Childminder

Childminder

Unique reference number (URN): EY415294 Registered with Ofsted: 25/08/2010 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 incredibly well prepared for the next stage of their education. They make consistent progress through the different areas of learning. Children are remarkably independent. Older children take care of personal hygiene routines with little support, and younger children try hard to put their shoes on by themselves. Children show thoughtful interest in activities and reflect on their knowledge during their play. For example, they talk about their jugs being 'light' and 'heavy' and also describe them as 'full' and 'empty' as they explore a filling and pouring activity.

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Achievement Strong standard

Children are highly engaged in their play. They use language with confidence and represent their experiences in their conversations. For example, children talk with excitement about the baby calves they saw at the farm. Babies babble with joy as they begin to use different sounds and single words when they recognise different animals.

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Behaviour, attitudes and establishing routines Strong standard

Children develop secure relationships with the childminder. They feel safe and confident to explain their thoughts with others. Children are highly respectful to their friends and to adults. This is because the childminder and assistants are excellent role models. They model kindness and good manners at every opportunity.

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Behaviour, attitudes and establishing routines Strong standard

Children settle quickly and have a comprehensive understanding of what is expected of them. The childminder provides children with clear boundaries and explains the importance of treating their friends with kindness. As a result, children play harmoniously with one another. They share with ease and gladly take turns with resources.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides children with exciting activities that link closely with their interests. They show a keen interest and try hard with their activities. The childminder offers children plenty of praise, which supports children's highly positive attitudes even further.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes evidence-led action to monitor and respond to any concerns about children's attendance. She shares information with parents about the importance of attendance and punctuality in building children's understanding of routines. The childminder keeps a clear absence log to help her monitor any concerns.

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Children's welfare and wellbeing Strong standard

The childminder prioritises the wellbeing of all children at her setting. She has a comprehensive understanding of all the varying needs of children and their families. For example, she recognises the impact of different family circumstances, such as parents working away from home for long periods. The childminder implements strategies to support children, such as talking about their feelings and supporting children to learn different techniques to help regulate their emotions. Babies develop close and meaningful relationships with the childminder and assistants. They feel safe and secure in their care and settle calmly for sleep times. Their emotional wellbeing is supported throughout daily care routines, such as feeding and nappy changing, where practitioners respond sensitively to their needs. Well-established routines help babies understand what to expect during the day, supporting their sense of security and comfort.

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Children's welfare and wellbeing Strong standard

Children understand the need for different hygiene requirements, such as washing their hands and eating healthy foods. The childminder has created learning opportunities for children to gain a secure understanding of good health. Children make their own menus and have in-depth discussions with the childminder about food groups and the importance of a balanced diet. Children consistently learn how to make healthy decisions for themselves.

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Curriculum and teaching Strong standard

The childminder has high expectations of all children. Her curriculum is inclusive and teaching is consistently of high quality. The childminder uses assessment regularly to sequence children's experiences effectively. She understands children's starting points and monitors their ongoing progress. The childminder uses meaningful interactions with children to build on their knowledge and reflect on prior learning. For example, activities focus on what children need to know next, while also incorporating children's interests or recent trips out.

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Curriculum and teaching Strong standard

The childminder is skilled at adapting activities for all children. She recognises children's different ages and stages of development and carefully considers what she wants each child to gain from planned activities. As a result, children consistently make progress through the curriculum.

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Curriculum and teaching Strong standard

The childminder ensures all children consistently benefit from explicit teaching of mathematics. For example, the childminder extends children's learning as they count by helping them to recognise different numbers and representing them on their fingers.

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Curriculum and teaching Strong standard

Younger children gain excellent communication skills. The childminder provides babies with clear single words, gestures and sounds. Her interactions are consistently purposeful. They consistently promote a sharp focus on developing new language and broad vocabularies for children.

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Curriculum and teaching Strong standard

The childminder places high priority on teaching children about their physical development. She provides them with a wide range of opportunities, both indoors and outdoors, using different equipment to help challenge children's abilities.

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Inclusion Strong standard

The childminder has a secure approach to inclusion. She is knowledgeable and rigorously updates her training in line with the changing individual needs of children at her setting. The childminder works with parents to consolidate information about children's level of development in different environments and designs individualised plans for children's learning. The childminder has high expectations for all children's learning and progress. She recognises gaps in children's learning and knows how to support children with special educational needs and/or disabilities. She targets her own training to improve her understanding of strategies and interventions that focus on children's needs. For example, she introduces visual cards to support children's understanding of what comes next.

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Inclusion Strong standard

The childminder works closely with other professionals. For example, she builds partnerships with health visitors and medical professionals to ensure that a collaborative approach is in place for children's care and education. She also supports parents to understand different strategies to mirror the approaches used in the setting to further children's progress. Through this consistent practice, the childminder makes a demonstrable difference to children's outcomes.

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Leadership and governance Strong standard

The childminder is passionate about maintaining the highest standards. She consistently uses effective reviews of her setting to make improvements to her provision. She uses this to engage in purposeful training that specifically targets improvements and benefits the children in her care. The childminder also supports assistants by providing them with consistent professional development opportunities. This means that the childminder ensures teaching standards are consistently of a high standard.

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Leadership and governance Strong standard

The childminder works closely with parents to establish secure partnerships that focus on a shared approach to children's education. For example, she provides parents with ideas about different strategies they can mirror at home to further promote children's learning away from her setting. The childminder also builds effective partnerships with any other professionals involved in children's education to collaboratively implement any plans to support children's progress.

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Leadership and governance Strong standard

The childminder is thoughtful about the workload of herself and her assistants. She reviews this regularly and implements collaborative strategies to reduce paperwork to ensure it does not become burdensome. Assistants share that their wellbeing is supported well and that they feel valued and included in reflective discussions about the setting to drive ongoing improvements.

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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 thrive in the care of the passionate and enthusiastic childminder. They are happy, settled and confident in the welcoming home environment. Babies form close and meaningful relationships with the childminder and clearly seek her out for comfort and reassurance. They approach her for cuddles and excitedly gesture towards her, showing strong attachment and trust. Children demonstrate that they feel safe and secure as they explore their surroundings and engage in play with confidence.

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About this setting

The childminder is highly inclusive in her approach to education and care. She knows children and their families remarkably well and knowledgeably discusses the different strategies she uses to engage with them. The childminder works effectively to reduce any barriers to children's learning and attendance.

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About this setting

The childminder provides children with individualised learning that prepares them excellently for the next stage in their learning. For example, the childminder provides even the youngest children with age-appropriate opportunities to develop secure independence skills. Children benefit from consistent routines and feel a sense of belonging because they know what comes next.

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About this setting

Children have a wide range of experiences in the local environment. For example, the childminder takes children to farms, nature reserves and allotments. Children talk with excitement about their knowledge of wildlife and also remember different animals from their previous trips out to the farm. Children also reflect with the childminder about different vegetables they have grown. Children benefit from enriching experiences that support them to be enthusiastic and interested learners.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They 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 to the childminder, assistants and children and took account of written views from parents 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): EY415294

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:00 - 19:00

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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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