Childminder

Childminder

Unique reference number (URN): EY382235 Registered with Ofsted: 26/11/2008 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 are highly prepared for their next stage of learning, including in toileting and hygiene practices. They demonstrate excellent manners, social skills, such as taking turns, and a love for learning. Children develop resilience, persisting in tricky tasks, such as when peeling an orange. Children show a keen sense of achievement and proudly call the childminder to share what they have completed independently. Babies move around confidently, selecting resources and engaging in play.

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Achievement Strong standard

All children, including those with barriers to their learning, consistently make strong progress from their starting points. For example, children who were initially non-verbal now understand routines and expectations, such as when she says its lunchtime they walk to the highchair and join in at tidy-up time. Older children interact enthusiastically in conversations and are eager to learn new knowledge. They talk about past events and develop their imagination and are extremely confident communicators.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model, children learn to be polite, well mannered and respectful. Older children learn to be caring and take younger children's hand to support them. All children receive warm praise for their efforts and enjoy recognising and clapping for their friends achievements too. The childminder shares with parents the importance of children's attendance and punctuality and, as a result, children attend regularly.

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Behaviour, attitudes and establishing routines Strong standard

Babies receive cuddles and reassurance, which helps them to settle well. Relationships between the childminder and children are warm, trusting and highly responsive. Children actively take turns, sharing resources and showing empathy. They actively care for one another. For example, they recognise when their friends need extra support and will happily offer to help. The childminder teaches tolerance and explains how everyone communicates differently, but that we need to be considerate and show kindness and patience to others.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive behaviours, they routinely help to tidy away toys to music in the correct boxes, together with guidance. This helps children to understand how to respect and care for their resources. The childminder ensures that routines are embedded well, which helps children to know what will happen next.

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Children's welfare and wellbeing Strong standard

The childminder has loving attachments with the children and consistently meets their individual needs. For example, noticing when children are needing calm time after lunch she puts on a sensory light that plays gentle music for children to rest. She provides reassurance verbally or with cuddles, when needed, and models calm, respectful communication. Children's voice is heard at the setting. They make choices and influence their own play, which supports their sense of self. This enables children to confidently express their thoughts and ideas. The childminder builds healthy habits for children by promoting discussion in an age- appropriate way. For example, she explains that eating is good for our bodies and that fruit gives us energy. She supports resilience by skilfully supporting children to develop fine motor skills when using a knife. She develops children's understanding of personal safety by

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Children's welfare and wellbeing Strong standard

discussing why it is important to cut grapes up and wash our hands to remove invisible germs.

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Children's welfare and wellbeing Strong standard

Children understand that running and playing football are good for their muscles. She takes children outdoors daily for walks along the river or to the park to give them access to fresh air and to impact their wellbeing positively.

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Inclusion Strong standard

The childminder is passionate about inclusion and takes time to understand children's individual needs and interests. All children, including those with special educational needs and/or disabilities, benefit from the childminder's high-quality interactions. For example, she has successfully supported children who were initially non-verbal to become confident communicators.

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Inclusion Strong standard

The childminder uses the graduated approach to identify needs quickly and assess accurately to support individual needs. The childminder makes timely adaptations to reduce barriers to learning and wellbeing, which supports children to thrive. For example, adapting group activities to allow some children to have more sensory input during play to support their sustained involvement.

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Inclusion Strong standard

The childminder completes targeted training, such as training to support complex medical needs to contribute effectively to children's health plans. The childminder requests key information from parents and carers before children start at the setting. This information is used skilfully to provide high-quality care from the start. She engages with families, professionals and external agencies, such as GPs and local authority special educational needs advisors consistently to support the children to progress. The childminder demonstrates her knowledge of how to make appropriate referrals and how additional funding must be used to close children's individual gaps in learning.

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Leadership and governance Strong standard

The childminder is extremely committed to continuing professional development and consistently evaluates own strengths and prioritises areas for development. She uses this knowledge to continue to enhance the quality of care she provides. For example, through reflective practice she has further developed her daily communications home by introducing new digital software. This has enhanced the already positive and collaborative parent partnerships. She welcomes honest feedback, ensuring parents feel valued, which ensures children thrive.

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Leadership and governance Strong standard

The childminder has highly effective partnerships with external agencies that support the progress of children with special educational needs and/or disabilities or those facing barriers to learning. The childminder has completed multiple training sessions to enable her to support these children to a high standard. This has had a pivotal role in coordinating

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Expected standard

targeted interventions for children who need additional support, resulting in extremely positive outcomes in their learning and development.

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Expected standard

The childminder is dedicated to continually enhancing her provision and demonstrates a genuine passion for supporting children and their families. She continually researches a wealth of opportunities that are available in the community for the children to be able to experience that support their understanding of the world.

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Curriculum and teaching Expected standard

The childminder develops an ambitious inclusive curriculum, where children's voice is valued. She offers a good balance of focused activities and free play. There are plenty of opportunities for children to learn in a meaningful way across all areas of learning. The childminder supports children to count out orange segments to develop their knowledge of mathematical concepts during snack time. Physical development is supported indoors, such as using a gym mat for children to strengthen core strength and balance. She consistently uses high-quality interactions to support children to build on prior learning and introduce new concepts, such as using the term carnivore for meat eater when playing with dinosaurs.

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Curriculum and teaching Expected standard

Teaching of the curriculum is typically effective. Intentions for learning are clear, and the childminder plans activities that engage children and support their progress. Occasionally, some activities are less tailored to capturing the attention of younger children. However, overall, children make strong progress in their learning and development. The childminder adapts teaching thoughtfully to ensure that children with special educational needs and/or disabilities, or other barriers to learning can access the curriculum effectively. She incorporates children's interests to enhance engagement and reduce barriers, supporting consistent positive outcomes for all children.

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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 welcoming home-from-home environment. Babies thrive on the cuddles and reassurance offered by the childminder. Older children consistently enjoy animated high-quality interactions that support their self-esteem. Children demonstrate that they feel happy. They giggle with delight as the childminder blows bubbles in their direction. The children enjoy learning new knowledge through meaningful play, such as when noticing a moving reflection, children learn that the sunlight reflects off shiny surfaces and enjoy chasing the light.

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

The childminder has high expectations of the children. Children are supported to develop independence, such as cutting grapes for snack time and managing their self-care. The childminder is passionate about inclusion and provides effective support for children with special educational needs and/or disabilities, and those who face other barriers to their learning or wellbeing. She works in partnership effectively with families to ensure all children flourish.

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

The childminder ensures a warm and secure environment in which children thrive. She has high expectations of children's behaviour and supports them as they learn to share, take turns and negotiate their play with their peers. Children demonstrate positive behaviour and enjoy sharing out fruit pieces fairly at snack time between friends. Children learn to respect each other's individuality and embrace diversity. For example, they learn about each other's likes and dislikes and what makes them unique.

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

The childminder organises a wide range of outings to develop children's understanding of the local community and wider world. These trips support learning about how to help others,

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About this setting

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

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Facts and figures used on inspection

such as charity walks and bake sales, where children are sponsored to take part. She arranges fun days with other childminders with bouncy castles, team games, music sessions and visiting animals. These meaningful experiences in the community help children's social skills and confidence within larger groups of peers.

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Next steps

The childminder should plan and implement activities so that all children of different ages can consistently join in and participate fully.

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About this inspection

The inspector spoke with the childminder 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. 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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