Childminder

Childminder

Unique reference number (URN): EY387286 Registered with Ofsted: 04/02/2009 Registers: EYR, CCR

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 make sustained progress from their starting points because the curriculum is ambitious, well sequenced and taught with expertise. Disadvantaged children and those who face barriers to their learning make sustained progress. Children are very well prepared for their next stage in learning. They show developing independence, emotional readiness, social skills and confidence to explore new concepts. This ensures that children transition successfully into school or their next learning environment.

p.2

Achievement Strong standard

Children develop secure and well-embedded understanding, particularly in communication and language, through consistent modelling, rich vocabulary exposure and opportunities for meaningful conversation. Children demonstrate deepening comprehension, recall, curiosity and confidence in expressing ideas. They are confident communicators and express themselves using a rich vocabulary. Children hold back-and-forth conversations with each other and with adults. All children participate fully and build their independence consistently well

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm, harmonious and respectful learning environment, where children thrive emotionally and socially. Her nurturing guidance allows children to develop increasing confidence in managing their own feelings and behaviour. The childminder has very high expectations for children's behaviour and attitudes, based on their age and stage of development. She is an excellent role model. The childminder consistently demonstrates kindness, consideration and respect. She skilfully guides children to show care and empathy towards others. As a result, children reflect these positive values in their interactions and demonstrate genuine respect for their peers and their environment.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of children's punctuality and attendance and shares this ethos with parents and carers. Children acquire important social skills and learn how to regulate their feelings. This prepares them well for the next stages of their education, including their transition on to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are well established and reflect information about home lives that parents share with the childminder when children first start. The childminder plans each day based around the children attending. Children rest and sleep according to their individual routines. The childminder checks children regularly to ensure they sleep comfortably and in line with their own routine. The childminder puts the children's needs first and adapts her curriculum and plans accordingly to help them make the best possible progress.

p.2

Children's welfare and wellbeing Strong standard

The childminder places emphasis on securing and promoting children's emotional wellbeing. She creates a nurturing environment, where children demonstrate that they feel safe, valued and secure. The childminder works closely with parents and carers to gather detailed information about children's routines, including sleep and weaning. This effective communication ensures continuity of care and supports children's emotional wellbeing very effectively. The childminder adapts her provision to ensure that all children are included. She responds to making any necessary adaptations to her setting to ensure that all children's needs are effectively provided for.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children to recognise and express their emotions, offering guidance to help them manage their feelings and develop resilience. She provides a calm environment, conducive to learning, that helps children to feel very confident. The childminder builds children's independence and self-esteem through praise and encouragement. As a result, children are extremely happy, settled and emotionally ready to engage fully in their learning and play.

p.3

Children's welfare and wellbeing Strong standard

The childminder supports children to lead healthy lifestyles and understand the importance of healthy choices. She works closely with parents to ensure that children have healthy and balanced packed lunches. She promotes the importance of physical exercise and regular exposure to fresh air. She takes children on regular outings, giving them ample opportunities to be physically active, play outdoors and explore the natural environment.

p.3

Curriculum and teaching Strong standard

The childminder has designed a highly ambitious, evolving and inclusive curriculum that reflects her detailed understanding of child development and the early years foundation stage. Assessment is used consistently to check what children know and can do. Learning is purposefully sequenced so that children build their knowledge and skills securely across all areas. The childminder consistently implements skilful teaching in her daily practice. She weaves mathematical language and early reasoning through routines and play. The childminder uses every exchange to model language, extend vocabulary and sustain children's curiosity. She adapts teaching promptly so children remain engaged and extend their learning. For example, when children use a magnifying glass to search for snails she explains how holding it correctly makes everything look bigger. Children delight as they move the lens closer to the snail and express 'it is so much bigger now'.

p.3

Curriculum and teaching Strong standard

The childminder places a high level of priority on children's physical and personal, social and emotional development, ensuring that they feel secure, confident and motivated to explore. She plans outdoor learning to strengthen children's physical skills, problem-solving and exploration. She makes adaptations to ensure that all children, including those with special educational needs and/or disabilities or other barriers to learning, take part safely and meaningfully. The childminder ensures the cultures of all children and families are celebrated through the sharing of stories, songs, dressing up and trying cultural food, for example. Children begin to appreciate and understand the wider world.

p.3

Inclusion Strong standard

The childminder has highly effective systems in place to identify and monitor the individual needs of all children in her care. She understands the importance of making adjustments to support children as their needs change, enabling them to join in and access new opportunities. For example, the childminder has previously adapted the organisation of her curriculum and provision to meet the needs of children with special educational needs and/or disabilities. The childminder recognises that some children may face disadvantage and barriers to their learning. She ensures that those who are entitled to additional funding access this. She works closely in partnership with other professionals to support both her own understanding and all children and their diverse needs. The childminder has built an environment that celebrates inclusion extremely well. All children can see themselves positively represented in the setting through the wide and diverse range of resources and

p.3

Inclusion Strong standard

equipment. Children learn they are part of a community that respects and values each other for what makes them unique.

p.4

Leadership and governance Strong standard

The childminder is organised and professional. She has high expectations of herself and a desire to provide high-quality provision for children and families. The childminder regularly reflects on her own knowledge and skills. She has an accurate understanding of what she does well and what she would like to do next to develop her provision further. The childminder pays high regard to her own professional development. She ensures that she is up to date with changes in legislation and guidance, through reading and research. The childminder actively seeks out training and successfully applies what she has learned to her practice, to help improve the outcomes for all children, including those with barriers to their learning.

p.4

Leadership and governance Strong standard

Partnerships with parents and carers are secure and supportive. The childminder gathers a wealth of information from parents, when children first start at the setting. She talks to parents daily about their children's achievements. The childminder shares ideas of activities with parents so they can carry these out at home. Parents feel that children thrive in her care and comment that the childminder is 'wonderful'. The childminder maintains a detailed two-way exchange of information with parents to ensure that children's individual care and learning needs are consistently met. The childminder successfully liaises with other settings, such as schools, to help support the transition as children move on to their next stage of learning.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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

Children are cared for very well and demonstrate that they feel safe, secure and confident to explore. Children experience a rich, warm and deeply nurturing environment, where they thrive socially, emotionally and make excellent progress in their learning. Children achieve well because the childminder has a secure and detailed understanding of each child's starting points. She ensures that all learning experiences are enjoyable and closely linked to children's individual interests. Children eagerly engage in activities that build on what they already know and can do. The childminder identifies and addresses barriers to children's learning and wellbeing quickly. She supports children to communicate confidently and recognises when children are struggling with their emerging speech. The childminder uses sensitive interactions and skilfully models the pronunciation of key words while remaining sensitive and tuning in to what the child is saying.

p.5

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

Children demonstrate a very secure sense of belonging and respect for their peers. They play alongside each other and invite each other to join in with their play. Friendships develop naturally, and children show care, empathy and encouragement towards one another. Families feel welcomed and valued through regular, purposeful communication and shared observations that celebrate children's progress. The childminder supports regular attendance, promoting consistency in children's learning.

p.5

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

The childminder's inclusive approach ensures that all children, including those facing disadvantage or barriers to their learning, feel valued and experience success. As a result, children develop confidence, independence, resilience and the foundational knowledge they need for their next stage of learning. Children demonstrate a love of books. The childminder reads to them regularly as they joyfully bring books to share with her. She reads books about visiting the dentist and recalls with children the importance of brushing their teeth. Children respond by enthusiastically pretending to brush their teeth.

p.5

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

The childminder ensures that children have regular exercise and access to fresh air. They enjoy daily nature walks in the local community and engage with people along their way. Children demonstrate their confidence and physical skills as they climb the steps from the garden into the childminders home, for example.

p.5

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, and those who may face other barriers to their learning and/or wellbeing.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

p.6

Facts and figures used on inspection

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

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection. She took account of written feedback from parents.

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.

p.6

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.7

Urgent improvement

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

p.7

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.7

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.7

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

p.7

Urgent improvement

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

p.8