Childminder

Childminder

Unique reference number (URN): EY350197 Registered with Ofsted: 06/06/2007 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 excellent progress through the curriculum from their individual starting points, particularly in communication and language. They listen intently to stories and comment on the things that they notice. All children access a weekly trip to the library and take a book home to encourage a love of books and reading. Disadvantaged children, those with special educational needs and/or disabilities, those known, or previously known, to children's social care and those facing other barriers to learning are fully supported within the inclusive and nurturing environment. They are sensitively guided, valued and encouraged, enabling them to thrive and make meaningful progress from their starting points. Children are well prepared for their next stage of learning. They develop independence, social skills and positive attitudes to learning. Children also visit the local school to experience the busy learning

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Achievement Strong standard

environment, share stories with staff and older children and take part in activities that help them feel confident and ready for the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm environment where expectations for behaviour are clear, consistent and well understood. Routines are embedded, helping children feel confident in what is expected of them throughout the day. Children patiently wait for each other, for example while they use the toilet or reading a book, and they give each other privacy and respect. Expectations are adapted effectively for children of different ages and stages, and children celebrate each other's achievements. For example, children praise each other for 'good sitting' when listening to stories.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm, nurturing and highly supportive. She knows each child extremely well and responds sensitively to their individual needs. They are supported to collaborate, share and get along with others, with regular opportunities to play alongside children of different ages and stages. They take part in a variety of experiences as part of their childminder network group. As part of this group, children celebrate other cultures through planned visitors. For example, a friend visited to talk about Diwali and applied henna designs to the children's hands. Children develop empathy, respect and a sense of community through visits to the local older people's home. They build relationships with the residents, deliver flowers and share crafts. Attendance and punctuality are promoted through close partnership with families, so that children can consistently access the rich opportunities provided.

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Children's welfare and wellbeing Strong standard

Care practices are highly effective in meeting children's individual needs. Routines such as sleeping and feeding are carefully mirrored to those at home, and the childminder works closely with parents to ensure continuity of care. Children's individual needs are well understood, including those of disadvantaged children, children with special educational needs and/or disabilities, those known (or previously known) to children's social care, and those facing barriers to learning or wellbeing. Warm, trusting relationships are firmly established between the childminder and children, enabling them to feel emotionally secure and confident to explore their environment. Children are supported to develop their physical skills through various social classes and frequent access to the outdoors, including taking part in 'wonder walks' where they use wands to wonder about the world around them. Personal safety is promoted through life

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Children's welfare and wellbeing Strong standard

skills, such as using a knife to chop fruit safely at snack time. Children develop an understanding of health and wellbeing through a variety of meaningful opportunities. For example, they learn about the importance of oral health with a visit from the dentist, and families are given access to a local dental practice. Healthy choices are encouraged through nutritious snacks, and the childminder supports parents with nutrition advice and ideas for a balanced lunch box. Children learn to recognise, express and manage emotions through planned experiences, such as yoga and 'spa days'. They also practise relaxing breathing techniques and have regular 'quiet time' throughout the day. These experiences help children to build independence and resilience and to make positive lifestyle choices.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the quality of the curriculum and uses this effectively to make informed decisions about improvement. She confidently identifies her strengths and has well-considered plans for her professional development, particularly in meeting the needs of children with special educational needs and/or disabilities (SEND).

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Curriculum and teaching Strong standard

The curriculum is ambitious, broad and balanced across all areas of learning. The childminder uses day-to-day assessment to inform planning, considering the individual needs and interests of every child. She effectively captures the attention of children with SEND, using a range of strategies to spark their curiosity and engage them in new learning experiences. Children's personal, social and emotional development is a priority. Babies and children enjoy cuddles and stories, and they confidently ask for help when needed. Their independence is thoughtfully encouraged through opportunities such as accessing individual towels after handwashing. The childminder focuses strongly on developing children's communication and language. Vocabulary is skilfully extended, for example extending the word 'triangle' with 'an orange triangle', and effective questioning seizes teachable moments.

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Curriculum and teaching Strong standard

Mathematics is embedded in routines, such as counting strawberries into bowls at snack time. Physical development is consistently promoted through a variety of indoor and outdoor activities. Indoors, children develop fine motor skills using tools such as pipettes with ice blocks. Outdoors, they engage in forest school activities, including den building, painting on large sheets around trees and exploring floating and sinking in the stream. All activities are carefully planned to build knowledge and skills over time, preparing children well for their next steps and stages of development.

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Inclusion Strong standard

Children's individual needs are consistently identified and acted upon quickly to ensure children access targeted support, such as speech and language assessments. Positive partnerships with the local authority enable the childminder to access additional expertise when needed, helping to reduce barriers to learning and wellbeing. For example, visual cues are used to support the communication of children with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder closely monitors children's progress and regularly reviews the impact of support. Communication with families is consistent and collaborative, with parents supported to continue learning at home. Home visits are carried out for children with additional needs to ensure consistency of care. Parents praise the advice and support they receive and say they feel 'heard, seen and supported'.

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Inclusion Strong standard

The childminder demonstrates an excellent understanding of the graduated approach. She knows every child extremely well and understands what they need to learn next. Inclusive practices and reasonable adaptations are used effectively, including signing for all children to wait or take turns. She accesses targeted professional development, such as autism awareness and special educational needs coordinator training, which strengthens practice and ensures teaching is well matched to children's next steps.

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Inclusion Strong standard

The childminder understands how to use early years pupil premium funding to enhance experiences for disadvantaged children. She also has experience of working with vulnerable families and agencies to ensure children known, or previously known, to children's social care are kept safe.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership, underpinned by a passion for ensuring all children are supported and valued as unique individuals. She has a clear understanding of the setting's strengths and priorities for improvement. She is reflective and proactive, taking purposeful action to address areas for development and continuously improve experiences for children and families. Decisions are consistently made in the best interests of all children, particularly those who are disadvantaged, those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care, and those facing barriers to learning or wellbeing. The childminder prioritises targeted support for children with SEND, working closely with families and professionals to ensure their needs are met. Professional development is highly tailored to the needs of the setting and directly impacts individual children, such as attending speech

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Leadership and governance Strong standard

and language support training. As a result, children's needs are consistently met, enabling them to thrive.

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Leadership and governance Strong standard

The childminder manages her workload and wellbeing effectively through effective organisation and time management, such as the use of a parent communication app. This allows her to focus on children's learning and 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

Children greatly enjoy learning. They show curiosity and enthusiasm as they explore the exciting activities on offer. Children are nurtured from their individual starting points. The childminder strives to meet individual needs, including for children with special educational needs and/or disabilities (SEND). She adapts her teaching approaches to children's age and stage of development. This results in children who show sustained interest and engagement in learning opportunities. Resources are meaningfully set up and very inviting. Children explore shapes on a light board and confidently name 2D shapes and colours. Children

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Inspector:

show confidence and independence in age-appropriate self-care skills, such as wiping their own noses at the 'snuffle station'. Barriers to learning are reduced through close work with families and external professionals, helping all children make secure progress from their starting points.

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Inspector:

All children are fully included in all aspects of the setting. The childminder strives to ensure that every child, including children with SEND, is supported and nurtured. They learn alongside their peers and join in daily routines and activities. Children encourage one another, saying things such as 'good sitting'. They have ample opportunities to play collaboratively with others, such as gymnastics and dance classes. Warm, nurturing relationships with the childminder help all children feel safe. Families are welcomed, and their contributions are valued. Parents report they 'always feel that our voice is heard and valued'.

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Inspector:

Children thrive in a safe, nurturing environment where they feel at home and secure. They form highly positive relationships and confidently seek comfort and cuddles or ask for help, when needed. The childminder consistently monitors absences and punctuality so she can identify patterns and keep children safe. She is also knowledgeable of the routines and circumstances of each child, and she is flexible and sensitive in her approach to supporting families. Each child's uniqueness is valued and respected, enabling them to flourish at their own pace. Children's achievements are celebrated together, such as through sharing home learning books. Secure relationships with families and professionals ensure children are supported to access the curriculum in their own unique ways. Children grow in confidence and independence, making progress from their individual 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, parents and children 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. Kathryn Walsh

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About this setting

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