Childminder

Childminder

Unique reference number (URN): EY384308 Registered with Ofsted: 12/01/2009 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 positive progress from their starting points across all areas of learning. All children are very well prepared for the next stage in their learning. They develop into extremely confident and independent learners. Children progress through the curriculum with a consistent focus on their personal, social and emotional development. This helps them feel safe and confident in their learning. Children demonstrate a desire to involve their friends in their activities and show kindness and respect for other children and the childminder and other adults in the setting. They work cooperatively taking turns. Children are highly engaged when listening to stories. They also enjoy singing familiar songs using well-resourced props. These activities support early literacy skills and help children develop a love of reading.

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Achievement Strong standard

Children with special educational needs and/or disabilities make sustained progress because well-planned, individualised interventions effectively reduce barriers to learning and enable them to thrive.

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Behaviour, attitudes and establishing routines Strong standard

The nurturing and inspiring childminder builds warm, trusting and respectful relationships with the children in a caring environment. Children understand the expectations for their behaviour, reflecting the training staff have recently completed. Routines are well established, allowing children to take part in the whole day. They choose songs, help prepare snacks and assist each other with coats and shoes. This supports positive relationships, a love of learning and confidence in what they can achieve.

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Behaviour, attitudes and establishing routines Strong standard

Children feel very safe and secure. They move confidently around the setting and garden, choosing what to play with and sharing their experiences with the childminder. Children contribute to a respectful culture. They take turns, share and show consideration for others and their differences. For example, they include friends when building with pipe bricks and begin singing together.

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Behaviour, attitudes and establishing routines Strong standard

Children are well supported to manage their feelings. Stories, conflict resolution and collaborative activities help them work together and express emotions. From a young age, children learn independent hygiene routines, such as using tissues to wipe their noses and washing hands, to stay clean and healthy. The childminder promotes the importance of punctuality and attendance. She builds positive relationships with parents, grandparents and carers to support this.

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Children's welfare and wellbeing Strong standard

The childminder has a thorough and well-embedded understanding of how to support children's welfare and wellbeing. Children's health and wellbeing are a clear priority. The childminder knows each child and their family extremely well. She responds sensitively to their individual needs. The childminder notices when parents may need extra support, such as help with brushing their child's teeth in the morning, and offers timely and practical help. Children spend a lot of time outdoors and are physically active. This includes regular walks in the local community. They settle exceptionally well. The childminder gathers detailed information from parents and carers and follows familiar routines. This helps children feel reassured and supports a smooth transition. She manages sleep routines with warmth and consistency. This builds strong emotional bonds and creates a safe and nurturing environment. She also follows safer sleep guidance.

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Children's welfare and wellbeing Strong standard

Children use a range of carefully chosen resources to talk about and understand their feelings. This supports early emotional development and positive relationships.

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Children's welfare and wellbeing Strong standard

Children's independence is well promoted. All children, regardless of age, are encouraged to try tasks such as wiping their own nose and washing their hands afterwards and are supported when needed to ensure their wellbeing. They confidently take responsibility for simple tasks. For example, children find their own coats and shoes and put them on for outdoor play, building important self-care and life skills. The childminder promptly offers comfort, praise and reassurance whenever needed. Children feel safe and secure to share their feelings.

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Curriculum and teaching Strong standard

The childminder delivers a highly stimulating curriculum. Using high-quality teaching to help every child reach their full potential. The curriculum aims to develop children into independent, resilient and confident learners who enjoy learning for life. She knows what she wants children to learn and guides them as they explore and lead their own learning.

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Curriculum and teaching Strong standard

Children thrive in the setting, which supports their independence. For example, they help set the snack table, pour their own drinks and put on their shoes and coats. Children understand their emotions and show kindness to others. They are also taught to understand and respect differences among families.

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Curriculum and teaching Strong standard

The childminder emphasises developing children's language and communication. The children engage in high-quality conversations and use questioning effectively to extend thinking. For example, children learn mathematical concepts when exploring ideas such as heavy and light, full and empty through stimulating activities both indoors and outdoors.

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Curriculum and teaching Strong standard

Learning is enriched with real-world experiences and offers further opportunities to support their physical development. The childminder plans visits to the local library, childminder groups, farm and beach. These experiences spark curiosity, widen understanding, and give children confidence to join community life. As a result, children are confident, kind, believe in themselves, and are well prepared for school.

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Inclusion Strong standard

The childminder has created an inclusive culture that reflects the diverse community in which the children live. She is skilled at identifying when children may need extra support. The childminder uses observations, screening tools and careful planning to support learning. She regularly reviews children's progress to help reduce barriers to learning. By recognising each child's individual needs, the childminder responds quickly and appropriately. She seeks advice from other professionals when needed. The childminder uses early years pupil premium and deprivation funding to purchase resources identified through discussions with children and their families. This creates an inclusive environment where every child can succeed.

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Inclusion Strong standard

The childminder talks sensitively with parents and carers about children's learning. She seeks support from speech and language professionals when required. The childminder puts recommended strategies into daily routines, so support is timely, focused and well matched to each child's needs. Consequently, children with any barriers to their learning access the full curriculum and make sustained progress in their learning and wellbeing.

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Inclusion Strong standard

Although there are currently no children with special educational needs and/or disabilities attending the setting, the childminder shows a strong understanding of how to identify when children may need additional support. She also understands the steps to take, based on her previous experience.

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Leadership and governance Strong standard

The childminder and other adults she works with demonstrate a strong commitment to ongoing professional development. Accessing a variety of courses that support highly productive reflections on their practice and knowledge. This ensures that they provide high- quality education and care for every child.

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Leadership and governance Strong standard

Frequent appraisals and weekly reflections support consistent practice. For example, the weekly reflection session provides valuable opportunities to review practice and check on each other's wellbeing and to decide if support is required and where it can be assessed or if the workload needs to be shared further. This helps any staff feel supported and confident, which, in turn, benefits children through high-quality, consistent care and education.

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Leadership and governance Strong standard

Partnerships with parents and carers are highly valued. The childminder keeps parents well informed about their children's learning. She uses observations and regular assessments. The childminder also shares daily diaries and photos with parents.

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Leadership and governance Strong standard

The childminder has a clear and ambitious vision for the setting. She reflects on her practice and seeks feedback from parents each term. The childminder uses current guidance to improve her knowledge and practice. For example, she shares nutritional guidance with families and children to support healthy food choices and portion control.

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Leadership and governance Strong standard

The childminder has fostered strong links with a local nursery and school. This helps to prepare the children for the next steps in their learning. She also attends a weekly local childminder group. This helps improve practice for all involved and gives children valuable opportunities to socialise in larger groups.

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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 well settled and cared for in a safe, highly stimulating, nurturing and inclusive environment. They settle with ease because the settling-in process is well planned and supportive. Children form secure attachments with the highly qualified and experienced childminder.

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

The curriculum sets high expectations, and children thrive within it. They gain important skills that support their independence through the childminder's exceptionally high expectations for every child.

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About this setting

Type: Childminder Every child is supported to flourish and succeed. The childminder knows the children extremely well. They swiftly identify when a child needs extra support and take appropriate action to ensure that each child reaches their full potential.

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About this setting

During the settling-in period, the childminder gathers detailed information about each child. This helps her support them as they adjust to the new environment. Once children feel safe and secure, she uses this information to plan activities that build on their starting points and promote development.

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About this setting

The childminder understands each child's individual circumstances and any barriers to learning. This allows her to adapt the curriculum and support to meet each child's needs and family background. The childminder takes time to get to know the children well. This ensures that learning experiences are meaningful and matched to individual needs. Recent training has helped the childminder reflect on and consider development opportunities to remain highly ambitious for all children who attend.

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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 children.

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About this inspection

The inspector spoke with the childminder, the assistant 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. Registration date: 12/01/2009

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About this inspection

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

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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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