Childminder

Childminder

Unique reference number (URN): 147710 Registered with Ofsted: 01/06/2000 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 develop a love for books. From a young age, they choose books to look at with the childminder and on their own. They listen to the stories the childminder reads and begin to link words to the illustrations they see. Children practise the new words they hear and rapidly build a wide vocabulary that aids their communication. Through their interactions with peers and others, children learn the patterns for two-way conversation. By the time they leave for nursery or school, children are able to listen and speak in small groups.

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Achievement Strong standard

All children, including those who may face barriers to their learning and/or their wellbeing, make significant progress in their learning and development. They develop understanding, gain confidence and feel valued. From a young age, children learn skills to aid their independence. They put on their shoes before they go outside and learn to wipe their noses with tissues. Children enthusiastically throw their tissues into a bin and know how to clean their hands before they eat. This helps children prepare for routines they need for school.

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Achievement Strong standard

Children are motivated to learn. They follow their own interests, returning to their favourite resources and activities to help consolidate what they can already do before building on their knowledge and understanding in different ways. This helps children become dedicated, independent learners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children. She sets clear, age-appropriate and consistent rules, which help children establish positive attitudes towards their learning and others. The childminder provides children with opportunities to make decisions and choices about their play and learning, ensuring that they do not feel overwhelmed. She gives children time to find a natural end to their explorations while explaining why particular routines or actions need to occur next. For example, when children's clothing becomes wet while they play with water, the childminder explains they need to change their clothes to remain warm and comfortable. As a result, children understand what will happen next without becoming distressed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder quickly forms highly positive relationships with children. They share jokes together and clearly enjoy each other's company. This contributes to the relaxed, harmonious environment in which children flourish. The childminder ensures that children have time to mix with other children of a similar age and stage of development. Through these interactions, the childminder helps children begin to manage their emotions and actions towards others. For example, she gently reassures children they will all have a turn during simple games and activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds strong working relationships with parents. She ensures that a regular two-way flow for communication remains open, allowing her to share and gather key information relating to children's wellbeing and progress. The childminder explains her rationale for ensuring that children maintain regular attendance at her setting, helping to establish positive routines that continue in nursery or school in the future.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents to help ensure that consistent, age-appropriate care routines and practices are in place to help children feel safe and secure in the setting. The childminder discusses aspects of children's development, such as weaning and toilet training, with parents to help ensure that transitions in children's care and routines are well managed and reflect their age and stage of development.

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Children's welfare and wellbeing Strong standard

The childminder establishes close relationships with children, which creates trust and security. This helps children build confidence to explore and try new experiences. The childminder helps children develop the understanding and vocabulary they need to express how they are feeling. Very young children recognise when they are hungry or thirsty and know how to articulate these feelings. As they grow, children begin to understand how exercise helps them. They enjoy simple yoga to help them relax and regulate how they feel, which is reflected in their positive attitudes.

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Children's welfare and wellbeing Strong standard

The childminder uses her experience and knowledge of each child to allow children to take age-appropriate risks for themselves. For example, very young children learn how much force they need to successfully throw a ball backwards without toppling over. As children grow, the childminder reminds them of rules that help keep them safe, such as where and when they can cross the road together.

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Curriculum and teaching Strong standard

The childminder sets a clearly sequenced curriculum that encompasses a strong ethos of allowing children time for deep exploration, repetition and experimentation. The childminder enables children to master skills and confidently build on what they know and understand, at a pace that suits their age and stage of development. When children face barriers to their learning that affect their progress, the childminder ensures that she provides the support and resources they need to make continued progress.

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Curriculum and teaching Strong standard

The childminder skilfully utilises the local environment and venues to create memorable experiences that enhance children's learning. For example, children are delighted to see and touch young lambs. The childminder introduces words that link to what children see and do, contributing to their rapidly growing vocabularies. The childminder picks up on children's emotions and helps them begin to recognise the differences they experience in their feelings. This includes times when they need to share attention and toys with other children. The childminder encourages children to strengthen their core and small muscles. Very young children learn to negotiate a small slope in the garden, aiding their development of coordination and balance.

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Curriculum and teaching Strong standard

The childminder carefully listens to the words very young children attempt to say, repeating them back in simple sentences to help children's comprehension of sentence structure. As a result, by the time children leave for nursery or school, they are confident, articulate individuals. The childminder skilfully incorporates concepts and language relating to mathematics into daily routines and play, aiding children's early understanding and knowledge that they continue to build on. For example, the childminder counts out the number of slices of melon she gives children and uses words that describe position and quantity, such as 'behind' and 'more'.

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Inclusion Strong standard

When children first join her setting, the childminder gathers detailed information from their parents to help her establish consistent care routines that reflect children's individual needs. This includes incorporating time for children to sleep and rest. The childminder reflects on children's age and stage of development to help ensure that they can access a wide and relevant curriculum that supports their learning. For example, resources are stored at a height that children can reach, enabling them to make choices for themselves.

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Inclusion Strong standard

The childminder uses her accurate observations and assessments of children to make incisive decisions about how to plan and adapt her clearly sequenced curriculum. This includes adapting the complexity of sentences and instructions to reflect children's level of understanding and ability to retain information.

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Inclusion Strong standard

The childminder embraces opportunities to strengthen her knowledge and practice. She regularly networks with other childminders to share ideas and best practice and joins seminars and courses that reflect her cohort of children. The childminder builds strong working relationships with parents and other professionals to help ensure that her practice reflects children's individual needs, including aspects of different cultures and languages that are relevant in children's lives.

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Inclusion Strong standard

When any additional funding is received, the childminder carefully selects resources and activities that help to enhance children's learning and wellbeing. Her solid relationships with parents aid the conversations and decisions she makes to help ensure that children continue to make the best possible progress.

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Leadership and governance Strong standard

The childminder values opportunities to reflect on her consistently strong practice and makes adaptations to other areas she identifies for further improvement. This helps ensure that children continue to receive the best quality care and education. She regularly networks with other local childminders and responds to local and national trends and requirements shared by her local authority and other agencies. This includes adapting strategies to help support children with special educational needs and/or disabilities and those who face other barriers to their learning. The childminder sensitively manages conversations she has about children's progress and wellbeing with their parents to help maintain a respectful and trusting partnership that puts the children's best interests first. Where any concerns about children's progress remain, the childminder works with and refers parents to other professionals to help strengthen the support they receive.

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Leadership and governance Strong standard

The childminder embraces professional development using a variety of methods, including online and face-to-face training courses, reading professional articles and joining forums and discussions. This gives the childminder greater awareness of wider aspects of safeguarding, family support, and children's development and wellbeing that may affect the needs of children in her care in the future.

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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 care. They enthusiastically play and learn and embrace the memorable experiences the childminder creates for them. Children freely move around, finding resources that they enjoy or trigger their curiosity. The childminder encourages

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Inspector:

children to solve problems for themselves, helping them build on what they can already know and can do. For example, very young children work out how to place different shapes onto small pegs. They recognise when the position of the holes in the shape does not match the pegs, and they try again until they succeed. Children's perseverance contributes to their sustained progress.

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Inspector:

The childminder uses her accurate assessments of children's progress to help her swiftly identify any existing or emerging gaps in their learning and development. She sensitively works with parents and, when necessary, contacts external professionals to find the best way to support and teach children, including those with special educational needs and/or disabilities and those who face other barriers to their learning. This helps to reduce any gaps in learning children may have.

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Inspector:

The nurturing childminder quickly forms warm and trusting relationships with children. They snuggle on her lap while they share books and stories together and seek reassurance when they first meet unfamiliar adults. This helps children feel safe and secure. The childminder finds out about children's experiences from home. She embraces children's uniqueness and gives them the time and resources they need to express their creativity and identity. As a result, children feel valued.

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Inspector:

The childminder shares her high expectations of children with their parents. She explains how and why her interactions and practices support children and encourages parents to maintain children's regular attendance. This helps to establish positive routines that follow through to nursery and school.

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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 children who may face any barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children throughout the inspection. She read written feedback from parents in relation to their opinions and observations.

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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. Katrina Rodden

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 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

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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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