Childminder

Childminder

Unique reference number (URN): 154042 Registered with Ofsted: 12/06/2001 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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Behaviour, attitudes and establishing routines Strong standard

This childminder has extremely high expectations for children's behaviour and conduct. There are clear, age-appropriate rules and boundaries that positively impact on children's behaviour. This leads to a harmonious and respectful culture. Routines are clearly embedded through the day and support children in understanding what to expect and provides opportunities for social discussion and shared enjoyment. These times enable children to learn new skills and find out about healthy lifestyle choices. Children are attentive to their friends and immediately support others, when needed, as they understand that accidents sometimes happen. They use empathetic language and cuddle to reassure.

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Behaviour, attitudes and establishing routines Strong standard

Children have strong attachments with the childminder, helping them feel settled and secure. The childminder is calm and reassuring in her interactions. For example, the childminder greets the children warmly and provides gentle reassurance, praise and encouragement during play and activities.

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Behaviour, attitudes and establishing routines Strong standard

Children have consistently positive attitudes to learning and fully engage in activities for prolonged periods of time, exploring and being curious. The childminder supports and adapts teaching to ensure that all children, including those with barriers to learning, are able to build their knowledge effectively.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages regular attendance and punctuality to ensure children access learning. They provide a range of exciting activities that are appropriate for the children's development. The childminder encourages children to be curious and motivates them to explore and extend their play.

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Children's welfare and wellbeing Strong standard

Parents report that children are eager to attend and confidently arrive, quickly settle and are eager to see their friends. They have warm relationships with the childminder and their friends; children consistently manage their emotions well. The childminder recognises and labels emotions when playing alongside children, enabling them to understand their feelings and recognise when they need reassurance.

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Children's welfare and wellbeing Strong standard

The childminder shows an interest in each child, engaging them in conversation linked to their interests. They have a comprehensive knowledge and understanding of the children that attend and the context of the local area. They see each child as unique and consistently prioritise children's welfare and wellbeing.

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Children's welfare and wellbeing Strong standard

Children have regular opportunities to play and explore outside and enjoy physical exercise. The childminder takes the children on walks and visits in the local community and supports the children to start to understand safety along the road and in the town.

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Children's welfare and wellbeing Strong standard

Children talk about healthy choices with regards to food and exercise. They recognise the dangers of strong winds in the garden and ice in the environment from recent weather. The childminder creatively uses daily situations to enhance children's learning; they talk about their experiences of storms and how to stay safe. They are also excited about other unique

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Expected standard

events. For example, children recently experienced and saw pictures of the Northern Lights. This led to discussion and creative window designs that captured the colour changes and effect.

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Expected standard

Routines are well structured and embedded and encourage long lasting healthy habits. The childminder continually evaluates the routines and experiences, making adjustments to match the children's needs and support wellbeing. For example, when preparing snacks the childminder talks about the importance of hand hygiene and safety using knives. Children comment on why they need to do this. This is an area of strength for this setting.

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Achievement Expected standard

Children develop their communication and language skills very well as the childminder consistently shares new vocabulary and skilfully models language. Children are eager to learn and are curious to find out new information, for example what will happen when the ice cubes melt, why does the gloop change from solid to liquid in their hands? They ask questions and express their ideas using new words that have been introduced. Children use the mathematical language of shapes, size and quantity and describe how the ice cubes feel and change.

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Achievement Expected standard

All children, including those with barriers to learning, make good progress. Achievement could be enhanced further by the planning of mathematics in a more sequential way to build on what children know and can do.

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Achievement Expected standard

Children form secure relationships as they share and take turns with their friends. They know how to keep themselves safe and understand the rules of play indoors. The children are very well supported to be independent in their personal skills and so that they are ready for future learning.

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Achievement Expected standard

Children build their muscles through physical movement and using a range of tools to mark make and construct models. This helps them to build strength and movement skills.

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Curriculum and teaching Expected standard

This childminder provides an ambitious curriculum that has a positive impact for all children, including those with barriers to learning or who may have special educational needs and/or disabilities. Transition arrangements enable the childminder to understand what children know and can do.

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Curriculum and teaching Expected standard

The development of communication, language and building a love of books is central to all activities. The childminder introduces new words, extends children's sentences and enables children to be confident talkers. Children are able to express their ideas and views about specific activities or feelings and show great empathy for their peers. The childminder extends children's mathematical language during play and social snack times, such as counting how many raspberries for snack and how many bricks are needed to create a model of a rainbow. They consider size, shape and area, when using the play dough and covering the tray in snow. Children learn mathematical concepts and language through play activities. The childminder does not always plan mathematics in a sequence and structure to embed learning further.

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Curriculum and teaching Expected standard

Children access a varied and stimulating range of physical activities and are building good coordination skills and strengthening their muscles. These include play in the extensive outside environment as well as trips to local parks and woodland. Children are kind, respectful and attentive to their friends.

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Inclusion Expected standard

This childminder knows the children extremely well. They build positive working relationships with parents and make assessments that quickly identify any delays or areas for further support. This enables the childminder to plan a curriculum that addresses any changing needs and interests through specific interventions. For example, children who are just learning to share find out about different feelings they may have through books, such as the 'Owl Babies'. The childminder reminds the children to talk about how they feel and think about the strategies the owls use, such as seeking reassurance. Disadvantaged children and those with barriers to learning are extremely well supported, helping them overcome difficulties that might impact their welfare and development.

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Inclusion Expected standard

The childminder adapts routines and ensures children have wider experiences in the community, such as visiting the local café together or visiting the local park or town. Parents appreciate the support the childminder provides in building children's skills and confidence, enabling them to widen their social groups. The childminder ensures that parents can access any funding available to further enhance children's play and experiences and fully impact on their language and skills development.

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Inclusion Expected standard

The childminder uses all opportunities as a teaching moment. She includes all children in a way that helps them feel safe and secure with a strong sense of belonging.

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Leadership and governance Expected standard

The childminder shows passion and commitment to providing high-quality care and education for all children. They have a secure understanding of the setting's strengths and continually reflect to identify any priorities for improvement, responding swiftly to further develop practice. For example, since the last inspection the childminder has created an area in the garden to enable daily play and fresh air. In addition, trips in the local community enable children to experience first-hand experiences. For example, the 'Owl Babies' story was shared in the park under a tree on a blanket made into a nest.

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Leadership and governance Expected standard

The childminder ensures she stays up to date with training and her development as a teacher to enable her to plan and support an ambitious curriculum. For example, she has implemented recent training around physical development to enable children to build strength in their hands to control tools for mark making and modelling. The childminder wants all children to develop a love of reading. Recent visits to town enabled children to buy books to take home and share with their family, which contributes to early reading skills. The childminder uses funding carefully to enhance experiences and close any gaps in children's learning. For example, the childminder has bought resources to support counting and mark making as this is an area she felt needs additional practise for some children.

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Leadership and governance Expected standard

Highly effective partnerships with parents and other professionals result in a consistent two- way flow of information that benefits children's learning and development. Recent partnerships with health professionals to support a child's needs have enabled the childminder to enhance the provision and consistency for children. Parents comment on how the childminder nurtures each child and enables children to be confident and independent, ready for their next phase of learning.

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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 arrive and are warmly greeted by the childminder and their friends. They confidently wave goodbye to their parents and carers. Children understand the routines and expectations. They independently choose resources and create models using their own ideas and linking their learning to what they know about the weather. For example, children create a rainbow from the blocks, matching the colours to the rainbow puzzle. They understand how the rainbow appears. They are able to play cooperatively, sharing the resources without support.

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

Children progress successfully from their individual starting points and achieve well in readiness for their next stage in learning. The childminder has effective strategies to support each child, including smaller next steps where they are needed. For example, to build skills in preparation for later writing, activities are introduced to improve hand and wrist strength and support hand-eye coordination and tracking. The childminder breaks down her language and models activities to ensure children succeed.

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

Children show a highly positive attitude to learning and develop effective social skills. For example, they help each other and show kindness and support. They show empathy, when needed, for their friends. Children are extremely independent. For example, they are able to manage their personal needs well and help others prepare and tidy away at snack time.

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

The childminder ensures that every child and their family feel welcome through carefully considered inclusive practice. The childminder has a full awareness of the diverse nature of the local community in which they are based. Children talk about their experiences on the edge of the moors and some extreme weather, including snow, ice and strong winds. They talk about how to stay safe. They chat with excitement about their window art of the Northern Lights.

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

The childminder ensures all children attend regularly, and knows the importance of attendance to support children's development. They provide experiences for children that help to build on what they know and to enrich their learning further. For instance, the children create a snow environment in a tray with cornflour. Ice cube figures are added and children make them skate. The ice melts and changes the texture and feeling of the cornflour snow. The children are curious and excited, they learn new words. They are highly motivated and show an extremely positive attitude to learning.

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Next steps

The childminder should ensure the planning and teaching of mathematical concepts have a clear sequence and structure to maximise learning.

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About this setting

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

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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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About this inspection

The inspector spoke to children, parents and 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.

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

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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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