for winning board games and make sure the smaller children are able to see when looking at books. The childminder has well- embedded rules and routines that are superbly understood by all children. Children like to

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Behaviour, attitudes and establishing routines Strong standard

remind each other of rules and can eloquently explain why they are important. Children follow the routines of the day beautifully, creating calm and seamless transitions between activities.

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Behaviour, attitudes and establishing routines Strong standard

The atmosphere is positive and purposeful as children enthusiastically explore adult-led activities and select their own resources. The childminder supports younger children to be able to take part and adapts the resources to keep them motivated. Children beam with pride when they regularly receive praise for their efforts. The childminder works with parents to promote regular attendance and reinforce its positive impact on children's progress.

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Children's welfare and wellbeing Strong standard

The childminder has embedded highly effective routines to support children to foster healthy habits and independence in their self-care practices. Even very young children know to wash their hands before and after food, confidently lining up and supporting each other to take turns in the bathroom. They complete tasks with ease, such as bringing their own lunch boxes to the trolley, putting their shoes or slippers on and tidying away resources.

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Children's welfare and wellbeing Strong standard

The childminder has high expectations for children's understanding and abilities. Children are confident that they will be listened to, feeling trusted and able to have a go at new things. The childminder consistently teaches children about how to keep themselves safe. For instance, children use interactive songs to learn about keeping clean and how to cross the roads safely. Children enjoy being physically active. The childminder supports them to learn about physical health and the impact of exercise on their bodies. For example, children explore why their heart rate increases with physical activity.

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Children's welfare and wellbeing Strong standard

The childminder prioritises teaching children how to recognise and manage their own emotions. Children take part in a wide range of activities to support this, such as stories, flash cards, games and songs. Children are confidently able to name different emotions and say ways in which they could make themselves feel better. The childminder rigorously reviews her practice to support all children attending. She communicates effectively with parents to ensure she mirrors routines, such as sleeping, for the comfort and wellbeing of the children.

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Inclusion Strong standard

The childminder has built highly effective relationships with parents and other professionals. She is passionate about and dedicated to ensuring that all children can access a wide variety of experiences and can all take part. The childminder uses robust and regular assessment to identify any areas that children may need additional help with. She very quickly picks up on any gaps or barriers to learning, such as changes in health and wellbeing, and addresses them promptly. The childminder is committed to seeking additional training and support from professionals so that she can offer high-quality support to reducing barriers to learning. For instance, where children have had speech concerns, she has adapted her practice precisely, and that of her practitioners, to provide more highly effective methods of supporting children. Through consistent monitoring, high expectations and regular reviews to change and adapt the support, children have made accelerated progress.

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Inclusion Strong standard

They can now confidently express themselves, and they have a great understanding and a wide range of vocabulary. The support the childminder has given has meant that children have not needed referrals to external agencies as they have thrived under her support. She is secure in her knowledge of how to assess eligibility and access and use any additional funding to support children, should it be required.

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Achievement Expected standard

Children demonstrate that they make progress across all areas of the curriculum. Children with barriers to learning quickly close the gap. They enjoy the activities and are eager to engage, showing confidence and growing independence skills. Children develop a love of books and language through the extensive range of rhymes, songs and reading that they engage with daily. Children talk with increasing fluency, building a wide range of vocabulary and a good understanding. For instance, they enjoy role play and games together, where they discuss their own make-believe characters. Children are well prepared for school, being able to sit and listen intently for periods of time and take part in the activities offered. They have learned the fundamental skills for building friendships, being able to negotiate and understand others' emotions and feelings. Children leave here with a love of learning and a desire to find out more.

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Curriculum and teaching Expected standard

The childminder has a wealth of experience and knowledge that enables her to plan an ambitious and effective curriculum. She has an in-depth understanding of early years and the different ways in which children learn. The childminder carefully considers all areas of the curriculum, with a focus on supporting children's emotional health, physical wellbeing and their communication and language skills. She understands the importance of teaching early mathematics and how to weave this into children's everyday play. The childminder monitors and tracks all children's progress and tailors the daily activities and termly plans to support them. This includes considering any adaptations for children who have barriers to learning, such as speech delays. She plans appropriate and meaningful next steps for children. These are shared with parents so that they can enhance and continue the learning at home.

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Curriculum and teaching Expected standard

The childminder regularly assesses children's knowledge, such as by using open-ended questions. She plans plenty of opportunities for children to practise what they have learned and embed any new skills. For example, stories are often repeated so children, including those with speech delays, become familiar with the words and language. The childminder makes sure that any assistants she works with know about children's needs and generally interact with them positively.

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Leadership and governance Expected standard

The childminder maintains positive relationships with parents. She communicates with them regularly, sharing information on their child's progress and wellbeing. Furthermore, she shares ideas of how to continue the learning at home and offers support to minimise any identified and emerging barriers to learning. Feedback from parents is overwhelmingly positive. Parents say they appreciate the extra support and the effort the childminder makes to include and support every child.

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Leadership and governance Expected standard

The childminder is qualified to mentor other childminders, offering coaching and advice. The childminder recently identified a need in her children to boost communication and language. She completed an early years professional programme to support herself with this and cascaded the training to other local childminders. She continues to evaluate and reflect on her setting. She is proactive at seeking additional advice or training to ensure she is best placed to support all children. For example, a recent sharp focus on speech and language support has had a truly positive impact on children's progress in this area. The childminder ensures that her assistants complete all mandatory training and she shares pertinent information on a daily basis. This enables practitioners to provide a well-rounded education and good level of care to all children. However, she has not precisely identified all areas for

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Leadership and governance Expected standard

improvement. For example, her assistants are not fully supported in their understanding of the curriculum to help consistently support children to excel in all areas of their learning.

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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 creates a warm and welcoming home-from-home atmosphere where children settle quickly and feel safe and supported. Practitioners build extremely nurturing relationships with children, which supports their emotional wellbeing and fosters a sense of belonging. Children beam as they play alongside both practitioners and their peers. They have an excellent understanding of each other's feelings and are highly inclusive and supportive of their friends. Routines and boundaries are securely embedded, supporting children to feel safe and to build on their exceptional independence skills.

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

Children are very keen to come to the setting, enjoying their time, and they are eager to engage in the many learning and play opportunities provided. They benefit from a carefully constructed curriculum that motivates and excites them. For example, children of all ages giggle with anticipation as they wait for group movement activities to support their physical skills. Children enjoy a rich variety of story times where they join in with props and answer questions about the text and pictures. The childminder consistently uses assessment to ensure that all children make progress from their individual starting points. Learning is adapted to suit the needs of all children and well-targeted questions support all children to be appropriately challenged.

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

Children are able to make sustained progress in any identified areas of learning. The childminder consistently shares ideas with parents to support a joined-up way of working. Children are becoming increasingly independent, enjoying tidying away resources and getting themselves ready for different parts of the day. They receive encouragement and praise, building their self-esteem and confidence. Children take part in many activities

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:30

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Facts and figures used on inspection

outside the home, such as visits to the library, the woods and events at the local school. A wealth of knowledge and experience supports them well for their next steps in life.

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Next steps

The childminder should take steps to enhance the evaluation of her provision to precisely identify areas of development. The childminder should support staff to strengthen their understanding of the curriculum so it consistently supports children to excel in all areas of learning.

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About this inspection

The inspector spoke with the childminder and practitioners 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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