Childminder

Childminder

Unique reference number (URN): EY488093 Registered with Ofsted: 08/04/2015 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 excellent progress from their starting points across all areas of the curriculum. They become confident learners who are very well prepared for their transitions to school. Children with special educational needs and/or disabilities and those who face other barriers to their learning achieve very well from their starting points.

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Achievement Strong standard

Children show that they are learning new skills and are highly confident, independent learners. For example, young children learn how to put on their own coats and try to fasten zips and press the poppers on their own. The childminder encourages children to persevere when they initially find something tricky. She uses age-appropriate explanations that help children to work things out on their own.

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Achievement Strong standard

Children, including those who speak English as an additional language, make rapid progress in their communication and language development. Ongoing interactions from an early age form secure foundations for children's language and cognitive development.

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Behaviour, attitudes and establishing routines Strong standard

Children are confident and motivated and show consistently positive attitudes to their learning. They show elevated levels of curiosity, concentration and enjoyment. Children follow daily routines, which are highly embedded, and respond to instructions extremely well. For example, they recall the routine as they know there is time for one more story before sleep time. They independently choose a book to read while the childminder attends to another child's care needs.

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Behaviour, attitudes and establishing routines Strong standard

All children show that they feel extremely well settled and secure in the childminder's care. Children converse happily with the childminder throughout the day and thoroughly enjoy involving her in their play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder clearly explains her high expectations of children's behaviour appropriate to the children's ages and stages of development. The childminder is gentle but consistent in her approach to helping children to understand and regulate their behaviours. As a result, young children learn that they need to respect each other and take turns with resources. All children attend regularly and arrive at agreed times. Parents and carers know to always inform the childminder if there is a reason for non-attendance, which establishes strong routines that keep children safe and supports their learning and development in the future.

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Children's welfare and wellbeing Strong standard

Children's ongoing welfare is a priority for the childminder. She has a secure understanding of how to ensure that children are safe when sleeping. She knows how to minimise the risks to young children of choking when eating. She also has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm. Children confidently follow consistent daily routines. From a young age, children demonstrate increasing independence, selecting resources and activities for themselves and completing requested tasks. For example, children know they need to wipe the table ahead of snack time. One child verbalises how they have enough time for a quick story before sleep time as they self-select a story while a friend is having their nappy changed.

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Children's welfare and wellbeing Strong standard

It is also evident that the childminder has built strong, supportive relationships with each child and their family to ensure their consistent welfare throughout the week. The childminder teaches children how to care for their friends by helping them to discuss their feelings. She skilfully embeds the language of emotions into their daily play, as well as checking in with each child throughout the day, ensuring that they are having a 'good morning'.

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Curriculum and teaching Strong standard

The childminder has carefully designed a curriculum that is ambitious for all children. Through careful planning of activities, she ensures that children are actively engaged in play and learning throughout the day.

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Curriculum and teaching Strong standard

The childminder provides highly effective support for children's communication and language, as she is aware that this underpins all future learning. Opportunities for children to take part in singing, music and story sessions to support their communication, as well as physical and mathematical skills, form an integral part of the daily routine. Interactions are consistently of high quality, as the childminder speaks clearly and is an excellent role model. The childminder engages children in meaningful conversations to support children's growing vocabulary. For example, while talking about a swan, she expands on this to inform children that a baby swan is called a cygnet.

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Curriculum and teaching Strong standard

Settling-in arrangements have been further improved, and these form the start to children's learning journey. Children are regularly assessed, which enables the childminder to plan and evaluate a range of experiences, with each child's individual learning taken into account.

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Curriculum and teaching Strong standard

The childminder makes skilled adaptations to support children who speak English as an additional language and children with special educational needs and/or disabilities. For example, she attended a weekly storytelling programme targeted for children who speak English as an additional language. The childminder has worked superbly with parents for them to adopt the same approaches and read the same books to support children's language development at home and in the setting.

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Inclusion Strong standard

The childminder monitors each child's progress meticulously, which supports her in being swift at identifying any possible barriers to learning. She routinely finds out about children's home cultures and languages. For example, families share languages spoken, festival celebrations and speciality foods with the childminder. Children now have a passionate interest in the similarities and differences between themselves and their friends.

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Inclusion Strong standard

The childminder's strategies to support children who may need additional help are implemented appropriately without delay, rather than waiting for specialist services. She adapts the provision to meet children's needs. The childminder fully understands her role to engage parents and support them to make timely referrals to health visitors or other professionals, where necessary. Parents say that the childminder takes time to fully understand their individual circumstances. They say that this leads to their children getting very effective support, resulting in them being confident and extremely happy in the childminder's care and making very good progress.

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Inclusion Strong standard

Although the childminder currently has no children with special educational needs and/or disabilities or those known to children's social care on roll, she demonstrates a secure and applied understanding of the graduated approach. This is informed by previous training, such as in speech and language development, and extensive reading, alongside regular engagement with local authority training updates.

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Leadership and governance Strong standard

The childminder is highly motivated. She has an in-depth knowledge of child development and continues to attend a wide range of training to keep her knowledge broad and secure. The childminder gives the utmost priority to building strong relationships with the families of the children she cares for and respects their views. Parents and carers report that communication between home and the childminder is informative and supportive, and this has a positive impact on children's learning and development.

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Leadership and governance Strong standard

The childminder is very self-reflective. She continually makes adaptations according to the needs of the children attending and always has children's best interests at heart. For example, she considers how she can redevelop her outside area, having recently moved, to further support children's physical development. The childminder prioritises developing her understanding of how to support children with challenging circumstances and barriers to their learning. Targeted training to support children with special educational needs and/or disabilities has helped the childminder to identify and support children swiftly and effectively. The childminder completes comprehensive training to add depth to her knowledge and skills. For instance, training has enhanced her support for younger children's language development.

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Leadership and governance Strong standard

The childminder has high expectations for children's attendance, and she communicates the importance of this to parents. The childminder completes detailed progress checks for children at age 2 and shares these appropriately with parents and other professionals.

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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 safe, relaxed, happy and learning at the childminder's setting. They enjoy very warm relationships with the childminder. Children arrive at the setting enthusiastically, ready to learn through play.

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

The childminder knows children and their families extremely well. She identifies that children's emotional needs are the basis of all learning and ensures that all children have settling-in experiences that suit their individual needs, something she has really developed since her last inspection. She continues to work very closely with parents to ensure that

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Inspector:

Amanda Perkin children's individual needs are met, and they progress very well from their starting points. For example, the childminder works well with parents and children alike in supporting them with weaning.

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Inspector:

The childminder thoughtfully plans and presents an inviting environment for children. This encompasses a wide range of interesting and innovative activities and learning opportunities for children in a way that engages their interest. For instance, when children are learning new sports outside of her setting, she skilfully incorporates this into her planning, together with children's next steps of colour matching. Her interactions with children are high quality, and she expands their learning effectively from their individual stages of development.

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Inspector:

Children enjoy their time with the childminder and have many opportunities to take part in interesting trips into the city, including visits to museums, forest school, parks and meadows. Children remember these experiences, and the childminder builds on them through meaningful discussions. She regularly observes and assesses what children know and can do and uses this to support their learning. Children are well supported to develop their communication and language skills, including those who speak English as an additional language. For example, children attended a storytelling course at a story museum. The childminder and the parents note the clear progress children make in their language development.

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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 learners, 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 and the 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.

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About this setting

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

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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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