Childminder

Childminder

Unique reference number (URN): 2725719 Registered with Ofsted: 11/08/2023 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 achieve skills well above those expected for their age in all aspects. Young children eagerly copy the childminder's words, rapidly developing their vocabulary and confidence. They listen to her clear explanations and reminders, following instructions and showing considerable understanding. They enjoy looking at books and show their knowledge using key words. Children show an interest in early mathematical concepts, such as size and number. Older babies readily learn and use mathematical words in context, such as 'more'.

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Achievement Strong standard

Children persevere with tasks and show very strong attitudes to learning and doing things for themselves for their young age. For example, older babies work to cut open their banana with the childminder and they hold on to the low rail on the steps and strive to manage these themselves. They concentrate hard to attach a hose to a funnel and push pom-poms through small openings. Children gain considerable skills across all areas of the curriculum and are being very well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children quickly learn appropriate and respectful behaviour at the childminder's provision. She thoughtfully considers young children's current fascinations or patterns in their play. She adapts her support and the set-up of her playroom carefully to meet the children's needs. She adds suitable resources to support young children as they explore trajectory and experiment with throwing things. She channels children's play very effectively and helps their understanding, giving them reminders on safe practices. She beneficially works with parents to help them focus children's exploration constructively, effectively and consistently.

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Behaviour, attitudes and establishing routines Strong standard

The childminder aims to empower children to do the best they can. She takes time in her routines to teach children new skills. She offers them small, targeted challenges, gives them key tips and lots of encouragement and praise. Children build their independence and sense of responsibility excellently for their age. They show very positive attitudes to doing things for themselves. They carefully persevere to flip open the lids on each of the sensory bottles, showing great interest and then smelling what is inside. They gain confidence with putting on their shoes, with older babies learning to grab shoes at the back and pull.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of children's regular attendance. She work with parents to ensure children are safe and have consistent routines focused on their individual needs.

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Children's welfare and wellbeing Strong standard

The childminder offers children caring and thoughtful support, ensuring they are comfortable and happy in her home and that their emotional wellbeing remains high. She has a wonderfully warm, caring and encouraging manner, and children build very strong beneficial relationships with her. The childminder adapts her support thoughtfully to meet children's care needs, particularly for new children, adding in additional sleep and cosy areas to help them settle and rest at her provision. She offers carefully thought out small steps to help children learn about their physical wellbeing, personal safety and caring for themselves. Older babies toddle over to wash their hands before snack and start to help with routines for their nappy changing and nap time. They also learn about healthy food and drinking water to help their bodies.

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Children's welfare and wellbeing Strong standard

The childminder provides children with a wealth of opportunities out in the local community, building their confidence in new situations. For example, she takes them weekly to play- based groups, helping develop their social skills. They attend focused sessions to promote their physical abilities, and music groups to teach them about rhythm and rhyme. The childminder fosters children's understanding of a healthy lifestyle. She takes children on exciting trips to the beach, to local nature areas and parks to learn about the world around them and inspire them to be active in the fresh air.

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Curriculum and teaching Strong standard

The childminder has high aspirations and expectations of what all children can achieve. She is a skilled practitioner and knows how children learn. She appreciates the importance of a flexible approach to ensure all children, regardless of their circumstances, can progress. She provides an inspiring and stimulating environment to motivate children's exploration and learning. She designs her curriculum to aid children's understanding of different concepts and teaches these across varied activities and resources. She helps children to consolidate new ideas and learning very effectively. The childminder has meticulous processes for assessing children's skills. She promptly outlines clear next steps for them. She provides targeted support and experiences within her curriculum to ensure children progress.

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Curriculum and teaching Strong standard

The childminder carefully promotes children's communication, knowing this is the foundation of their learning and development. She teaches children to become confident and competent communicators from a young age. She adapts her language skilfully to offer children age-appropriate, easily understandable speech and clear words. This helps ensure they understand and gain a wide vocabulary. She listens to children and values their attempts at communication, building their confidence very effectively. The childminder teaches children early mathematics, cleverly threading this into her routines and activities. Children discuss magnetic shapes and the weight of water-filled buckets. They count play eggs and compare sizes.

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Inclusion Strong standard

The childminder focuses very closely on each child's individual needs, getting to know them very well and quickly noticing any gaps in their development. She is very receptive to children's changing needs. She takes note of even the slightest difference in their manner, shifting interests and areas they need further support. With skilful support, the childminder quickly adds in revised arrangements to ensure all children can access and make the most of her curriculum. Children very much benefit from these thoughtful changes. For example, by following the children's current fascinations, and channelling their behaviour, the childminder helps children learn to use the wooden toy eggs appropriately. As a result, children link the eggs to their favourite story, rather than exploring the effect they create when tossing or dropping them. The childminder wants all children to have equally high-quality opportunities. She has a very

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Inclusion Strong standard

clear understanding of how to support families' differing needs and circumstances. She knows how to use any additional funding effectively to reduce any barriers to children's development and wellbeing. She complements children's home life with a wealth of exciting trips. For example, she provides visits to beneficial local groups in the community to offer them rich experiences in which to build their skills.

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Leadership and governance Strong standard

The childminder shows considerable dedication to the children and families that attend her provision. She devotes her home and life to providing a wonderfully welcoming and highly stimulating provision that helps children thrive and achieve considerable skills. The childminder is very well organised. She evaluates her effectiveness carefully, gathering parents' views to help her continue to outline improvements and enhancements. She undertakes research and joins early years projects to develop her knowledge and enhance her practice even further. This enables her to constantly provide the best service and learning experiences possible to children. She is passionate about teaching young children and has a strong desire to constantly work in their best interests.

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Leadership and governance Strong standard

The childminder liaises thoughtfully with parents to get to know children's needs and routines. She shares children's achievements and discusses plans to support their development. She shares relevant research and educational approaches to extend parents' knowledge of child development and offers them useful ideas of how to support children at home. Parents are very complimentary about the childminder, saying she is impeccably organised, that she always goes 'above and beyond' in her support and that children's development is coming on in 'leaps and bounds'.

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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 the childminder's provision. They build strong bonds with her, quickly warming to her attentive, caring nature. Children enjoy her company and seek her out to share their experiences. They snuggle in to share a book and enjoy the closeness and reassurance this gives them. The childminder promptly supports their care needs and follows their interests readily. She ensures children's wellbeing remains high and they are happy at her provision. She leads young children thoughtfully through her routines during the day. She offers them clear explanations of what will happen next, building their understanding and cooperation very effectively. They develop confidence from this and a beneficial sense of belonging, joining in and helping the childminder with tasks.

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

Young children spend considerable periods of time for their age exploring resources in a focused way. They benefit from the skilful interactions that the childminder provides. Older babies test out their ideas as they toddle across the room exploring the sticking properties of magnetic shapes and moving them from a board to the radiator. They begin to be interested in and learn colours. They remember some independently and then listen and copy the ones the childminder teaches them. They relish the many highly interesting resources down at their level and spend time exploring sensory bottles, fascinated with these. Children love to share things with the childminder and are always rewarded with lots of attention and interesting ideas and play. They offer her the scented bottles. She reacts to each one, smelling it and giving it a name. They copy this and then keep repeating it as they repeat the action.

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

Children also relish the interesting activities the childminder sets up in her garden. They explore ice and melting water. They learn about different seasons and nature. They show resilience to the cold weather and wet conditions with the childminder's reassurance and support. Children develop considerable skills for their young ages. They have strong

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About this setting

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

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Facts and figures used on inspection

attitudes to learning and are being very well prepared for the next stage of their education and their eventual move on to school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children, including those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children and took account of parents' views 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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