Childminder

Childminder

Unique reference number (URN): EY408848 Registered with Ofsted: 28/05/2010 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 are exceedingly well prepared for the next stage in their learning. They make significant progress in relation to their starting points. Children are highly confident and independent learners who actively explore, investigate and experiment with ideas. They demonstrate curiosity and enthusiasm, applying new skills and knowledge to solve problems and extend their learning. Children use their interests and abilities to challenge themselves and consolidate what they know.

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Achievement Strong standard

Children with special educational needs and/or disabilities make exceptional progress. They participate fully in all activities, communicate their ideas clearly and rapidly develop their speech, language and social skills. Children are increasingly confident to express themselves, expand their vocabulary and master key skills. For example, children re-enact the story of 'The Gruffalo' by exploring different sensory materials and pictures of the animals in the story. They extend their knowledge of the story by using different voices and movements to represent the animals. They build on what they already know and can do.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly familiar with the routines of the day and confidently move between activities, demonstrating independence and an understanding of expectations and boundaries. They are kind and considerate towards their friends, often inviting them to share books, resources and play experiences. Children learn from one another, role-modelling positive behaviours and helping their peers develop new skills through example. They successfully manage their own feelings and show empathy and respect the emotions of others, supporting one another in both play and everyday tasks. For instance, children fetch wipes for friends after snack time, demonstrating thoughtfulness and cooperation.

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Behaviour, attitudes and establishing routines Strong standard

Children form strong, committed friendships, which enable them to develop essential social skills in readiness for the next stage of learning. They engage positively with a wide range of social experiences, including sharing time in local nature areas and enjoying story sessions with peers at the library. Children confidently explore their future school environment, becoming familiar with routines, people and expectations, which supports positive habits for learning and attendance. Children with special educational needs and/or disabilities participate fully in all activities, inviting friends to join and showing sensitive awareness of individual abilities. Overall, children work together harmoniously, communicate effectively and consistently demonstrate independence, empathy and resilience.

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Children's welfare and wellbeing Strong standard

Children form strong, secure relationships and are confident in their surroundings, demonstrating a clear sense of belonging. They make choices throughout the day, such as selecting and preparing fruits at snack time, which supports their independence and personal needs. Children show care and consideration for others, negotiating play, sharing resources and supporting friends in daily routines, including helping one another with tasks such as cleaning hands after snack. Children develop a strong understanding of safety and wellbeing. They make decisions about physical risks, such as using the slide on a wet day. They learn to use equipment safely, including safety knives during snack preparation. Children enjoy physical activity, benefiting from regular outdoor play and opportunities to move energetically before engaging in focused activities, which supports their health and physical development.

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Children's welfare and wellbeing Strong standard

Children demonstrate increasing emotional awareness, expressing their feelings appropriately and showing empathy towards others. They collaborate effectively, communicate their needs and adapt to different abilities within their play, including children with special educational needs and/or disabilities, ensuring all children participate fully and confidently. Mealtimes provide positive social experiences, encouraging conversation, appreciation of each other's choices and reinforcement of healthy habits. Through these experiences, children develop independence, confidence and the skills needed to manage their personal wellbeing and emotions.

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Curriculum and teaching Strong standard

The childminder provides an extremely ambitious curriculum. She carefully considers each child's interests, preferred learning styles, environments and experiences. She optimises their past experiences to strengthen their learning opportunities. This enables them to use previous learning to further their development. She designs and implements successful experiences to support all children to accomplish their goals and aims.

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Curriculum and teaching Strong standard

Children's individual stages of development are thoughtfully provided for. The childminder adapts and adjusts teaching for each child's level of understanding and ability. Children's language, attention, physical skills and mathematical understanding are comprehensively woven through storytelling, sensory experiences and imaginative role play. For example, the childminder helps children to recall their favourite story by exploring the characters. She encourages children to count the footsteps they make through their imaginary forest walk and increases their vocabulary with words such as 'nocturnal'. The childminder is highly committed to delivering experiences to promote all areas of learning for each child.

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Curriculum and teaching Strong standard

The childminder provides a highly inclusive learning environment. She creates a positive and flexible approach to children's full participation for all play. For example, children with special educational needs and/or disabilities listen to sounds to recreate the imaginative trip through the forest. Children resourcefully use the planned, purposeful activities to continue learning through their own play. This helps the childminder to recognise children's embedded achievements and new skills. Children practise what they have learned through their independent play. For example, children experiment with pouring water outdoors, using jugs and cups of different sizes and shapes. They then use these skills very successfully to pour their own drinks at snack time.

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Inclusion Strong standard

The childminder has an extremely positive, inclusive culture where the needs of children with special educational needs and/or disabilities are identified swiftly and supported very successfully. She provides effective assessment to support and plan for targeted intervention. The childminder's understanding of individual children's needs helps her to adapt activities to ensure high levels of engagement and participation with children and their families. She successfully removes barriers for those children who have limited experiences away from the childminder's provision. For example, she extends experiences outdoors for those children who do not access outdoor play at home.

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Inclusion Strong standard

The childminder works collaboratively with parents to source additional funding to provide further equipment to promote children's full participation. The childminder has a proactive approach to using guidance and support from specialist professionals to help close the gaps in children's learning. For example, she gains support and develops strategies from a speech and language specialist for individual children's communication skills. This results in children becoming confident communicators and expressing their needs through gestures, words, actions and expressions.

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Leadership and governance Strong standard

The childminder is extremely passionate to drive the ongoing improvement and evaluations of her provision, to maximise the impact this has on children's learning and wellbeing. She continuously commits to professional development, identifying areas to enhance that have a direct impact on individual children's progress. She proactively sources additional information through her successful support networks. She considers changes to her provision to ensure the highest possible standards for all children. This particularly helps to support those children who face challenges as a result of special educational needs and/or disabilities or other barriers to their learning.

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Leadership and governance Strong standard

Partnerships with parents are extremely well promoted. Parents are kept well informed of their children's progress. The childminder shares guidance and professional advice to help promote children's developmental stages, such as potty training and language development. She is instrumental in guiding parents through application systems for additional support for their children, particularly those with barriers to their learning and wellbeing. The childminder works collaboratively with other professionals to drive a consistent approach to close the gaps in children's development. Through this approach with both professionals and parents, children are making remarkable progress.

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Leadership and governance Strong standard

The childminder forges links with local schools to promote a continuous commitment to preparing children for the next stage in their learning and supports them to feel confident and secure to manage the move successfully.

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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 settle quickly and confidently. They are cared for in a safe and highly stimulating environment. The childminder's nurturing and significantly effective interactions enable children to feel secure and confidently explore their surroundings.

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

Children show high levels of engagement. The childminder responds quickly to children's changing interests. She encourages children to absorb their exploration and experimenting in their play to their own satisfaction. Children thrive by exploring the exciting, varied and rich play environments, both indoors and outdoors. The childminder challenges and extends

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Inspector:

children through effective questions and statements to increase their problem-solving and to help them think critically. Children learn extensive vocabulary to help them confidently use descriptive words and to recall stories. For example, children listen to and use 'segments' to describe the orange pieces they are eating. They recall the word 'nocturnal' to describe an owl.

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Inspector:

Children particularly benefit from the natural experiences created for them by the childminder. They intrinsically learn about the world around them, exploring local forest areas, listening to experts talk about the wildlife and nature. Children demonstrate extreme levels of fascination and intrigue to explore, experiment and find out more within their play. For example, the childminder encourages children to explore different tea bags in the water play. They focus and concentrate within their own play, extending their curiosity. They smell the tea, identifying the fruit from the smell and the picture on the label.

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Inspector:

Children's uniqueness is extensively celebrated. The childminder helps children to recognise and appreciate their differences. For example, children celebrate and explore their different hair types through books and discussions.

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Inspector:

The childminder has unquestionable high expectations for every child. Children's individual learning needs are very well supported. The childminder understands their individual circumstances and any barriers to their learning. She carefully tailors the curriculum and her support to extend their progress.

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Next steps

The childminder should sustain her work to ensure continued improvements and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, those who may face barriers to their learning and/or wellbeing, and also any disadvantaged children and those who are known (or previously known) to children's social care who they may care for in the future.

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About this inspection

The inspector spoke with the childminder 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. Claire Parnell

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

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 .

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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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