Childminder

Childminder

Unique reference number (URN): EY398060 Registered with Ofsted: 13/08/2009 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 make impressive progress in relation to their starting points across all areas of learning. Children develop skills to support them to be ready for their next stage of learning, including being extremely independent. Children learn more complicated concepts, such as using words such as 'ginormous' when talking about size.

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Achievement Strong standard

Children make secure progress in their learning and development. They develop secure knowledge and skills across all areas of learning, particularly in their communication and in understanding and managing their feelings and emotions.

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Achievement Strong standard

Children build successfully on what they already know as they work towards new goals and achievements. They flourish in the individualised care and learning opportunities provided and continue to make good progress from their starting points, including when they need additional support to overcome potential barriers to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports all children to behave exceptionally well and with maturity. The childminder is skilful in ensuring that she supports children to fully understand the expectations of their behaviour through discussion, modelling and reinforcing routines. The childminder knows how to adapt her approaches to support children of different ages and abilities. Children remind each other of the rules. Children problem-solve together and encourage each other to work as a team.

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Behaviour, attitudes and establishing routines Strong standard

Children are extremely kind and thoughtful. For example, children take turns confidently when sharing books and remind their friends whose turn is next when turning flaps in the book. Children recall the friendship rules with maturity, and they discuss with the childminder the meaning of these and examples to support the rules, such as kindness, reassurance, support, loyalty and trust, being caring and helpful and having empathy.

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Behaviour, attitudes and establishing routines Strong standard

Children show highly positive attitudes to learning and behaviour and play harmoniously together. The childminder consistently encourages children's best possible behaviour. She reinforces this through highly impactful teaching of behaviour and routines. She is a highly positive role model. Children remain engaged for long periods and persevere with challenging activities until they achieve. This is often for longer periods of time, requiring patience and high levels of concentration. As a result, children develop confidence, self- regulation and the learning behaviours needed for their future move to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder regularly monitors children's attendance and swiftly follows up with parents about any unplanned or unexplained absences. The childminder shares the benefits of regular attendance with parents to support them to prepare for the transition to, and expectations of, school.

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Children's welfare and wellbeing Strong standard

The childminder has successfully created an environment where children feel safe and secure. The childminder has established an effective key-person system that supports all children to have a high sense of belonging and positive levels of wellbeing and self-esteem. This is evident when babies who are new to the setting are incredibly happy and the childminder already knows them incredibly well. The childminder knows all babies incredibly well, including sleeping and feeding routines, and fully meets their needs.

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Children's welfare and wellbeing Strong standard

All children know the importance of following thorough health and hygiene routines and follow them thoroughly with high independence. Children talk about the importance of washing away germs during handwashing, and they discuss the benefits of teeth brushing in oral health activities. Children learn about more complicated aspects of health, such as the impact of sugar content and allergies.

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Children's welfare and wellbeing Strong standard

The childminder supports children to manage their emotions in safe and appropriate ways. This includes using books and activities where different feelings are discussed and validated. Children are very happy, settled and confident. This includes children who have just started at the setting.

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Children's welfare and wellbeing Strong standard

The childminder is very knowledgeable and skilful, and she is highly responsive to the varying needs and changing circumstances of individual children and families. This includes adapting practices and teaching techniques to support both the eldest and youngest children at the same time and supporting families where appropriate, such as through sharing ideas and visiting them at home.

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Curriculum and teaching Strong standard

The childminder has a comprehensive knowledge of all children and successfully embeds a highly engaging curriculum. This is carefully thought out and adapted well to support all individual children to enjoy learning and make progress and achieve across all areas of learning. This includes the youngest children and those newest to the setting. The childminder has a clear, well-sequenced curriculum that builds on what children already know, and she fully understands what they would benefit from learning next.

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Curriculum and teaching Strong standard

The childminder teaches children about how to meet their needs and knows their care routines extremely well. Even the child newest to the setting is very settled, and the childminder has ensured that they feel safe and secure. This has included carrying out settling-in sessions with children and families, and the childminder offers visits to their home to help strengthen the consistency of care between home and her setting if they would find this beneficial.

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Curriculum and teaching Strong standard

The childminder identifies areas she would like to continue, such as accessing further training such as forest school training, and is extremely reflective on what will be beneficial for the children who attend. The childminder knows children extremely well. This includes understanding what makes them truly unique. Children have a highly positive attitude towards their learning and make progress in relation to their starting points.

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Inclusion Strong standard

The childminder organises the environment effectively so that all children are fully included and engage in their learning from a very young age.

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Inclusion Strong standard

The childminder understands the individual needs of all children and carries out regular observations to be able to swiftly identify any support required to reduce any potential barriers to learning. This would include fully understanding how to use children's additional funding to help them meet their highest potential.

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Inclusion Strong standard

The childminder works highly effectively in partnership with parents and other professionals. She shares helpful strategies and ideas to provide consistency in their shared care and learning experiences.

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Inclusion Strong standard

All children feel extremely safe and emotionally secure, including new babies. The childminder has a thorough understanding of children's individual routines and care needs. She adapts daily practice sensitively to support younger children. For example, she adjusts routines and uses communication strategies such as signing to promote early language development.

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Inclusion Strong standard

The childminder carefully monitors children's progress to quickly identify and reduce any barriers to their learning and wellbeing. She is confident in knowing when and how to seek advice regarding developmental concerns. The childminder uses her knowledge effectively to ensure that every child is supported to thrive and make the best possible progress.

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Leadership and governance Strong standard

The childminder is extremely evaluative and reflective on her practice. The childminder fully understands her roles and responsibilities. The childminder is proactive in continuing to develop her practice, such as extending and building on her outdoor learning opportunities for children and accessing forest school training to support this even further.

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Leadership and governance Strong standard

The childminder makes informed decisions that improve outcomes for children. The childminder manages her workload effectively and keeps her training up to date. She drives continuous improvement to enhance children's learning experiences.

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Leadership and governance Strong standard

The childminder establishes a very strong partnership with parents. For example, she keeps them informed of children's learning and next steps and shares helpful ideas and tips with parents. She shares activity ideas and training findings with them. Parents comment positively about the level of support from the childminder and praise the nurturing environment and interactions that support their children to thrive.

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Leadership and governance Strong standard

There is an extremely good partnership with staff at other settings children also attend to provide a positive and consistent approach for children. This includes observing children with staff there and sharing next steps and achievements. The childminder does not provide children with unsupervised access to the internet and uses it for educational purposes. However, she teaches children how to stay safe online and shares guidance about screen time with parents.

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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

All children are very confident, settled and happy in the safe and inviting environment. Children feel at home with the childminder and are enthralled and highly interested during

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Inspector:

their interactions with her and the learning opportunities she provides. The childminder has high expectations of children and plans a variety of engaging and challenging learning opportunities for them.

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Inspector:

The childminder knows children extremely well. She plans accordingly to ensure that she meets each child's individual needs to help them to learn with highly positive attitudes. The childminder is highly skilled at adapting activities to engage children of all ages in activities to build on their knowledge. For example, younger children learn colours, while older children use scissors and talk about positional language as the childminder makes links to a familiar book about a multi-coloured elephant and supports children to create colourful hearts for Kindness Week. Children gain new skills to support their future learning and life skills, helping to prepare them for their eventual move to school. The childminder supports children of all ages to be independent, and children fully understand what is expected of them.

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Inspector:

The childminder is highly reflective and communicates with parents and children to evaluate current practice and highlight any areas she intends to enhance. For example, she has developed her outdoor play opportunities and resources and intends to enhance these even further by attending forest school training.

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Inspector:

Children develop very positive relationships with each other and develop social skills. They support and encourage each other and play harmoniously together. Children share and take turns with patience. They remind each other of how to be kind and work together as a team to complete tasks, problem-solving together with high levels of maturity.

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Next steps

The childminder should sustain continuous improvement and high standards, with a clear focus on improving outcomes and experiences for disadvantaged children and those with special educational needs and/or disabilities or who may face other barriers to their learning.

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About this inspection

The inspector spoke with the childminder and parents 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. Kelly Hawkins

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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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