Childminder

Childminder

Unique reference number (URN): EY372468 Registered with Ofsted: 02/06/2008 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

All children, including those with English as an additional language or those with barriers to learning, develop excellent language and communication skills. Children confidently take part in group activities and can express their thoughts in ways that suit their individual needs. They are highly imaginative, share their ideas with their friends and use new vocabulary in context, such as 'in front of' and 'behind'. Children demonstrate perseverance and increasing self-belief in their abilities. They show high levels of concentration and confidently experiment with shapes and patterns as they draw on different surfaces. Children form secure and supportive friendships. They show kindness, empathy and respect towards one another. They confidently express their feelings and actively listen to the views and ideas of their peers. Children are extremely independent. They follow daily routines confidently and demonstrate an excellent understanding of personal hygiene and safety.

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Achievement Strong standard

Children are developing the skills they need in preparation for future learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets exceptionally high standards for children's behaviour. She skilfully supports children in recognising and expressing their feelings, while consistently modelling respectfulness throughout daily interactions. This has a positive impact on children's emotional development, and they confidently resolve minor disagreements with their friends independently. The childminder actively celebrates children's kindness, empathy and consideration for others, which nurtures a strong sense of self-worth and resilience.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and her assistants are excellent role models who consistently demonstrate calmness, patience and respect. They encourage children to persevere, such as when doing up their zips, and children respond positively and keep trying. This has a positive impact on children's emotional wellbeing, and they offer support and encouragement to their younger friends.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities or those who may face barriers to their learning are provided with the time they need to express their thoughts and feelings. This supports a strong sense of belonging. During routine activities, such as circle time, the childminder explains to children that they need to be patient as their friends sometimes need a little longer to find their words.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's attendance. She ensures that parents have a clear understanding that their children are expected to attend their sessions and arrive punctually. This means children consistently engage in regular routines and activities that support their continued progress.

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Children's welfare and wellbeing Strong standard

The childminder has formed extremely strong and trusting bonds with the children in her care. She consistently reflects on the individual needs of children and their families to support each child's welfare and wellbeing. She has recently adapted daily routines to ensure that all children are able to take part in snack time with their friends at an earlier point in the day.

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Children's welfare and wellbeing Strong standard

Mealtimes are sociable and highly valuable opportunities for developing positive relationships and healthy eating habits. The childminder skilfully engages children in meaningful discussions about the variety of foods in their lunchboxes. She encourages them to share their ideas on how different foods benefit their bodies.

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Children's welfare and wellbeing Strong standard

The childminder provides a highly secure and stimulating environment. During engaging music sessions, she encourages children to express themselves and use words to describe how they are feeling. She sensitively reminds older children to be careful of their younger friends as they pretend to be rockets blasting off to space. This builds on children's awareness of how to negotiate space around them.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's independence skills extremely well. She teaches children the importance of good personal hygiene and regularly reinforces this through gentle reminders and meaningful discussions. This has a positive impact on children's understanding of their own personal safety and that of others. For example, children remind their younger friends to cover their mouths when coughing and confidently explain the reasons why.

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Curriculum and teaching Strong standard

The childminder's meticulous assessments clearly identify what all children, including those with special educational needs and/or disabilities or those who may face barriers to learning, know and can do.

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Curriculum and teaching Strong standard

The childminder is extremely animated and expressive, such as when sharing stories. This inspires children of all ages to actively listen and engage in the learning taking place. Even the youngest children confidently join in by repeating key vocabulary, while older children enthusiastically recall rhyming words and key events. The childminder skilfully deepens children's learning and incorporates props to encourage children to retell the story.

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Curriculum and teaching Strong standard

The childminder provides highly valuable opportunities for children to attend local groups, where they build confidence, develop strong social skills and form positive relationships with adults and other children. In addition, she takes children on outings to discovery centres and nature reserves, which help to deepen their understanding of the natural world.

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Curriculum and teaching Strong standard

Children's mathematical learning is supported extremely effectively. The childminder encourages older children to explore written numbers and quantities as they dig for objects in the sand. She adapts her teaching carefully for younger children to support their early counting skills. The childminder extends learning and introduces vocabulary such as 'deeper' as children dig and investigate what they find. She repeats these words in children's home languages, which strengthens communication and supports rapid language development.

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Inclusion Strong standard

The childminder demonstrates an exceptional commitment to meeting the individual needs of children, including those with special educational needs and/or disabilities or those who may face barriers to learning. She works highly effectively with professionals, such as physiotherapists and occupational therapists, to provide tailored programmes of support.

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Inclusion Strong standard

The childminder completes accurate assessments of children's ongoing development. She attends relevant specialised training based on the needs of the children in her care. She understands the graduate approach and works closely in partnership with parents and other agencies involved in children's care to review children's progress and adapt support plans as needed. This highly collaborative approach ensures consistent high-quality targeted intervention.

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Inclusion Strong standard

The childminder consistently reflects on the individual needs of children and makes adaptions to learning experiences thoughtfully. For instance, she plans floor-level and accessible activities so that all children can participate fully alongside their peers. She uses strategies, such as visual aids, to aid communication and teaches children words and songs in the home language of their friends. All children make timely progress from their starting points.

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Inclusion Strong standard

The childminder maintains excellent professional relationships with the local authority and seeks advice promptly when required. This proactive approach ensures that she accesses targeted support and guidance swiftly to help consistently improve outcomes for children.

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Inclusion Strong standard

The childminder is clear about how to use additional funding to enhance children's experiences and opportunities.

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Leadership and governance Strong standard

The childminder is highly reflective in her practice. She attends local authority provider meetings and networks with other professionals. This helps her to review her provision and identify current strengths and areas where she feels children would benefit from enhancements being made.

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Leadership and governance Strong standard

The childminder has a genuine passion for continuous professional development to benefit children. She is committed to ensuring that children with special educational needs and/or disabilities or those who may face barriers to learning are fully included and consistently supported. Recent training has helped the childminder to develop her skills and knowledge to support children when needed, such as when facing trauma. The childminder actively shares and disseminates this knowledge with her assistants. This helps to ensure that high- quality practice is consistent across the setting and that all children receive the same level of sensitive, informed support. The childminder provides high-quality supervision, coaching and guidance for her assistants. This promotes staff's wellbeing and professional confidence exceptionally well.

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Leadership and governance Strong standard

The childminder forms strong partnerships with other professionals at settings that children also attend. She shares detailed transition reports and ongoing assessments of children's progress. This supports continuity of care and learning highly effectively. Targeted training and highly effective support, delivered in partnership with other professionals, have significantly accelerated children's progress and enhanced their welfare needs. Parents comment that their children thrive in the childminder's care.

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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 builds strong relationships with parents and carers and spends time getting to know their children well. She consistently makes adaptations to routines, activities and

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Inspector:

her high-quality interactions to reflect on each child's individual needs. This ensures that every child can participate fully alongside their friends. The childminder works closely with families to promote good attendance and punctuality. She offers reassurance and support to help children attend regularly and benefit fully from their learning experiences.

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Inspector:

Children show that they feel extremely happy and secure. They eagerly search for their favourite toys and naturally share them with their peers. For example, all children find their favourite vehicles and delight in playing on the car mat alongside each other. The childminder skilfully engages children in discussions about where their cars are travelling and links this to outings with their parents at the weekend. Children of all ages share their ideas and listen attentively to what their friends have to say. This supports a secure sense of belonging at the setting. The childminder prompts children to use positional language as they work as a team to form a bridge and encourages them to repeat these words during their play. She adapts her teaching for younger children and follows their interests in learning about colour. This helps children to develop their vocabulary.

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Inspector:

The childminder embeds secure routines throughout the day. Children naturally tidy away their toys and show excitement as they prepare for circle time, for example. The childminder listens to children and responds thoughtfully to their questions about the importance of handwashing. She follow this through at a level of their understanding, such as with engaging songs that help to reinforce children's understanding. Every child forges a strong bond with the childminder and her assistants. All children achieve well from their starting points.

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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, the children and the childminder's assistants 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. Jane Franks

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About this setting

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

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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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