Childminder

Childminder

Unique reference number (URN): EY397000 Registered with Ofsted: 22/09/2009 Registers: EYR, CCR

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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 consistently make excellent progress across all areas of learning and development. This includes those children who benefit from adjustments to their daily routine or activities. Children develop a love of the rhymes they sing with the childminder. They recall words and actions. Children use lots of new vocabulary and language as they play.

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Achievement Strong standard

Children demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. They are kind and independent during routines, such as tidying up activities. Children are very well prepared to effectively move on to their different stages of their learning and development. However, while there is scope to enhance some interactions with children, over time, children still achieve extremely well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed fantastic relationships with the children she cares for. Children ask for support when needed and enjoy snuggling up for cuddles. They are secure and comfortable in the childminder's care and seek her out for conversations and comfort as needed. This promotes a deep sense of belonging and reassurance. The childminder consistently supports children's best possible behaviour. Children follow routines exceptionally well from a young age. The childminder has clear embedded routines and boundaries, considering children's age and stages of development, very well to support children to know what is expected of them. Children are learning superb manners. For example, they say, 'Yes please' as the childminder asks them if they would like more water.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly responsive to the changing circumstances of individual children and families. She has supported and acted upon the changes extremely well and this has helped children to attend her care consistently. The childminder gives praise and encouragement for children's attempts and achievements. This promotes their self-esteem effectively. Children show great excitement when the childminder hides some toy ducks. They pay close attention and listen very well as they are interested and anticipate where to find them.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She is very responsive to children's needs and notices small changes, helping them to manage their emotions well. Children show secure attachments to the childminder, who follows routines to help support children's needs. For example, when children are tired, she makes sure that they have space to rest. The childminder is acutely aware of children's ongoing wellbeing during the day. For example, she ensures that children are dry after exploring water.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent focus on developing children's personal social and emotional development well. She helps them to learn to work together and share and take

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Expected standard

turns. The childminder recognises that developing children's ability to communicate helps them to express themselves, reducing the likelihood of conflict.

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Expected standard

The childminder consistently follows positive manners, hygiene and care routines. She positively promotes healthy choices and encourages physical activity. For example, the childminder plans daily outdoor play activities and enriching experiences, including trips to the local community garden she has helped develop. She uses these activities to support children's physical development and resilience. The childminder maintains a proactive and personalised approach to supporting children and families as their needs change. For example, she promptly adapts the timetable of sessions they attend to help support positive engagement in children's attendance and learning.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children flourish in the childminder's care. The childminder demonstrates a consistent approach to swiftly identifying adaptations required so that she makes a sustained difference to all children's opportunities, including supporting children with special educational needs and/or disabilities. For example, she attends training and puts her own strategies in place to support individual children and shares her concerns with parents and carers. She will then seek external help and advice as needed, to make sure that she can support children in the best way possible.

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Inclusion Strong standard

The childminder is able to explain how she would identify and support the needs of disadvantaged children. She has a thorough understanding of how to support children in receipt of additional funding and help offer experiences to children to strengthen their learning. The inclusive environment helps all children's needs to be met. This enables all children to feel valued and develop positive self-esteem. Partnerships with professionals and other settings children attend are very well established, to help provide continuity for children.

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Curriculum and teaching Expected standard

The childminder ensures that the curriculum incorporates all areas of learning and is taught well. She assesses children's development well. The childminder plans opportunities knowing what children can already do and what they need to learn next. She knows children well and adapts her teaching to support their individual needs. This helps all children to enjoy their learning. The childminder helps children to take appropriate risks in their play, such as learning to cut herbs safely as they make pretend potions. The childminder provides guidance and models safe practices, ensuring children understand how to manage risks independently. This approach builds children's confidence and physical skills, including coordination and balance, well.

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Curriculum and teaching Expected standard

The childminder teaches mathematics in a purposeful way, and this is woven into children's play. For example, children estimate how many lentils they need to fill pots and enjoy counting the footprints they make with the toy animals. However, teaching is not always consistent. For example, the childminder asks children such lovely questions about what they are doing, but does not consistently allow enough time for children to respond to her questions to enable them to share their ideas fully. The childminder recognises there is still some work to do to ensure that her interactions are highly effective, to help ensure that every interaction she has with children is an opportunity for teaching and learning.

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Leadership and governance Expected standard

The childminder is dedicated to ensuring that she delivers an ambitious vision for her setting. Children settle into their time with her quickly. The childminder engages with parents and carers well to help support children's care and learning. Parents value the support they receive and praise the childminder for the care and experiences their children receive.

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Leadership and governance Expected standard

The childminder is committed to continuing her own professional development and has attended many training courses to keep her own knowledge and skills current. She reflects on any training attended well. Most recently, she has reviewed her understanding of what changes need to be notified to Ofsted to help ensure suitability. The childminder understands her strengths and areas for development and is ambitious for children, so that every child achieves the best possible start in education.

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

The childminder supports children to achieve consistently well. Children are happy, settled and confident. They are enthusiastic and keen to join in with the planned activities. Children enjoy exploring the activities. The childminder supports children extremely well to be ready for the next part of their learning. She focuses on key knowledge and skills, such as numbers and physical skills. The childminder also supports children to prepare for other transitions and changes in their lives, such as having a new baby in their home.

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

The childminder is fully inclusive in her practice. She plans experiences that she can adapt so children of all ages and abilities can be included. For example, the childminder encourages older children to estimate how many lentils can fill a jug. She supports younger children to explore the texture of the lentils and enjoy practising pouring. The childminder knows children's interests well and enthusiastically joins in with their play. Children's behaviour is very good. They consistently demonstrate respect and positive attitudes to learning. The childminder supports children's physical development well. This has a positive impact on children's learning. For example, children have opportunities to explore a wide range of tools and practise skills. For example, they cut herbs with scissors and move their bodies in different ways to rhymes they sing together.

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Next steps

The childminder should embed highly effective interactions with children, to give children time to respond to questions to help enable them to share their own ideas and thoughts.

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About this inspection

The inspector spoke with the childminder 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. Type: Childminder

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About this inspection

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