Childminder

Childminder

Unique reference number (URN): EY472732 Registered with Ofsted: 03/03/2014 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a culture of kindness and respect. She values and celebrates each child's individuality. For example, children design their own handprints for the 'team' display and enjoy talking about what makes them unique. The childminder holds thoughtful conversations with children and consistently praises their efforts, achievements and positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Routines are very clear and well established. For instance, when children arrive from school, they independently hang up their coats, store their belongings and wash their hands before choosing activities. These calm and predictable routines help children to develop confidence in managing their own personal and health needs. The childminder listens to children's views. For example, children choose which background music is played each day. They have a great deal of choice in what they play with and activities reflect their interests well. For example, the childminder has created an arts and sensory play area for children who love to create.

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Behaviour, attitudes and establishing routines Strong standard

Children play cooperatively and show excellent attitudes to their play. For example, a small group of children discuss chess strategies respectfully, taking turns and listening to each other. The childminder is a positive role model and creates a highly inclusive environment, where no child is left out. This means that children of different ages and stages are very well supported. Children are trusted to make sensible decisions and rarely need guidance, but when they do, the childminder assists them calmly and effectively. The childminder monitors children's attendance closely so she can address any concerns swiftly.

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Children's welfare and wellbeing Strong standard

The childminder has a deep and thorough understanding of her policies and procedures. She shares these clearly with parents and carers and, where appropriate, with children. The childminder is rigorous in keeping children safe and teaches them how to keep themselves safe, both on the school run and within the setting. Children can explain the setting's rules confidently. For instance, they know not to spin or lean back on their chairs.

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Children's welfare and wellbeing Strong standard

The childminder provides children with healthy and nutritious meals. She teaches children to make healthy choices when eating. Children also learn how to stay safe online. The younger children in the setting show growing independence in managing their own safety and hygiene, for example washing their hands before eating.

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Children's welfare and wellbeing Strong standard

The childminder thoughtfully considers children's views in the setting. They receive meaningful responsibilities and talk about having a say in the menu. Children talk about helping choose the layout of the room and activities they do. This contributes to children feeling respected and important. Children view the childminder as a safe space and feel confident to speak to her. For example, they like to share news and changes about their lives and feel able to talk about difficulties they are experiencing because they trust her and are supported by her.

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Inclusion Strong standard

The childminder knows children and their families very well. Her deep relationships and effective daily communication means she quickly identifies when children may need extra support. The childminder supports families well during times of transition, such as when children are moving to different settings. This makes a meaningful difference to children's progress.

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Inclusion Strong standard

The childminder has a clear understanding of how to identify children's needs and works out what she needs to put in place so that all children can thrive. She successfully supports children with speech and language needs by working closely with parents and external professionals. The childminder provides tailored activities and, when needed, one-to-one interventions. The childminder intends to ensure any staff she recruits understand how to assess and adjust provision for disadvantaged children.

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Inclusion Strong standard

The childminder provides a flexible and well-considered settling-in process. This enables her to build very positive and trusting relationships and to gain a secure understanding of each child's starting points. The childminder liaises effectively with teachers at the children's school, as well as local authority early years advisers. She has a broad understanding of the range of guidance and services available to support disadvantaged children. The childminder cannot access early years funding but understands how it is used. This consistent and proactive approach leads to demonstrable improvements in children's outcomes.

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Leadership and governance Strong standard

The childminder provides a wide range of activities and resources suited to the ages and needs of all children. She links play carefully to the early years foundation stage so that younger children continue their learning in a meaningful way that complements their school experience. For example, the childminder provides a reading corner to offer opportunities for children to read with the childminder, be read to or share books together.

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Leadership and governance Strong standard

The childminder is particularly effective in listening to children's views and planning activities and resources around their interests. She regularly seeks input from children regarding areas the provision could improve on. For example, the childminder has recently changed the food provision and offers more choice at mealtimes in response to children's suggestions. She skilfully adapts activities and routines to support children who may have barriers to learning and to ensure they meet the needs of children of varying ages.

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Leadership and governance Strong standard

Parents and carers speak very positively about the setting. They feel well informed about their children's routines, experiences and progress and feel that their children are thriving and well prepared for transitions.

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Leadership and governance Strong standard

The childminder has undertaken a range of training and plans to begin working with assistants. She is committed to providing a high level of support and training for any assistants she works with. The childminder has also identified that she would like to further develop her knowledge of child development and intends to undertake further training.

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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 setting is bright, colourful and carefully organised, with different zones that offer a range of activities suitable for different ages of children. Children were actively involved in planning recent renovations to the large garden room, and they speak proudly about the space. They enjoy showing their artwork and creations, demonstrating a strong sense of ownership and belonging. The childminder celebrates each child's individuality and quickly identifies any barriers to their involvement in activities. She makes appropriate adaptations so that all children can participate fully. The childminder thoughtfully plans activities and includes opportunities to build children's confidence, cooperation and turn-taking. For example, she provides team- based target games to help children work together and support one another. Parents and carers report that their children have become more confident since joining the setting and

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

have been well supported through transitions.

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

Warm and positive relationships are at the heart of the provision. Children greet the childminder with enthusiasm after school and are eager to share their day and plan activities for the afternoon. The childminder prioritises children's safety with thorough risk assessments in place, especially on the school run. Children wear high-visibility waistcoats, walk in pairs and understand the clear safety expectations. They have clear routines and are encouraged to be punctual, which means they are becoming more independent and responsible.

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

The childminder has high expectations for children's behaviour. Children contribute to creating the setting's rules, which are brightly displayed. They confidently explain what is expected, such as putting plates away or sitting safely on chairs. Children proudly demonstrate these routines.

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

Children clearly enjoy attending this setting. They play together with high levels of engagement, showing politeness, kindness and respect. Older children support younger ones to choose resources, and thoughtful conversations take place during play. For example, children compare their LEGO creations and praise each other's ideas.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experience of children with special educational needs and/or disabilities, those who may face other barriers to their learning and/or wellbeing, and also any disadvantaged children and those who are known (or previously known) to children's social care who they may care for in the future.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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 : 07:00 - 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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