Childminder

Childminder

Unique reference number (URN): EY428372 Registered with Ofsted: 08/06/2011 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

All children, including children with special educational needs and/or disabilities, are supported to achieve their full potential. They are able to reach their full potential through the childminder's observations and tracking of gaps in their learning so that they receive appropriate support, which can include an individual learning plan or extending their learning through accessing a variety of resources.

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Achievement Strong standard

Children who require extra support receive calm, consistent strategies that help them participate fully. Children leave the setting with the communication skills, independence and curiosity they need for their next stage of learning. The children's transitions to the local pre- school or school are well supported, which ensures they move on smoothly and confidently, ready for their next stage of learning.

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Achievement Strong standard

Children demonstrate a desire to involve their friends in their activities. They work cooperatively, taking turns to help tidy up or wash their hands before lunch. All children make significant progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

The nurturing and inspiring childminder develops very warm, trusting and respectful relationships with children. Older children write how they 'love it and always have fun' at her setting. Children's behaviour is exemplary and reflects the childminder's consistently high expectations. Children understand what is expected and demonstrate excellent manners. The childminder praises children's positive behaviour, reinforcing their understanding of rules and routines.

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Behaviour, attitudes and establishing routines Strong standard

Routines are securely embedded throughout the provision, enabling children to take an active role in shaping their day. They confidently choose activities, select books and work collaboratively to tidy shared spaces. Older children model positive behaviours for younger peers, offering gentle guidance and supporting them with tasks such as handwashing and tidying up. As a result, children develop positive attitudes towards learning and demonstrate a growing sense of independence and achievement.

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Behaviour, attitudes and establishing routines Strong standard

Children are very well supported to manage their feelings, taking turns and working collaboratively together during activities. The childminder considers children's age, stage of development and individual needs when supporting them to follow expectations. Younger children receive gentle reminders and visual cues for routines, while older children take more responsibility, such as helping their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of regular attendance by building positive and supportive relationships with parents and carers, ensuring children benefit fully from the learning opportunities.

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Children's welfare and wellbeing Strong standard

The childminder and any assistants she works with know each child and their family extremely well. Parents and carers comment that they could not be happier with the love, care and experiences their children receive and that they are so happy with how much their child has developed since starting. They say that their children are thriving and absolutely love their time with the childminder.

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Children's welfare and wellbeing Strong standard

Children flourish in this setting, supported by the warm, trusting relationships they develop with the childminder, any assistants and their peers. The childminder ensures that all children feel safe and secure in her setting. She works closely with parents to gather detailed information about children's routines, including sleep and weaning. She implements effective procedures and ensures her knowledge of relevant legislation is current, sharing this with the parents.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's healthy lifestyles highly effectively. She provides frequent outings that offer rich opportunities for physical activity, outdoor play and exploration of the natural environment. She supports children to recognise, express and manage their emotions through consistent routines and positive interactions.

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Children's welfare and wellbeing Strong standard

The childminder consistently maintains effective hygiene routines to promote children's health and safety throughout the day. She constantly shares helpful guidance on supporting healthy lifestyles at home, such as how to maintain a healthy diet and the importance of regular dental visits.

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Curriculum and teaching Strong standard

The childminder's curriculum is broad, well sequenced and rooted in communication, independence and supporting children's wellbeing. The childminder's high-quality teaching supports children's communication and language skills extremely well. Language development is prioritised in every activity. During stories, children role play characters, repeat familiar refrains and play with toys linked to books to strengthen their understanding.

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Curriculum and teaching Strong standard

Mathematics is firmly embedded into the daily routine. For example, while using play dough, children talk about the size and shape of objects used in the activity, with the childminder modelling new concepts such as 'bigger' or 'heavier'.

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Curriculum and teaching Strong standard

The childminder prioritises support for children to develop their physical health. Children play outdoors daily or visit local parks or soft-play areas. The childminder encourages children to strengthen their small muscles by providing a range of mark-making tools and activities such as play dough. Children learn to use rolling pins and their fingers to press, squeeze and squash.

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Curriculum and teaching Strong standard

The childminder carefully monitors the progress of all children and provides opportunities for them to repeat activities with her support to ensure newly learned skills are secured over time. She checks understanding and adjusts her tailored support so that every child can succeed.

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Inclusion Strong standard

The childminder has highly effective ongoing assessments in place to monitor the individual needs of all children in her care. She understands the importance of making reasonable adjustments to support children, enabling them to join in and access new opportunities.

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Inclusion Strong standard

Although no children with special educational needs and/or disabilities or from disadvantaged backgrounds are currently attending the setting, the childminder demonstrates the ability to ensure that the graduated approach is securely embedded. The childminder skilfully tailors responsive adaptations to meet the needs of all children. This includes the use of visual timetables to support children to understand the daily routine, ensuring all children are able to join group learning and develop their independence.

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Inclusion Strong standard

Embedded collaboration with families and external professionals ensures that specialist advice is implemented effectively. Detailed knowledge of each child and proactive engagement with parents and carers inform decisions about support.

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Inclusion Strong standard

Through consistent and high-impact inclusive practice, all children, regardless of their backgrounds, needs or circumstances, benefit from well-developed opportunities and meaningful experiences

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Leadership and governance Strong standard

The childminder demonstrates strong and effective leadership. She is dedicated to continuously developing her professional skills, and those of any assistants she works with, to enhance the quality of her provision. She keeps her mandatory training up to date and ensures that any assistants that she works with do the same.

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Leadership and governance Strong standard

The childminder is highly reflective and confidently evaluates her strengths and areas for improvement. This helps her to provide consistently high-quality education and care for every child in the setting. She strives to work in partnership with their parents and carers, and they are included in every stage of their children's learning. The childminder builds highly effective partnerships with parents, offering thorough settling-in sessions both in her home and in children's own home environments. This approach helps children and families to feel confident and reassured. The childminder establishes close partnerships with parents and maintains clear, consistent communication to share children's achievements, experiences and ongoing progress. She successfully liaises with other settings, such as pre- schools and schools, to help support the transition as children move on to their next stage of learning. The children have a strong sense of community through thoughtfully planned

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Leadership and governance Strong standard

activities, such as food bank collections, litter picking and attending a weekly gymnastics session.

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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 are engaged, stimulated and incredibly happy. The childminder and any assistants she works with know the children very well. The childminder's consistent high-quality interactions with children enable them to feel a sense of belonging. The childminder ensures that her curriculum planning considers the needs and next steps for all children. She ensures that all activities and experiences she offers suit the varying ages and stages of the children. For instance, the childminder uses her regular assessments of children to identify any gaps in their knowledge or skills. She then swiftly addresses these by supporting

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About this setting

Register(s): EYR, CCR, VCR parents and working with other professionals, such as speech and language therapists or health visitors. The childminder supports children with specific gaps in their progress through targeted and skilfully planned activities and experiences, both in her setting and the local community. Children are supported when going on any weekly excursions outside of the setting, which advance their social experiences and further extend their learning. The childminder ensures visits are thoughtfully planned around individual children's needs. The childminder and any assistants she works with listen attentively to each child and respond thoughtfully and sensitively. Every child feels valued and forges a strong bond with them, gaining a secure sense of belonging at the setting. Consequently, all children achieve well from their starting points.

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Next steps

Leaders 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 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 and assistant 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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