Childminder

Childminder

Unique reference number (URN): 151585 Registered with Ofsted: 23/02/2001 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 strong and sustained progress across all areas of learning. Children successfully engage in activities that consider their differing stages of development, building securely on what they already know and can do. For example, younger children receive close support when exploring construction, while older children create complex constructions independently. Children learn new language and vocabulary through highly engaging interactions during their chosen play and exploration. Children feel proud and confident in their achievements, building resilience and very high levels of self-esteem. Children are developing the skills they will require for their next stage of learning and the eventual move to school.

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Achievement Strong standard

The childminder recognises the importance of promoting regular and punctual attendance to provide consistency and to enable children to benefit fully from the learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a very positive role model. She is calm and patient in her interactions with children. As a result, children develop strong bonds with her and each other. This supports their developing friendships positively. Older children are incredibly kind and considerate. For example, they ask one another for permission to join in with games and patiently allow much younger children to have a go too. The childminder has high expectations for children, and all children attend regularly. Children demonstrate that they know the routines very well.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate excellent behaviour. For example, children, including toddlers, eagerly help the childminder to prepare for snack and tidy away ready for the next activity.

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Children's welfare and wellbeing Strong standard

The very secure relationships and attachments the childminder establishes with all children significantly enhance their emotional wellbeing. As a result of her support and positive interactions, children are calm and settled and demonstrate a strong sense of security in the childminder's care.

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Children's welfare and wellbeing Strong standard

Children are encouraged to manage their self-care well, learning to keep themselves healthy. Older children use a tissue when required and immediately go to wash their hands afterwards. They understand the importance of good hand hygiene, especially before eating, and engage frequently in discussions about their oral hygiene routines.

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Children's welfare and wellbeing Strong standard

Mealtimes are sociable, with the childminder observing children at all times, engaging them in discussions and providing them with knowledge around nutrition and healthy food choices. Older children have a sound understanding of the benefits of a healthy diet and exercise. They discuss how fish is a healthy food choice and the importance of brushing their teeth twice a day.

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Curriculum and teaching Strong standard

The childminder uses her comprehensive knowledge of each child's unique learning needs to precisely target her teaching. The childminder is particularly skilled at creating resources that capture children's imagination and at making learning fun. For example, babies and children concentrate intently as they search through a range of sensory materials in the play tray to find different animals. Children are delighted to discover the different animals and learn about their interesting characteristics. This supports them to develop an understanding of the world around them. The childminder creates equally engaging opportunities in the same activity for babies developing communication and language skills. For example, she skilfully adapts her interactions, emphasising new words alongside representing an object to bridge any potential gaps in their understanding.

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Curriculum and teaching Strong standard

The childminder uses every opportunity to develop children's mathematical skills. For example, she uses gesture alongside positional language to encourage very young children's understanding of spatial awareness during construction play. Older children remain highly stimulated and motivated when creating 3D constructions with magnetic shapes. The childminder sets appropriate challenges, helping to sustain high levels of engagement and focus when creating their own designs. Children demonstrate impressive problem-solving and spatial reasoning skills.

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Inclusion Strong standard

The childminder gains a comprehensive knowledge of each child's unique personality and learning needs. She achieves this through highly effective communication with parents, ongoing observation and meticulous assessment. This enables her to monitor children's progress and to identify any gaps in learning and development at the earliest opportunity. The childminder is aware of the relevant support agencies available locally. She works with parents to ensure that children receive any additional, targeted support they need.

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Inclusion Strong standard

The childminder is highly effective in supporting all children's needs. She uses specific sensitive strategies, such as spending time with individual children, to playfully encourage children to develop confidence. The environment is adapted to include children at different stages of development, for example floor spaces are arranged so that babies can explore safely alongside older peers.

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Inclusion Strong standard

The childminder draws on her past experiences of how additional funding is used for specific children to support their individual needs. For instance, she created a mud kitchen area in the garden to enhance engagement for children who have a preference for larger open spaces. She understands how monitoring children's progress allows her to identify the success of her developments.

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Leadership and governance Strong standard

The childminder is proactive, hard working and committed to making a difference for children and their families. She evaluates her provision effectively and undertakes additional research and training to ensure that she keeps up to date with her knowledge and skills. For example, she has explored new ways of developing her outdoor area and introduced a range of play and exploration experiences effectively. Children thrive in the outdoor space with increasing engagement and concentration.

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Leadership and governance Strong standard

The childminder runs a local group for other childminders and children. She supports other childminders with their practice, helping raise the quality of care locally.

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Leadership and governance Strong standard

Effective partnership working with parents has a very positive impact on the outcomes for children. The childminder communicates regularly with parents to ensure that she is aware of what is going on in children's lives. She also provides regular feedback and, when appropriate, advice so that children benefit from care and teaching that is coordinated and consistent.

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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 happy, secure and thriving in the childminder's warm and attentive care. They experience a nurturing environment where their safety and wellbeing are always a priority. Daily routines are well established, and children confidently follow routines such as handwashing independently.

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

Children experience an excellent range of opportunities for fresh air and exercise. All children are fully included and make significant progress because the childminder skilfully adapts activities and experiences to meet individual needs.

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

Children enjoy rich and varied experiences that extend far beyond the home environment. The childminder takes them out to castles, farms, community spaces and group sessions with other childminders. These outings provide meaningful opportunities to interact with a wider group of children and to deepen their understanding of the world.

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

Children demonstrate positive social skills. They play cooperatively during various activities all through the day. They learn from one another and build secure friendships. The childminder's positive modelling and sensitive guidance help children understand expectations and consider the feelings of others. As a result, children develop confidence, independence and strong self-esteem.

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

Children show curiosity through a curriculum that encourages exploration. They show a keen interest in learning in this highly positive and joyful setting. Children eagerly gather around stimulating activities led by the childminder. For example, they listen intently as the childminder teaches new words such as 'camouflaged' when learning about the Arctic hare in the snow.

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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 those who may face barriers to their learning.

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About this inspection

The inspector spoke with the childminder 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 16:00

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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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Our grades explained

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.

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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