Childminder

Childminder

Unique reference number (URN): EY489385 Registered with Ofsted: 19/06/2015 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 make rapid progress from their starting points and develop secure foundations in preparation for the next stage in their education. Children are extremely confident communicators. Babies feed themselves and independently drink from open cups. Young children refill jugs of water, pour drinks for their friends and safely peel and chop their own fruit. Older children show focus and concentrate for extended periods of time. They independently recognise and write their own names, play cooperatively and begin to negotiate and solve minor disagreements without support. Children freely say sorry when they bump into each other and accidentally knock over towers that their friends are building. They kindly ask, 'Shall I help you build it again?' Children who require additional support to regulate their emotions learn how to talk about their feelings and regulate their behaviour and responses.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. The childminder has high expectations for children's behaviour and provides a warm and positive environment where all children are valued. She consistently models what is expected of children and uses encouraging language to help them understand and follow boundaries. Babies and young children are praised for packing toys away. Older children are involved in preparing for lunch and enjoy helping younger children open packets, for example. Routines are securely embedded, and transitions are managed extremely well. Lunchtimes are incredibly calm and give children the opportunity to develop friendships and talk to each other about foods they like and do not like.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm relationships with the childminder. They go to her for help and to share their achievements. She praises their perseverance and uses phrases such as 'I am really proud of you for trying'. Children are encouraged to make choices and decisions about their play, learning and care. The childminder values each child's contribution and listens and responds respectfully to their thoughts and ideas. These meaningful conversations, alongside the childminder's support for communication and language, help children become confident communicators from an early age. The childminder supports parents and carers to maintain regular attendance. She understands when parents find this difficult and works flexibly to maintain consistency for children.

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Children's welfare and wellbeing Strong standard

Securely embedded routines help children develop independence and essential life skills. The childminder consistently follows positive hygiene practices to promote children's safety and welfare and supervises children closely at mealtimes. She works well with parents and carers and is responsive and flexible when children's sleeping and eating requirements change. This includes managing any food intolerances or medical needs well.

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Children's welfare and wellbeing Strong standard

The childminder helps children learn about healthy lifestyles. She supports parents with ideas for healthy and nutritious lunch boxes. For example, she shares suggestions for 'healthy swaps'. She encourages children to listen to their bodies to help them express when they feel unwell, hungry or thirsty. Regular newsletters to parents provide information around oral hygiene, car-seat safety and how to monitor and manage safe internet use. Children benefit from daily opportunities to move their bodies and be physically active.

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Children's welfare and wellbeing Strong standard

The childminder gives considerable thought to children's emotional wellbeing. She is caring and knows when there are changes in children's lives, such as the birth of a new sibling. She recognises the impact this may have on children and uses stories and role play with dolls to help children feel emotionally secure during these events.

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Curriculum and teaching Strong standard

The childminder skilfully delivers an ambitious curriculum. There is a clear focus on developing children's confidence and independence and preparing children for lifelong learning. Her regular and accurate assessment means each child's next steps in learning are clearly focused. She is skilled at adapting her teaching and using a range of resources to remove any barriers to learning for all children. She consistently reviews any adaptations she makes to ensure they have a positive and continued impact on children's learning. Consistently high-quality teaching, alongside the childminder's robust knowledge of each child, enables her to fully extend children's learning. She recognises when children are confident, secure and ready for the next stage. For instance, she sensitively guides children to complete increasingly complex puzzles with more pieces. She provides fun and meaningful mathematical activities based on children's stage of development.

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Curriculum and teaching Strong standard

Children are continually immersed in language. The childminder engages them in purposeful conversations. She models new vocabulary, extends their sentences and encourages them to ask questions and listen to each other. Listening to stories and sharing books is embedded in the daily routine. Young children choose books to read as they wait for lunch. Older children listen intently as the childminder enthusiastically explains and models what 'weary' and 'swagger' mean as she describes how a cat in a story moves.

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Curriculum and teaching Strong standard

Support for children's personal, social and emotional development is excellent. Older children lead play independently and confidently complete activities by themselves. The childminder successfully adapts her approach to help children who find managing their emotions and behaviour more difficult.

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Inclusion Strong standard

Assessment and monitoring procedures and induction processes are robust. This enables the childminder to identify gaps in children's learning quickly. She puts effective individual support in place to help children with special educational needs and/or disabilities (SEND) settle, feel valued and make progress. She works closely with parents and carers and other professionals to implement and continually review specific strategies. These strategies include signing, modifying language and using photos to simplify routines for children who have difficulties with language and communication. Strategies are shared with co- childminders and assistants to ensure that they are consistently implemented.

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Inclusion Strong standard

The childminder attends regular training to ensure her knowledge of local SEND processes and additional funding is always up to date. She makes swift referrals to other professionals when needed and uses additional funding effectively to reduce barriers to learning. This includes providing real-life experiences to widen children's knowledge and help them feel part of their community. She regularly takes children to local cafés and to borrow books from the library.

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Inclusion Strong standard

Children and families who speak English as an additional language are supported well. The childminder adapts resources and uses key words in children's home languages to help them express their wants, needs and preferences. This helps children feel safe and secure and gives them the confidence to try new experiences.

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Leadership and governance Strong standard

The childminder has open and trusting partnerships with parents and carers. She keeps them fully informed about their children's progress and daily experiences. Parents speak very highly of the childminder and appreciate the individual support and helpful ideas she gives them to support their children at home. The childminder works with local healthcare teams to support parents in preparing children for their transition to school.

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Leadership and governance Strong standard

The childminder regularly reviews her practice and procedures to make sure they fully benefit children and families who attend. She is passionate about improving her knowledge and implements ideas from her training to support children's learning to a high standard. She has completed training in mental health first aid and uses this knowledge to support children and families when they need additional help during difficult times. The childminder works closely with a co-childminder and assistants. She shares important information with her team about children's needs and progress to support consistency in their care and learning. The collaborative and supportive approach ensures that workload and wellbeing are managed effectively.

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Leadership and governance Strong standard

Relationships within the local area are well established. The childminder provides opportunities for children to feel part of their community. Children regularly visit local care homes and take produce to a food bank. The childminder understands the process for seeking professional advice and securing additional funding for children with special educational needs and/or disabilities or who face barriers to their learning. She uses and monitors this funding effectively to improve outcomes for children. This includes creating visual prompts and photos for children who find following instructions difficult.

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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 skilfully delivers an inspiring curriculum that enables children to flourish. Meaningful and timely interactions help children secure a wide range of skills and knowledge needed for school and beyond. Older children accurately separate and recycle their waste at lunchtime. Younger children investigate and find boots to fit them as they get ready to play outside. Babies confidently navigate space outside. Children run, climb and use paintbrushes and water with growing precision. The thoughtfully designed environment allows children to immerse themselves in a wide range of play and learning opportunities.

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About this setting

Her positive, flexible and inclusive approach enables all children, including children with special educational needs and/or disabilities and those who speak English as an additional language, to make continual progress from their starting points.

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About this setting

Children demonstrate they feel happy, safe and emotionally secure. The childminder helps children feel valued and cared for. She listens to children and meets their care needs in a nurturing and respectful way. Babies receive regular cuddles and find their special toys when it is time for a nap. These warm relationships build children's confidence and belief in themselves. Clearly embedded routines help children understand what is expected of them. Older children remind younger ones to say 'thank you' when the childminder passes them their cups. Children's behaviour is exemplary. They show care and respect for the childminder and each other.

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About this setting

Partnerships with parents and carers are positive. Information is collected and used effectively to ensure that children's care routines are tailored to meet their individual needs. The childminder understands the importance of attendance and punctuality and works flexibly with parents to help children attend regularly.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes 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, a co-childminder and assistants, parents 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. Unique reference number (URN): EY489385

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:30

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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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