Childminder

Childminder

Unique reference number (URN): EY549164 Registered with Ofsted: 07/09/2017 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 exceptional progress. They are extremely well prepared for the next stage in their learning. Older children sing and count backwards. They instantly recognise numbers by group, such as when the childminder holds up 4 fingers. Children react quickly with answers. This develops their thinking and communication skills. Children try on school uniform as a role-play activity. This further develops their independence skills and builds their confidence for their transition to school. Children with special educational needs and/or disabilities follow and catch bubbles. They feed themselves independently at snack time. All children receive equal learning opportunities through different activities.

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Achievement Strong standard

Babies who are new to the setting develop increasing trust with the childminder and her assistants. They confidently engage and snuggle in for cuddles. Babies happily comply with nappy changing and feeding. They are included alongside older children. Babies use their hands and sponges as they explore paint with their older peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently sets clear boundaries. She has very high expectations. Children know what is expected of them. This creates a harmonious environment where all children can thrive. The childminder shares her expectations with parents and carers, who also understand and appreciate how the settling-in process and routines impact their children's understanding of their world. Relationships between the childminder and the children are very secure. Children seek the childminder and her assistants out to play, wanting them to be involved.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They are polite and kind to their peers, and are patient. Children sail through the routine. They quickly clear the table after mealtimes and work together to tidy up resources. Children demonstrate their understanding of the rules. The childminder works closely with families. She adapts to their needs and acts to prevent barriers to attendance. This supports consistency for the children.

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Behaviour, attitudes and establishing routines Strong standard

Children are extremely keen to learn. They repeatedly request for a tiger puppet to play a language game. The enthusiasm of the childminder is infectious. Children work together to set out chairs as a delivery van. They collect boxes and fill them to deliver to their imaginary café. The childminder consistently fosters positive attitudes in children through their motivation and engagement. This impacts on children's leaning and behaviour, and creates a setting that everyone enjoys immensely.

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Children's welfare and wellbeing Strong standard

The childminder has created a vibrant and nurturing setting, where she meets all children's needs consistently. She has strategies in place to develop children's trust and confidence from the start. Time is spent building relationships between children and their key person. This ensures that secure attachments are formed and children feel safe. The childminder supports children to take managed risks, such as climbing safely on outdoor equipment. Children enjoy home-cooked meals, while babies eat pureed fruit. The childminder cuts children's lunches into small pieces to minimise choking. The childminder and her assistants sit with the children while they eat and discuss their healthy options. The childminder frequently checks babies who nap after lunch to ensure their safety.

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Children's welfare and wellbeing Strong standard

Highly effective teaching takes place around children's health and safety. Children take part in activities to promote brushing their teeth. They learn about their own personal space and privacy when using the bathroom. The childminder is extremely caring. Children are supported to understand their feelings. The childminder steps in to support turn-taking. Gentle voice is used to reassure children that it is okay. Children's wellbeing is paramount. They receive consistent praise for their efforts. This boosts children's self-esteem and desire to achieve.

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Children's welfare and wellbeing Strong standard

All children are very confident to express their views, which the childminder listens to. Older children request a painting activity. Children with special educational needs and/or disabilities use objects of reference to choose. Babies babble and laugh, symbolling their enjoyment. Children receive recognitions, which helps them to feel valued. Their input is important and contributes to successful learning outcomes.

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Curriculum and teaching Strong standard

The childminder has developed a curriculum that is ambitious, highly inclusive and purposeful for all children. The curriculum is consistently embedded across the setting, so children develop in all areas of the early years foundation stage. For example, children sit together and experiment with play dough. They talk among themselves and share their ideas. They roll and stretch the dough before making footprints with small-world figures. The childminder's interactions are meaningful. She encourages children to think deeply. Children search for other creatures to make prints. They use words to describe what they are doing, such as 'flattening' and 'pushing'. The childminder describes the effects and shapes. Their involvement is highly effective and impacts on very positively on children's overall learning.

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Curriculum and teaching Strong standard

Gaps in children's learning consistently close as the childminder identifies where attention is required. The curriculum is adjusted to meet children's individual needs. For example, the childminder's use of an accredited language programme has been instrumental in promoting children's communication and language development. Children are proud to show their knowledge and understanding. They are excited to follow instructions in a game as they practise their listening skills. Children with special educational needs and/or disabilities receive time to explore. They use visual signs to indicate their choices. The focus on social development is woven into activities as the childminder skilfully draws all children in. The close support provided by the childminder consistently develops children's opportunities to successful learning.

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Inclusion Strong standard

The childminder has developed a highly inclusive setting where all children can flourish. She knows what is typical of children in her setting and swiftly identifies children who require additional support. The childminder's expectations for disadvantaged children and those with special educational needs and/or disabilities (SEND) are very high. These children make exceptional progress alongside their peers. The childminder immediately addresses barriers to children's learning, such as their language development. For example, she uses early years pupil premium funding to provide children with additional speech and language support.

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Inclusion Strong standard

Staff development is thoughtfully tailored to meet children's current needs. For example, the childminder has recently completed sensory circuit training to support children to regulate their emotions. She implements personal learning plans. The strategies the childminder uses are extremely effective, enabling children with SEND to reach the best possible outcomes. Parents and carers appreciate the childminder's consistent efforts. The sharing of books to continue children's language at home helps to boost their development.

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Inclusion Strong standard

The dedication of the childminder to consistently work in partnership with families is recognised by them. Her excellent partnership with parents and professionals to achieve support that will have a positive impact on children's future education is remarkable.

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Leadership and governance Strong standard

The childminder is extremely passionate about her setting. She consistently works together with her assistants to provide an exceptional provision. The childminder is proactive in enhancing her knowledge. In addition to attending courses, the childminder conducts her own research to improve outcomes. She is an excellent role model to her assistants, who value the childminder's professional and personal support. The childminder's aspirations inspire the assistants to further their own development in early years.

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Leadership and governance Strong standard

The childminder has developed her setting to meet the needs of local children. Her commitment to disadvantaged children and those with special educational needs and/or disabilities (SEND) is extraordinary. The childminder adapts to families' needs and acts to prevent barriers to attendance. Parents and carers feel very well supported.

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Leadership and governance Strong standard

Partnerships with schools and settings are highly effective. The childminder completes assessments and detailed reports to allow for children's care and learning to be continued. She arranges transition meetings for children with SEND. This provides stability for all children.

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Leadership and governance Strong standard

The childminder constantly reflects on her setting. She values her assistants' input. The childminder strives for excellence and acts on recommendations and advice from other professionals. Her commitment to improvement leads to best 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 and her assistants warmly welcome children into an inviting and stimulating environment. Their clear structure provides a feeling of safety for children. The rich opportunities capture children's desire to engage. For example, babies mimic actions, such as banging pots with spoons. Older children extend their imaginations through role play, such as creating a dinosaur café. They freely follow their own ideas. The childminder consistently introduces language by narrating on children's play and engaging them in conversations. She skilfully seizes teaching opportunities, such as explaining that dinosaurs

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Inspector:

who eat leaves and vegetables are 'herbivores', while those that eat meat are called 'carnivores'.

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Inspector:

The focus on language and communication is highly impactful. Children with special educational needs and/or disabilities learn Makaton to communicate. Children who speak English as an additional language develop exceptional communication skills. The childminder researches children's home languages to support their understanding. All children develop a love of books. Older children learn to tell stories through pictures. This develops their thinking and vocabulary. Babies explore soft picture books. Children eagerly await story time and listen intently as the childminder draws them into the tale.

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Inspector:

The childminder consistently introduces mathematical concepts through children's play and the daily routine. She provides gentle time reminders for transitions from play to mealtimes. The childminder introduces positional language as children excitedly race to find hidden picture cards, such as on the chair or under the table.

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Inspector:

Children are extremely independent. They successfully manage their own self-care. The childminder is sensitive to babies' needs, talking to them as they wipe their nose. She expertly assesses individual children's capabilities. Tailored settling-in sessions prioritise children's different needs. Well-thought-out activities allow children with sensory needs to express themselves. Children understand they are unique. They are kind and patient with their peers. The childminder is an excellent role model. She has instilled a respectful culture in the setting.

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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 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 with the childminder, her assistants, children and 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. Karen Wells

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 09:00 - 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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