Childminder

Childminder

Unique reference number (URN): EY318692 Registered with Ofsted: 15/12/2005 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 solid sense of belonging and security with the childminder. This means that they are open to learning and achieve very well. Babies are confident to explore and find out about new things. Children learn to focus their attention on tasks. They make remarkable progress across all areas of the curriculum but particularly in their communication and language skills. Babies learn new words rapidly, and older children articulate their needs and feelings very well. Children are very well prepared for the next stage of their learning, whether that is nursery or school. They develop independence skills in line with their age and stage of development. Babies learn to chop bananas, and older children use a knife to spread butter and slice toast.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities or those who face other barriers to learning, make rapid progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a nurturing and positive environment, where children feel safe to try new things and play with others. Children form incredibly close relationships with the childminder, which fully supports their learning. The childminder is a highly effective role model. She is gentle and kind towards children, which encourages children to be gentle and kind with each other. The childminder ensures that children have many opportunities to collaborate with other children during regular visits to toddler groups. Children cooperate and work together very well. The childminder has exceedingly high expectations of children's behaviour. Children learn how to manage their feelings as the childminder helps them learn the vocabulary to fully express themselves. The childminder uses a range of strategies to teach children how to regulate their emotions, such as a calming basket full of sensory items. She also works closely with parents to support the use of the same

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Behaviour, attitudes and establishing routines Strong standard

strategies at home, ensuring a consistent approach for children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that parents are aware of the importance of regular attendance and punctuality. The childminder is very flexible and has a range of steps she would take to support parents, such as offering to change hours and being flexible with starting times. This means that children benefit most from the learning opportunities she has planned.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are the top priority for the childminder. Her support for children's welfare and wellbeing is a strength of the setting. The childminder has a deep understanding of the children in her care and forms secure and nurturing attachments with them. She values all children and is highly responsive to their changing, individual needs. This means that any children with special educational needs and/or disabilities or other barriers to their learning or wellbeing develop high self-esteem and emotional wellbeing supporting their positive attitudes to learning. Children are taught about their own emotional wellbeing. They recognise changes in their emotions and understand when they need to access the calming basket with sensory items. Children learn how to take care of their own physical safety. For example, on walks in the local community, they know to hold the childminder's hand when near roads. The

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Children's welfare and wellbeing Strong standard

childminder ensures that children have lots of access to fresh air and opportunities for physical play outdoors where they can run and develop their large-muscle skills.

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Children's welfare and wellbeing Strong standard

The childminder works closely with parents to ensure that she follows children's individual care routines. She gathers information about children's sleep patterns, weaning, allergies and food preferences. Children's individual needs are fully supported during care routines. For example, younger children use a wooden rocker to cut up their food, while older children are supported in using a knife. Independence is a key feature of daily routines. The childminder provides a nutritious menu and follows safer eating practices. She is highly alert to issues such as choking.

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Curriculum and teaching Strong standard

The childminder's curriculum is ambitious and extremely well constructed, covering all areas of children's learning and development. The childminder sequences the curriculum incredibly well. She continually reflects and refines, making adaptations and improvements to further support children's secure progress. The goal is to lay the foundations for a responsible member of society who has good manners and values. The childminder prioritises children's communication, social and physical skills to prepare them for future learning. The childminder's ethos is for children to be happy and to thrive.

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Curriculum and teaching Strong standard

The childminder has a particular focus on ensuring that children make excellent progress in their communication skills and extend their vocabulary. She keeps detailed records of words children understand and can say so that she can quickly build on them. Activities such as sharing books support children's understanding of new words. Mathematical concepts are taught explicitly. Children develop a secure understanding of mathematical concepts, such as 'bigger' and 'smaller', during their play and routines. Children have many opportunities to develop their small- and large-muscle skills. They have daily opportunities to play outside in the garden and go on nature walks.

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Curriculum and teaching Strong standard

The childminder knows the children incredibly well and uses continual assessment and observations to tailor her teaching to the individual needs of each child. The curriculum lends itself to fully supporting disadvantaged children, those with special educational needs and/or disabilities or those who face other barriers to learning.

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Inclusion Strong standard

The childminder knows the children exceedingly well. She quickly identifies children's starting points by gathering information from their parents and follows this up with her own observations and assessments. There are secure procedures in place to identify children who face barriers to learning. The childminder has a clear plan of action to ensure that children who are disadvantaged or have special educational needs and/or disabilities (SEND) receive targeted support to make rapid progress from their starting points. The childminder frequently monitors and assesses children's progress. This helps to ensure that any gaps in their learning are quickly identified and addressed, enabling children with SEND to make rapid progress. She reviews the support she implements to assess its impact on the children's progress and skilfully adjusts plans based on their achievements, ensuring that her support is targeted precisely and continues to positively affect their outcomes.

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Inclusion Strong standard

The childminder has an extremely secure understanding of child development. The childminder demonstrates a commitment to enhancing her skills to best meet the unique needs of the children she supports. For example, she has attended courses on developing language and communication skills, which has supported children in making rapid progress with their learning. She has also attended specialist courses on neurodiversity and has a solid understanding of this area. When necessary, the childminder works with outside agencies and the local authority to support individual children with SEND. The childminder clearly understands how to use funding to support children's positive outcomes.

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Leadership and governance Strong standard

The childminder is deeply passionate about her role and has a superb understanding of the early years foundation stage and child development. She is highly reflective of her practice and continually audits and adapts to meet the needs of the individual children who attend her setting. This means that her teaching has a highly positive impact on all children, including those with special educational needs and/or disabilities (SEND) or other barriers to learning. The childminder recognises her own strengths in getting to know the children extremely well, so she can help them make rapid progress in their learning. She has extremely positive relationships with parents, who speak incredibly highly of her and value the high standards of care and education their children receive. The childminder liaises closely with other settings that children attend to ensure continuity of care and education.

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Leadership and governance Strong standard

The childminder continually strives to enhance her practice. She is deeply committed to her continuing professional development and targets training to build on and refine her knowledge and teaching skills even further. Since the childminder's last inspection, she has attended courses to develop communication and language skills, which has led to children making rapid progress in these areas. The childminder has also attended courses to support children with SEND.

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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 and babies develop close attachments to the childminder and clearly demonstrate that they feel safe and secure. They thrive in the welcoming and nurturing environment, which promotes a sense of belonging and self-esteem, allowing them to fully access learning activities. The childminder knows each child incredibly well and makes excellent use of this knowledge to offer them exciting play opportunities and highly effective support and guidance. Activities are tailored to the children's specific learning needs, incorporating their next steps. For example, babies access simple puzzles that help them develop their

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About this setting

language and spatial skills, while older children use more complex puzzles to learn about size and colour. As a result, children are highly engaged, and their behaviour is exceptional. Children are happy to pass each other resources and share. They develop independence skills by self-selecting resources and participating in care routines, such as washing their hands and putting on their boots.

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About this setting

The childminder supports the importance of developing a love of books and early reading skills from a young age. Children and babies listen attentively and join in excitedly. For example, children look at pictures of facial features and point to them on each other and themselves. The childminder promotes a love of the outdoors and nature. Children develop superb observational skills and an understanding of their environment. For example, during a nature walk, children look for objects represented on a card, such as snowdrops and squirrels, and mark them off when they see them.

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About this setting

The childminder ensures that all children, including those with special educational needs and/or disabilities, make the best possible progress by carefully monitoring their achievements and identifying their next steps in learning precisely. Children look forward to attending the setting and spending time with the childminder; this means that they develop good habits of attendance for their next stage of learning.

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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 disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder and children and viewed written feedback from 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. Unique reference number (URN): EY318692

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About this inspection

Operating hours: 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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