Childminder

Childminder

Unique reference number (URN): EY447974 Registered with Ofsted: 27/06/2012 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 are confident communicators, and their language skills are well developed. Children sequence their learning through stages. For example, younger children express their needs in verbal and nonverbal ways. Children enjoy looking at a photo album of resources, pointing to photos and making choices about their play. They demonstrate superb levels of listening and attention and show a keen interest in the world around them. Two-year-olds enthusiastically enjoy singing rhymes. Children copy actions and explore musical instruments.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make the excellent progress of which they are capable. They are very well prepared for their next stage of learning, including school. For example, children are confident and resilient, and they have high levels of independence, including in their self-care. They show very positive attitudes to learning, and their behaviour is highly impressive.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children and is a very positive role model. She is consistent in her approach when promoting positive behaviour and has clear boundaries in place. She offers motivational praise to children; for example, as she says, 'Come on, you can do it.' This helps children engage and understand routines. Children as young as 2 independently put tissues in the bin after they have wiped their noses and place their drinks bottles in the right place after having a drink. Children have built warm attachments with the childminder and demonstrate they are extremely happy and settled in her care. The childminder nurtures children's individual needs extremely well. Children are encouraged to consider the needs of others and take care of resources. For example, they tidy books away so they do not slip and tear them while they play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of attendance and will telephone parents or emergency contacts to ensure that all is well at home. The childminder recognises that children begin to understand behaviour boundaries as they go through different developmental stages. She adapts her practice to ensure that all children begin to understand expectations and boundaries. Children's behaviour is consistently excellent, and they show great enthusiasm for learning.

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Children's welfare and wellbeing Strong standard

The childminder is very conscious of providing consistency for children's care. She follows routines from home as much as possible, is extremely thoughtful in her approach and provides high-quality care practices. For example, she supports children in getting to sleep just as parents would support them at home. She is very alert to children's care needs, such as when children need hydration. She helps children with special educational needs and/or disabilities by supporting their emotional wellbeing and provides activities that are well designed and foster children's engagement. Children have built secure attachments with the childminder. They lean against her as she reads to them and enjoy warm, reassuring words and hugs, which help them feel consistently safe and secure.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to take risks during their play and supports their understanding of personal safety. For example, she supports younger children as they climb onto a chair to sit down, patiently showing them how to manoeuvre their legs across the chair seat while they balance on one foot. Children begin to understand healthy lifestyles. For example, they enjoy a range of healthy snacks and brush their teeth every day. The childminder shares information with parents about promoting good oral health. Routines, such as eating and sleeping, are individualised to each child's needs. The childminder helps children identify and express their emotions, which develops a strong sense of emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder has developed an ambitious curriculum that supports every child's growth and achievement. She has excellent knowledge of child development. For example, younger children enjoy hiding pom-poms under cups and giggle with delight as the childminder pretends that she cannot find them. The childminder introduces concepts such as colour, size, texture and shape. She carefully considers how she can implement the different learning areas in the early years foundation stage. The childminder demonstrates a high regard to communication and language development. She offers opportunities to sing, listen to stories, make choices, and ask questions.

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Curriculum and teaching Strong standard

Mathematics is seamlessly woven throughout activities. For example, children measure the amount of rainfall after collecting it for a week and sort and classify objects they discover on nature walks. The childminder prioritises children's physical, personal, social and emotional development. For example, children look in a mirror every morning to see their reflection and identify how they are feeling. This helps them understand and manage their emotions.

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Curriculum and teaching Strong standard

The childminder incorporates children's natural interests and curiosities into activities, resulting in excellent progress. For example, children enjoy visits to a local farm as they become fascinated by horses. They enjoy planting and tending to vegetables as they explore seasons and growth cycles. The childminder adapts her teaching and the resources she uses so that activities are inclusive for all children, including those with special educational needs and/or disabilities. The childminder has developed a curriculum that is flexible, fully inclusive, and developmentally appropriate for all children.

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Inclusion Strong standard

The childminder undertakes focused observations of children's play and carries out rigorous assessments of their learning and development. She uses these to accurately identify their development stage and their next steps in learning. She constantly reflects on the environment and her curriculum to ensure that they are inclusive and accessible. She supports children with special educational needs and/or disabilities (SEND) by gaining a deep understanding of their needs and making thoughtful adjustments to support their learning. This helps to reduce barriers that children may face. Parents are invited to be part of their child's learning and assessment, and the childminder works with other professionals to support children's individual needs. For example, she works alongside specialist teachers and delivers learning strategies to help every child, including those with SEND, to enjoy learning. She monitors children's progress and assesses the impact of strategies to ensure

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Inclusion Strong standard

Engagement with other professionals is proactive. For example, the childminder makes links with schools to share information and support successful transitions for children. The childminder understands the importance of spending any additional funding to have a direct, positive impact on meeting children's needs. She fully understands that the purpose of funding is to reduce barriers that children may face and to provide them with opportunities they might not otherwise be able to access. The childminder works closely with children and families and is alert to any changes in children's wellbeing that may affect their learning and development. She puts the needs of children first at all times.

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Leadership and governance Strong standard

The childminder carries out a rigorous evaluation to identify areas in which she would like to develop further. She seeks the views of parents, undertakes annual audits, and devises action plans to work towards making continual improvement. The training she chooses to attend has a clear focus and is thought-provoking. For example, the childminder has recently attended training on different educational approaches so that she can adapt her teaching to support children's individual learning styles. She is passionate about offering high-quality learning experiences indoors and outdoors so that children are enthusiastic about the natural world.

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Leadership and governance Strong standard

The childminder understands that every part of the day is a learning opportunity and an opportunity to enrich children's learning. For example, she has made links in the local community, and children have enjoyed making window suncatchers for residents of a local care home to hang in their rooms. The childminder makes decisions that are consistently in the best interests of children, particularly children with special educational needs and/or disabilities. For example, she works closely with parents, shares information from training that she has attended and promotes home learning. Children benefit from continuity of care and learning through a consistent approach, which helps reduce barriers to children's development. The childminder meets regularly with other childminding professionals and receives support from the local authority. These partnerships help her to be highly reflective and make consistently positive improvements in her provision.

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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 active, confident learners who enjoy exploring the imaginative environment as they learn about the world. The childminder consistently encourages children and helps them build high levels of self-esteem. Children enjoy sitting on the childminder's knee while she reads a story with expression and enthusiastically join in with the different sounds she makes. The childminder's curriculum is extremely well thought out and considers children's different ages and stages of development. This helps reduce the barriers to learning some

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About this setting

children may face. Children are confident and are well prepared for the next stage in their learning.

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About this setting

Children are able to express their needs and make independent choices. The childminder encourages children to lead their own play and independently explore different learning opportunities. The childminder offers lots of praise to children, which encourages them to keep trying. The childminder constantly invites parents to be part of processes of assessment and encourages them to share things they have noticed at home about their child. The childminder seeks the views of parents and constantly evaluates her provision to ensure that it is meeting the needs of children in her care.

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About this setting

Children demonstrate they feel safe and happy in the childminder's care. They have built warm attachments with the childminder and enjoy inviting her to join in their play. Children pretend to pour water on the childminder as they play on the floor. They laugh with anticipation as the childminder becomes animated and feigns surprise. The childminder always considers children's emotional wellbeing. She works closely with parents to support routines from home and ensure that children enjoy attending every day. The childminder has built very strong, in-depth knowledge of children's unique characters, individual needs and learning styles. She supports children's self-esteem and 'can-do' attitude, which helps them flourish and thrive in her care.

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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 children with special educational needs and/or disabilities 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, parents 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. Unique reference number (URN): EY447974

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:00

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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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