Childminder

Childminder

Unique reference number (URN): EY381888 Registered with Ofsted: 10/10/2008 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 make excellent progress from their starting points. They benefit from the childminder's high-quality interactions and make strong progress across all areas of learning. Children are immersed in a language-rich environment. They become articulate speakers who ask inquisitive questions from an early age. They flourish in confidence and develop strong social skills as they build friendships in larger groups during regular meet- ups with other childminders and the children in their care.

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Achievement Strong standard

Over time, children become increasingly independent in key areas of their self-care, such as toileting, feeding and dressing. They also learn routines that are replicated in the schools they transition to, such as carrying their own tray of food to the table. This ensures that they are confident and able to care for themselves when they start school. Children treat each other kindly and take a keen interest in what their friends are doing. Feedback from parents further supports that children are very well prepared for their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children form strong, trusting relationships with the childminder. They affectionately call her name and are keen to involve her in their play. The atmosphere is calm and purposeful as children enthusiastically explore a wide range of well-organised resources. The childminder ensures that children of all ages can access the curriculum. She makes appropriate adaptations for children of different abilities to join in with activities. All children consistently show a positive attitude to learning. The childminder demonstrates how to use a pipette to draw up and dispense food colouring into gloop to create new colours. Children become deeply engaged and sustain their concentration as they practise this new skill. The childminder works collaboratively with parents to promote regular attendance and reinforce its positive impact on children's progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's highly effective teaching supports children to understand her expectations for behaviour. Children develop kind and friendly relationships. They ask their friends if they would like help to complete tasks. The childminder is an excellent role model. Children are polite and spontaneously demonstrate good manners. They show a very secure understanding about the importance of respecting each other's privacy when using the toilet. The childminder is quick to offer children praise for their efforts and congratulates them on their achievements. This supports children's confidence and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children are very well cared for, and secure relationships between the childminder and children are firmly established. The childminder knows the families and children really well from the outset. Well-embedded routines meet children's individual needs and routines. For example, children are able to sleep safely or rest whenever they need. Children show they feel safe, settled and secure in the childminder's care. They frequently show their deep connection with her through spontaneous cuddles. The childminder gives the highest priority to children's happiness and wellbeing. Children are highly independent for their age. They manage their own self-care and follow a robust hygiene routine.

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Children's welfare and wellbeing Strong standard

The childminder works closely with another childminder. This provides children with opportunities to extend their social skills and practise expressing their emotions effectively in larger groups through weekly forest school sessions. These sessions also promote children's physical development and increase their awareness of personal safety. For instance, they have fun wading through deep puddles while keeping their balance. The childminder promotes an excellent attitude to healthy eating and food origins. She involves children in planting, nurturing, harvesting and tasting fruit and vegetables on the allotment. This helps to broaden their tastes.

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Curriculum and teaching Strong standard

The childminder's expert knowledge of child development enables her to plan and implement a high-quality and sequenced curriculum for all children that includes aspects of different pedagogical approaches. She places children's interests at the centre of learning while ensuring that experiences purposely include all areas of learning and development within a calm nurturing environment. The childminder knows the children exceptionally well and tailors her high-quality interactions with them to consistently support children to thrive from their starting points.

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Curriculum and teaching Strong standard

The childminder builds on children's experiences to embed new learning. For example, following forest visits, where children learn about the habits of birds, the childminder plans engaging activities. For example, they make bird feeders to deepen children's understanding of seasonal changes and caring for wildlife. Children develop strong physical skills as they safely use tools to cut cubes of lard. They learn how to use scales to weigh the lard and bird seed. As a result, children develop a secure knowledge of weight, quantity and numbers. Children consistently show high levels of independence, curiosity and sustained concentration. The childminder provides highly effective support for communication and language through purposeful conversation. She introduces children to the meaning of new vocabulary, such as 'perch'. Shared and highly interactive stories help children make predictions and develop emotional literacy.

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Inclusion Strong standard

The childminder proactively identifies and assesses children's individual needs. This enables her to swiftly take action to make any adaptations to her practice to enable all children to access and fully benefit from the many rich learning opportunities she provides. For instance, she ensures that children receive extra reassurance in social situations, if needed, through a meticulously planned graduated process. The childminder responds with patience and care. This helps children to develop confidence and form positive relationships in a supportive environment.

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Inclusion Strong standard

The childminder closely monitors children's progress and has a superb understanding of what each child already knows and what they need to learn next. She has an extensive knowledge of child development and completes training that is specifically targeted at supporting the individual needs of children. She collaborates very well with parents, and other agencies as needed, to make sure that children receive the support they need to help them be successful learners and make the best possible progress. The childminder learns and uses effective strategies that she shares with parents that enable them to continue to replicate these at home. This ensures that an inclusive culture is consistently implemented for all children.

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Leadership and governance Strong standard

The childminder has strong partnerships with parents. She builds warm and trusting relationships with families and keeps them fully informed about their children's daily experiences and ongoing progress. The childminder shares helpful ideas and information to support children's learning at home. Feedback from parents is incredibly positive. Parents comment how impressed with the 'genuine care and kindness' she has for their children.

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Leadership and governance Strong standard

The childminder reflects and evaluates her setting to ensure that children have the very best experiences. This includes making adaptations to the environment to ensure that children remain engaged and excited to learn using many natural resources. The childminder aims to be even more sustainable and teach children how to care for the environment and learn how to look after the world they live in. She is very mindful of her workload and has recently streamlined this.

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Leadership and governance Strong standard

The childminder continually makes adaptations according to the needs of the children attending and always has children's best interests at heart. She takes great care to ensure that children who need additional support receive this in a timely manner. She makes referrals to specialist services and completes targeted training that enables her to learn new strategies. These are consistently implemented to support children's learning and development to allay any delay.

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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 thrive in this immensely inviting environment that is full of rich, meaningful learning experiences that enable children to explore authentic and natural resources. This consistently motivates children's curiosity and inquisitiveness. Every thought-provoking activity superbly supports all children's individual learning needs and interests. Children confidently express their thoughts and ideas. This is because they know the childminder values these, and she is very attuned to every child. For example, children show a strong interest in exploring different ways to use a chopstick. The childminder invites children to fulfil their independent thoughts as they choose to experiment how to use a chopstick to scoop out segments of an orange cut in half.

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

The childminder offers families bespoke settling-in arrangements and the opportunity to visit them and their children in their own home prior to their children starting. This helps children to feel relaxed and swiftly develop strong bonds with the nurturing childminder from the outset. Children's individual needs are very well met because the childminder is passionate about her work and understands how children learn and develop. This helps to ensure that any potential barriers to learning are minimised. Children are relaxed and eager to learn. This enables them to make strong progress from the moment they begin.

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

Children enjoy taking turns to take 'Walter' the bear and his journal home. This boosts their confidence and sense of belonging as they proudly share photos and talk about their adventures with him with the childminder and their friends. Children benefit from an abundance of experiences that broaden their understanding of the wider world and positive relationships with others. For example, during regular visits to a care home, children develop respect and empathy as they participate in activities with the residents. Weekly forest school sessions enable children to immerse themselves in nature and develop appreciation and

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:30 - 16:30

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Facts and figures used on inspection

respect for the natural world. The childminder promotes children's regular attendance through the welcoming and inspiring provision she provides.

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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 any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and any disadvantaged children, and of those who may face other barriers to their learning and/or wellbeing that they may care for in the future.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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