Childminder

Childminder

Unique reference number (URN): EY432448 Registered with Ofsted: 08/08/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children develop secure foundations in preparation for the next stage in their education. They benefit from the childminder's high-quality interactions and make strong progress across all areas of learning. Children are immersed in a language-rich environment and become confident speakers from an early age. They develop friendships and readily involve each other in their play.

p.2

Achievement Strong standard

Children are happy and curious in the nurturing environment the childminder has created. They benefit from activities that suit their individual interests and next steps in development. They receive lots of praise, such as for how well they have helped to clear the space for story time on the sofa. These achievements support the development of positive self- esteem. Children smile with enthusiasm as they independently clean their teeth and join in the toothbrushing songs.

p.2

Achievement Strong standard

The childminder recognises the importance of children building the required skills to support them to become confident, independent learners. The youngest children are taught to ask for help when needed and older children are confident in their skills to support peers with their learning. Children are developing resilience and attitudes they need for the next stage in their learning journey, including their transition to nursery or school.

p.2

Children's welfare and wellbeing Strong standard

Well-embedded routines support children to develop confidence and essential life skills. The childminder has high expectations and children follow good hygiene practices with confidence. They take responsibility for personal care tasks suited to their age and abilities. They collect their wellies before outdoor play and competently use safety knives to cut their fresh bananas for lunch. The childminder supervises children closely to ensure their safety as they build these skills.

p.2

Children's welfare and wellbeing Strong standard

Children are encouraged to understand how being outside and active promotes a healthy lifestyle. They are provided with opportunities, both inside and outside, to build their gross motor skills and engage in safe risks. Outside, they swing on ropes and play 'What's the time Mr Wolf', squealing with delight as they run around the garden. They explore nature and extend their learning through well-planned forest school activities, such as cutting wood and building dens. Inside, the children use puppets and instruments to dance to familiar songs after playing the piano.

p.2

Children's welfare and wellbeing Strong standard

Children are welcomed into the setting and settle quickly, exploring the toys and engaging with their peers. There is a robust settling-in process in place that is tailored to each child's needs, helping them adjust at their own pace. The childminder works closely with parents from the start, gathering detailed information about children's routines, preferences and home experiences to help ensure a smooth transition. This collaborative approach helps children feel well understood before they even begin attending.

p.2

Curriculum and teaching Strong standard

The childminder carefully considers her curriculum to support children's individual needs. She recognises how all children's learning journeys are different. She talks about supporting children's development confidently. The childminder works closely with parents to build on children's skills and knowledge. She values diversity and inclusion highly. Books and resources reflect a wide range of cultures and family structures. The environment has been well considered and planned to capture children's interests and curiosity. She weaves mathematical learning through children's play and offers continual support for children's social and emotional understanding and skills.

p.3

Curriculum and teaching Strong standard

The childminder consistently prioritises supporting children's communication and language skills. She continually talks to the children and engages them in purposeful conversations. Children have many opportunities to develop new vocabulary. They enjoy, listen attentively and respond enthusiastically to the childminder as she reads stories. Children predict what will happen next and comment on characters and events.

p.3

Curriculum and teaching Strong standard

The childminder has a clear view of what she wants children to learn and how to prepare them for their next stage of education. She thinks carefully about the knowledge and skills children need and plans activities that build these securely over time. The childminder ensures that all children access an equally ambitious curriculum, including those with special educational needs and/or disabilities.

p.3

Curriculum and teaching Strong standard

Children benefit from frequent opportunities to explore the local community, such as parks and woods. These outings broaden children's understanding of the world, build their social confidence and provide valuable real-life experiences that enrich the curriculum.

p.3

Inclusion Strong standard

The childminder proactively identifies and assesses children's individual needs. She works closely with families to reduce barriers to learning, making thoughtful adaptations to her environment and suggestions for parents to try, such as walking into nursery to reduce separation anxiety.

p.3

Inclusion Strong standard

The childminder knows what is happening in the children's lives and talks with them about their unique events and celebrations. They share information about where extended family are based around the world, comparing different cultures of the children. New babies are celebrated and families are supported through books and stories prior to their arrival. Parents fully understand the importance of sharing information with the childminder.

p.3

Inclusion Strong standard

At the time of the inspection, there were no children attending with special educational needs and/or disabilities. However, the childminder demonstrated how she uses assessments to monitor children's learning and development successfully and explained the clear arrangements she would put in place should a child require additional support, including working with parents and relevant professionals.

p.3

Inclusion Strong standard

The childminder ensures that she has the most relevant and up-to-date knowledge on any barriers the children in her care may be facing. She is proactive in seeking out additional training and support, such as recent training in numeracy with premature babies, to

p.3

Expected standard

strengthen her understanding of how to adapt the provision and intervene early where needed.

p.4

Leadership and governance Strong standard

The childminder has strong partnerships with parents. She builds warm and trusting relationships with families and keeps them fully informed about their children's daily experiences and ongoing progress. The childminder shares helpful ideas and information to support children's learning at home. Feedback from parents is incredibly positive. They are very complimentary of the childminder and hold her in the highest regard. Parents comment how their children are eager to attend the setting and how they often struggle to take them home at the end of the day.

p.4

Leadership and governance Strong standard

The childminder has a broad experience of working with children in the early years. She values her continuing professional development and keeps informed about the changes to the early years foundation stage. The childminder is reflective. She prioritises and reflects on her continuing professional development to identify areas she is interested in, and she has a comprehensive plan for future training that will impact positively on her and the children in her care.

p.4

Leadership and governance Strong standard

The childminder has worked closely with the local authority early years advisers and has a good understanding of the local community and other early years settings. She knows how to work with parents, carers and other agencies to give every child the best possible start in life. She completes regular assessments of children's learning and shares these with parents to keep them well informed of what children have enjoyed during the day. This helps to ensure consistency in the care and education that children receive.

p.4

Behaviour, attitudes and establishing routines Expected standard

Children generally understand behaviour expectations from a young age. They typically demonstrate respectful attitudes towards their peers and the childminder. Children can frequently be heard saying 'thank you' and 'please' to each other throughout their play. They show a genuine willingness to engage, cooperate and show kindness to others. The childminder reinforces the importance of regular attendance and punctuality, and follows clear attendance procedures, working with families to help them maintain steady routines.

p.4

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes and curiosity in their learning. At times, they need adult support to manage their feelings and independence. However, the childminder is not always consistent in the timing of her interventions, sometimes intervening too soon. As a result, children do not always have sufficient opportunity to manage their emotions independently or persevere when challenged. Children behave well. They listen to instructions and follow the routines in the setting. Children play happily alongside each other and are kind to their friends. For instance, they spontaneously bring their friends their shoes when it is time to go outside and play.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive in this warm and welcoming environment. The childminder's passion for working with children is clear as she engages with them, planning fun activities for indoors

p.5

About this setting

Unique reference number (URN): EY432448 and outdoors that are tailored to their interests and next steps. This means that all children feel valued in her care and settle quickly, becoming confident members of this close-knit community.

p.6

About this setting

Children develop a love of books, songs and rhymes. The childminder uses props, such as puppets, to help children to retell stories and sing along to familiar songs. Children enjoy the opportunity to retell familiar stories, sharing books with each other and understanding how to turn pages and use different expressions. They show kindness to each other as they share resources and wait their turn. This has a positive impact on children's personal and emotional development, helping them to be able to express their emotions and build friendships.

p.6

About this setting

Children also enjoy exploring the wider community. Regular visits to the local common, pond and woods broaden their experiences and help children to feel confident in different places and situations. Outdoors, children play with enthusiasm. They climb, balance and swing on the large rope to build their physical and risk-taking skills. They explore natural materials, such as sticks, lichen and moss to create their own stick man and enjoy sensory experiences outside, such as jumping in muddy puddles and feeding crunchy corn to chickens.

p.6

Next steps

The childminder should ensure children have sufficient time to process their emotions and be more independent when managing challenge in their daily routines.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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

p.6

About this inspection

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8