Childminder

Childminder

Unique reference number (URN): 112086 Registered with Ofsted: 22/10/1999 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, including those with special educational needs and/or disabilities, make excellent progress from their starting points, specifically in communication and language. Children are confident communicators. They develop a strong understanding of the meaning of words and concepts. For instance, children manipulate dough to create teeth and explain how sweets cause cavities. Furthermore, they demonstrate an understanding of a dentist's role by pretending to be dentists and using dental tools to repair teeth.

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Achievement Strong standard

Mathematics is deeply embedded. Older children match numerals to quantity. Younger children are gently guided to place their finger on objects they are counting. Physical development is supported well. Children move their bodies in a variety of ways during singing activities. As a result, they develop coordination and gross motor skills.

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Achievement Strong standard

Children develop a sense of responsibility and independence. For example, they set up and clear the table during snack routines. Additionally, they gain an understanding of feelings. For example, while listening to stories, they confidently identify emotions of baby owls. These experiences support children's emotional wellbeing and help prepare them for the next stage of their learning, including school where appropriate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has provided a harmonious environment, where children thrive in the relaxed, nurturing and positive setting. The childminder promotes good behaviour, attitudes and consistent routines. The childminder is an excellent role model. She consistently demonstrates respectful behaviour. Her gentle guidance and clear rules support children to behave well and know what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from clear and consistent expectations that reflect their age and stage of development. As a result, they feel safe and develop positive attitudes to learning. During structured activities, children listen attentively and sit patiently while their friends choose songs and stories. They respond well to the childminder's instructions, such as when asked to tidy up, and remain engaged in activities. The childminder works closely with parents to establish clear expectations around punctuality and regular attendance, which helps children to attend consistently and settle quickly into the day.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed warm and trusting relationships with children, who also form positive friendships with each other. The childminder supports them to work together. For instance, while listening to stories, such as 'Dear Zoo', children are encouraged to take turns to lift flaps in books and discuss what is happening. This helps them to develop self-control and to think of others. Additionally, they benefit from regular praise. This helps them to develop confidence and feel valued.

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Children's welfare and wellbeing Strong standard

The childminder has established an inclusive environment for children. She has high expectations for all children's welfare and wellbeing, including those with special educational needs and/or disabilities. She knows children well. This helps to provide tailored support so that all children are well cared for. She has effective care practices in place to ensure that children's needs are met. For example, she gathers information from parents about allergies, which helps her to create detailed action plans and minimise risks.

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Children's welfare and wellbeing Strong standard

Children benefit from secure relationships. They form strong attachments with the childminder, which helps them to be emotionally secure. The childminder places a strong focus on children's emotional wellbeing. She supports children to identify and manage their feelings and works closely with parents to extend this support at home. Care routines, such as sleeping and feeding, are tailored to children's individual needs, helping them feel settled and well supported.

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Children's welfare and wellbeing Strong standard

Children's physical development and wellbeing are promoted well. They have regular opportunities to access fresh air and exercise, such as trips to local parks and woodlands. The childminder is committed to keeping children safe and helping them manage their own risks. For example, children are taught to understand they cannot use devices and access the internet at the setting. Additionally, she shares information about the risks of online abuse with parents.

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Curriculum and teaching Strong standard

The childminder has high expectations for children, including those with special educational needs and/or disabilities. She has designed an ambitious and well-sequenced curriculum that builds on what children already know and can do. There is a strong emphasis on communication and language. She makes highly effective use of structured and incidental interactions to extend children's vocabulary and understanding. Children benefit from her clear pronunciation and the introduction of unfamiliar words and phrases. Furthermore, she provides detailed explanations of their meaning. For instance, she uses explicit language linked to mathematical concepts, such as quantity and measure. Additionally, she supports children to investigate and discuss these ideas through practical experiences, such as cutting fruit into halves and quarters. This approach helps children to develop a deeper understanding of what is being taught.

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Curriculum and teaching Strong standard

The childminder uses assessment effectively to evaluate children's understanding and identify gaps in learning. She uses her observational information to adapt her teaching and ensure that activities are tailored to children's individual starting points. She is committed to supporting children's personal, social and emotional development and physical development. For instance, she incorporates carefully chosen stories to support children's understanding of feelings and uses familiar songs, such as 'Head, Shoulders, Knees and Toes', to support children's coordination and gross motor skills. Furthermore, she collaborates with parents to provide a consistent approach between the setting and home to help children manage and regulate their emotions.

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Inclusion Strong standard

The childminder has established a highly inclusive environment where children's individual needs are identified swiftly and supported extremely well. She knows children and their families very well. She collects detailed information from parents about children's starting points and uses this alongside her own ongoing observations to assess what children know and can do. This helps her to plan purposeful learning experiences that build on children's interests and identify any gaps in their learning and development.

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Inclusion Strong standard

Children's progress is closely monitored. The childminder uses accurate assessments to review the effectiveness of support children are receiving. She makes adaptations to learning experiences where needed. This supports children to participate fully in learning.

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Inclusion Strong standard

The childminder has established strong partnerships with parents. Her communication is highly effective through daily discussions, photos and updates via communication apps. This ensures that parents are fully informed and involved in their children's learning. Additionally, she identifies and signposts parents to additional support, such as health visitors. These strong partnerships provide continuity of care for children.

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Inclusion Strong standard

Children, including those with special educational needs and/or disabilities, are well supported. The childminder collaborates with other professionals, including portage services and speech and language therapists. She closely follows guidance and identifies training to strengthen her practice. For example, she has completed training to further support children's language development. This well-coordinated approach helps children to receive timely and tailored support. Although the childminder does not have any children on roll in receipt of additional funding, she has a secure knowledge and understanding of how to use funding to support children from disadvantaged backgrounds.

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Leadership and governance Strong standard

The childminder has a clear understanding of the setting's strengths and takes purposeful action to improve practice. Since the previous inspection, she has strengthened support for children's independence and makes better use of play to extend learning. Decisions are consistently made in the best interests of children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning.

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Leadership and governance Strong standard

The childminder is committed to her continuous professional development. She seeks out relevant training, which promotes a mindful and unhurried approach that prioritises deep, meaningful and child-led learning. Additionally, she has recently completed training on safer eating. Furthermore, training to support children's language skills and purchases of resources such as book sets to support early speech strengthen her knowledge and understanding.

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Leadership and governance Strong standard

The childminder has developed effective partnerships. She collaborates with parents. They comment positively about the care and support their children receive. The childminder signposts them to additional support, such as external agencies, when required. She has established partnerships with schools, such as sharing transition documents. This supports children's smooth transitions. Additionally, she works in collaboration with other professionals, such as portage and occupational therapists, to support children with SEND.

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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 benefit from the childminder's extremely welcoming and organised home, which helps them to feel safe, secure and ready to start their day. They are confident, separate easily from their parents and settle very quickly. This is because the childminder provides effective support. She swiftly engages children in purposeful experiences that capture their interest and support them to focus. For instance, they are invited to participate in adult-led activities that inspire their curiosity and support their thinking. As a result, children are happy, calm and inspired to learn.

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

Children independently explore the rich variety of easily accessible resources that the childminder has thoughtfully provided based on children's interests and ages and stages of development. This helps them to lead their own play. They are curious and demonstrate continued interest as they engage in well-planned activities. Children, including those with special educational needs and/or disabilities, enjoy their learning and make substantial progress from their starting points. The childminder provides a well-structured curriculum that builds on what they already know and can do. They develop independence and the skills required to move on to the next stage of their learning.

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

Extremely positive relationships are well embedded. Children form strong attachments with the caring childminder. They play harmoniously alongside their peers in the inclusive environment. Children develop a secure sense of belonging and are supported to fully participate in daily routines and experiences. Family input is encouraged and valued. The childminder uses information shared by parents to enable her to closely follow home procedures, such as sleep routines. This consistency of care supports children's understanding of what to expect throughout the day and promotes their emotional wellbeing.

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

Children thrive in the childminder's calm and nurturing environment because of the childminder's well-established routines. Children's consistent attendance is promoted effectively through secure partnerships with parents and structured routines and procedures. Children's individual interests and requirements are understood and respected. This helps them to feel valued and accepted.

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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 learners, 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 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 18:30,Friday : 07:15 - 12:00

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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

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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