Childminder

Childminder

Unique reference number (URN): EY405572 Registered with Ofsted: 10/03/2010 Registers: EYR, CCR, VCR

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 excellent progress from their starting points. They communicate confidently and use an increasingly wide and varied range of vocabulary in their play and conversations. Children show a love of books. They can recall stories, talk about authors and join in with songs and rhymes. Children show strong early mathematical understanding. They confidently count, recognise numbers in everyday contexts and use mathematical language during their play. Children form positive relationships and behave exceptionally well. They show kindness, patience and respect, especially when playing with others of different ages. They manage their emotions well and show resilience when faced with challenges. Children are physically confident and enjoy being active outdoors, where they are learning how to take appropriate risks. They demonstrate strong independence, manage personal hygiene routines and are developing an understanding of the importance of making

p.2

Achievement Strong standard

healthy food choices. Children show pride in their achievements. They are confident, capable learners who are well prepared for the next stage of their development.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder forms caring and trusting relationships with children. She consistently removes barriers to their learning and gives children the time they need to express their thoughts and make their feelings known.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She is warm and nurturing and creates an inclusive environment that fosters a strong sense of belonging within the setting. Children of different ages play exceptionally well together. Younger children are learning to share and naturally pass resources to their friends. Older children are calm and patient and actively involve their younger peers in play. They regulate their emotions remarkably well and patiently rebuild a tower that their younger peers accidentally knock down. The childminder consistently praises children for being kind to others, which boosts their confidence and self-esteem. All children demonstrate exceptional resilience, confidently tackle challenges and take pride in their achievements.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder uses routines and activities to support children's understanding of personal safety. She gives clear explanations about why children should not climb on the furniture and sensitively reminds older children to be mindful of their younger peers when using the swing.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder shares her expectations around children's punctuality and attendance with parents. This ensures that children benefit fully from their time in her care.

p.2

Children's welfare and wellbeing Strong standard

The childminder provides a welcoming, home-from-home environment. She establishes highly effective routines that reflect children's individual care and welfare needs. Children show that they feel safe and secure in her care. They proudly demonstrate their skills to visitors and confidently sing their favourite songs. The childminder supports children's health and wellbeing exceptionally well. She works closely in partnership with parents to promote healthy eating. This collaborative approach ensures consistency between home and the setting and supports children to develop healthy lifestyle habits from an early age.

p.2

Children's welfare and wellbeing Strong standard

The childminder involves children in planting, growing and harvesting fruits and vegetables. She engages them in creative activities focused on food choices, which they proudly take home to share with their parents. This reinforces their learning and helps children understand which foods are beneficial for their bodies.

p.3

Children's welfare and wellbeing Strong standard

Children build strong relationships with the childminder and one another. They happily express their emotions as they play energetically in the outdoor garden. Younger children confidently take safe risks, such as running up and down the garden slopes. Their older peers show kindness and care and help them back up if they fall.

p.3

Children's welfare and wellbeing Strong standard

The childminder promotes children's independence highly effectively. Even the youngest children independently access their drinks when thirsty. Children demonstrate good hygiene practices, such as covering their mouths when coughing, and confidently explain the importance of washing away germs.

p.3

Curriculum and teaching Strong standard

The childminder delivers a well planned, carefully sequenced curriculum. She uses her detailed assessments of children's progress to design a wide range of engaging learning experiences that build steadily on what each child knows and can do.

p.3

Curriculum and teaching Strong standard

The childminder promotes children's speech and language development highly effectively. She encourages younger children to point to animals in books, which they do with enthusiasm, confidently identifying them and making animal sounds. The childminder adapts her teaching for older children by introducing vocabulary such as 'author'. Children show a love of books and eagerly talk about other stories written by the same writer. This supports their developing language and comprehension.

p.3

Curriculum and teaching Strong standard

The childminder follows children's interests to extend their learning. For example, when older children choose to create a gingerbread man using play dough, she encourages them to recall the story and discuss what happens next.

p.3

Curriculum and teaching Strong standard

The childminder adapts her teaching to meet the needs of younger children. She models how to use tools, and children are keen to have a go. As they experiment and use rollers in different ways, the childminder introduces mathematical concepts and talks with them about the patterns they are forming. These purposeful interactions ensure that children develop the essential skills and confidence needed for the next stage of their learning.

p.3

Inclusion Strong standard

The childminder establishes exceptionally strong and trusting partnerships with parents from the very start. Her highly effective and well-planned settling-in sessions enable her to gain a deep understanding of each child. The childminder gathers insightful information about children's abilities and interests, and she works in close collaboration with parents and other settings children also attend to create highly accurate initial assessments. This exemplary partnership working ensures that any gaps in children's learning or development are identified promptly and addressed swiftly.

p.3

Inclusion Strong standard

The experienced childminder plans targeted learning experiences that are precisely tailored to meet children's individual needs. For example, when children require additional guidance to manage their feelings and emotions, she skilfully adapts activities and routines to provide the right approach and level of support. This ensures that all children feel included and confidently engage in activities alongside their peers.

p.4

Inclusion Strong standard

The childminder seeks expert advice whenever concerns arise. She works closely with parents to ensure that timely and appropriate referrals are made, such as to health visitors or other relevant professionals. The childminder undertakes ongoing training and research to support the individual needs of children and shares her developing skills and knowledge with parents. This highly effective approach ensures that all children, including those with special educational needs and/or disabilities, make excellent progress from their starting points.

p.4

Inclusion Strong standard

The childminder has a strong understanding of how to use additional funding to further enhance children's experiences and learning opportunities.

p.4

Leadership and governance Strong standard

The childminder demonstrates consistently high professional standards and a reflective approach to improving her provision. Following recent training, she has reviewed and improved the setting's menu and now provides an even wider variety of healthy options. The childminder consistently considers how she can further develop her knowledge and understanding. She carefully reflects on which training will best support the children in her care and works closely in partnership with other professionals to provide tailored support for each child.

p.4

Leadership and governance Strong standard

The childminder runs a toddler group within the local community for parents and other childminders. This provides children with valuable opportunities to widen their friendships and build social connections beyond the setting. It also enables parents to meet and form supportive relationships with one another, which positively enhances children's social experiences within the wider community.

p.4

Leadership and governance Strong standard

Parents demonstrate a strong awareness of what their children are working towards and express extremely high levels of satisfaction with the childminder's communication and information-sharing. They use words such as 'warmth' and 'dedication' to describe the childminder and praise the positive impact she has had on developing their children's confidence and resilience.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

The childminder places a strong emphasis on outdoor learning. She makes reasonable adaptations to ensure that all children, including those with special educational needs and/or disabilities, benefit from daily fresh air and exercise. The childminder understands the importance of children's regular attendance and works closely with parents to ensure that their children can consistently benefit from the care and learning opportunities she provides.

p.5

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

The childminder supports children's understanding of the world remarkably well. During nature walks, children delight in collecting natural resources, which the childminder skilfully

p.5

Inspector:

Jane Franks uses to extend their learning in a variety of ways. She encourages children to recall their experiences and name the items they have found. Older children are prompted to describe different textures, while the childminder models rich vocabulary for younger children. The childminder reinforces these words as children enthusiastically engage in related craft activities. This supports their developing language skills extremely well.

p.6

Inspector:

The childminder knows when to stand back and let children explore their ideas. For example, older children investigate how to make towers more stable by creating a wider base. They test their ideas together, listen to one another and adapt their approach, demonstrating effective teamwork and problem-solving skills.

p.6

Inspector:

The childminder skilfully enhances children's learning by following their interests. She incorporates their favourite rhymes into play, which helps to sustain engagement. For instance, children work cooperatively to position objects on top of their towers while singing 'Humpty Dumpty'. This supports their developing speech, listening skills and vocabulary.

p.6

Inspector:

Younger children demonstrate high levels of perseverance. They repeatedly attempt to connect bricks together and, with gentle encouragement, they continue trying. This helps children develop confidence, resilience and a positive attitude towards learning.

p.6

Inspector:

The childminder promotes children's safety exceptionally well. She consistently models safe practices and clearly teaches children about fire evacuation procedures and road safety. Children confidently explain to visitors the actions to take in an emergency.

p.6

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.

p.6

About this inspection

The inspector spoke with the childminder, the children and the parents during the inspection.

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

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

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.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

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

p.8

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.8

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.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8