Childminder

Childminder

Unique reference number (URN): EY439531 Registered with Ofsted: 20/12/2011 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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Achievement Strong standard

Children's speech and language skills are extremely well supported. All children eagerly take part in group music time, enthusiastically singing favourite songs together while joining in with the familiar actions. Children excitedly use musical instruments to make noise. For example, they pretend long cardboard tubes are 'didgeridoos' and thoroughly enjoy the different sounds, vibrations and acoustics their voices make. Babies copy by using plastic cups, repeatedly showing amusement at the funny noises they make.

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Achievement Strong standard

The childminder explains if she identifies any concerns about a child's development or wellbeing, she shares these with parents and takes appropriate steps to seek guidance from external agencies if required. This collaborative approach ensures that children receive timely, targeted support. As a result, there is an inclusive environment in which every child is able to make the best possible progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and applies them consistently. She quickly addresses any unwanted behaviours, ensuring that children understand expectations and develop self-regulation. When children express frustration at others accidently knocking over their resources, the childminder responds positively. She supports children to access resources without invading other children's space. This helps children learn to show consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder installs an attitude of kindness in all interactions that children experience and is an excellent role model. She helps children take turns and work together. In turn, when 2-year-olds notice babies struggle to spin a globe, they readily show babies what to do. Children play together remarkably well, which supports their developing social skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has built strong and secure relationships with the children in her care. She provides an abundance of praise when children keep trying to complete simple tasks. All children are remarkably confident in making choices and exploring their environment.

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Behaviour, attitudes and establishing routines Strong standard

Routines are fully established, and children know what is expected of them. They independently tidy away resources, readily helping the childminder to set up new activities. They show care for their toys, carefully placing them in relevant containers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance. She ensures that any lapses in attendance are checked, and when these persist, she liaises with relevant agencies to keep children safe.

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Children's welfare and wellbeing Strong standard

Children build strong attachments with the childminder, and these help them feel secure. The childminder works closely with parents and develops care routines aligned to what is experienced at home. She carefully tailors settling-in sessions to meet each child's needs. Even the youngest children develop a sense of belonging and are consistently confident and independent.

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Children's welfare and wellbeing Strong standard

The childminder provides children with healthy, nutritious snacks, lunches and fresh drinking water. Children are supported to sit safely at mealtimes, with babies being safely strapped into chairs. The childminder creates a comfortable environment for children who need sleep or rest. She regularly checks on sleeping babies, ensuring they remain safe.

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Children's welfare and wellbeing Strong standard

Children have an abundance of opportunities to develop their physical skills. The childminder ensures that children have daily access to outdoor play and access local groups and farm parks. Children thoroughly enjoy playing with balloons. They use their muscles to kick, throw, catch and bounce balloons. Babies access activities that have been thoughtfully placed at different levels to encourage them to gain confidence when on their feet. As a result, babies pull themselves up, independently accessing resources.

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Children's welfare and wellbeing Strong standard

The childminder embeds support for children's developing confidence. During a crocodile dentist game, the childminder provides reassurance when some children show apprehension. She joins in, laughing when the toy crocodile snaps his mouth. As a result, children gain confidence, taking part in the game at their own pace.

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Curriculum and teaching Strong standard

The childminder has carefully constructed a curriculum that builds on each child's existing knowledge and skills. She places a clear focus on supporting children's independence, communication development and physical skills. She expertly uses assessment and observation to identify and support each child's next steps. All children receive excellent support.

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Curriculum and teaching Strong standard

The childminder recognises children as unique individuals. She knows exactly when to interact to enhance children's learning and teach them new skills. Children concentrate for lengthy periods of time during an art activity. They use their hand muscles while making colourful dots on their aboriginal artwork with paint pens. Children use their fingers, carefully peeling small stickers off sheets to enhance their artwork. Babies are supported to position their hands correctly while using different sizes of pens to make marks on paper. All children receive an abundance of praise, which sees children show immense pride at their creations.

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Curriculum and teaching Strong standard

The childminder is fully aware of each child's level of ability, skilfully adapting her teaching accordingly. To support early mathematics, children are helped to identify shapes and colour when looking through large colourful clear plastic shapes, which they pretend are windows in an aeroplane. Others work with the childminder, counting stars on a flag. When children miscount, the childminder encourages children to count again with her support. This ensures that each child consistently builds on what they already know and can do.

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Inclusion Strong standard

The childminder knows the children in her care well, including what makes them unique. She accurately assesses children's development and achievements to determine appropriate next steps, which are embedded within children's play. The childminder ensures that progress checks for children aged 2 years are completed promptly and shared with parents and other professionals.

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Inclusion Strong standard

Children with special educational needs and/or disabilities are very well supported. The childminder works hard to consider and develop effective communication strategies and adapt her provision, ensuring that these children get the very best experience while at the setting.

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Inclusion Strong standard

The childminder works closely with parents and external agencies. This helps to ensure that any identified concerns about children's development or wellbeing are supported in a timely manner. This collaborative approach ensures that children receive the targeted support they need to help them make the progress they are capable of.

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Leadership and governance Strong standard

The childminder is highly qualified and values her professional learning. She takes proactive steps to precisely match her training needs to the cohort of children she cares for. For example, she has proactively sourced and undertaken specifically focused safeguarding training to support her in her role.

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Leadership and governance Strong standard

Parents state the childminder provides a safe and secure environment, which their children enjoy attending. They say the childminder consistently provides daily feedback about what their children are achieving. Parents appreciate that she provides regular ideas that they can continue at home to further support their child's progress. Parents say their children have quickly grown in confidence and their speech and language skills have developed.

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Leadership and governance Strong standard

The childminder recognises the benefit of enhancing children's experience of the local community. For example, she and the children attend local playgroups to support children's developing socialisation skills.

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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 are extremely happy and settled. The childminder creates an environment that is nurturing and stimulating for children. She plans and provides a variety of exciting and inviting activities, which all children readily engage with. The childminder is highly responsive and skilfully adapts children's play activities to ensure that each child's individual learning needs are met. Children remain deeply engaged in their play as they take part in the well-considered activities.

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

The childminder ensures that children's speech and language skills are extremely well supported. Children benefit from being immersed in a language-rich environment, where the childminder uses effective strategies, such as narrating what children are doing and introducing new words. Babies readily babble back and forth with the childminder, as if in conversation. They enthusiastically say single words such as 'cat' and 'sky.' The childminder repeats these words back to them, which sees babies smile.

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

Children behave incredibly well. The childminder has high expectations and supports children to be mindful of others. As a result, children are highly responsive to their friends. Children thoroughly enjoy group time. Two-year-olds copy the childminder's dance movements, bending and stretching their leg muscles. Babies smile, joining in with their friends as they move their bodies up and down to the music.

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

The childminder consistently promotes an inclusive environment for children in her care. She ensures that all activities and routines are carefully differentiated to enable children to take part. Activities are closely aligned with children's next steps, and the childminder skilfully uses every opportunity to extend children's learning. She ensures that books are placed thoughtfully within the environment, using them to further enhance children's learning as they take part in activities.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Nottinghamshire County Council The childminder creates an environment that consistently encourages children's early independence skills. She encourages children to do as much for themselves as possible, including meeting their self-care needs. For example, 2-year-olds persevere when putting on their own socks, washing their hands after meals and pulling up their trousers after accessing the toilet.

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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 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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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. 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

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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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