Childminder

Childminder

Unique reference number (URN): 304586 Registered with Ofsted: 10/04/1997 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 rapid progress in their speech and language development. They engage consistently in conversations, extending their individual word utterances to full sentences. Children use new words in their play and hear the pronunciation of more difficult words. Children can express themselves clearly. They share their thoughts and ideas with their peers.

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Achievement Strong standard

Children achieve extremely well from their starting points. They can persevere in tasks and when facing new tasks. Children are very well prepared for their next stage in learning. Older children have sound mathematical knowledge, including a secure understanding of the numbers 1 to 10, such as through counting their fingers when drawing. Younger children achieve extremely well in their personal, social and emotional development. They build positive relationships and develop their understanding of emotions. For example, children learn how to ask positively to join in a game.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has fostered a very calm and respectful environment where children flourish and thrive. She has extremely warm and caring relationships with the children in her care. Children are confident, safe and secure in this setting. The childminder motivates children to work well together. She promotes empathy and kindness through highly effective positive guidance and gentle reminders. As a result, children offer each other help and apologise when they knock someone's building.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's attitudes to learning very effectively. She offers praise, encouragement and one-to-one focused attention when children find things trickier. This ensures that children persist and achieve the goals and tasks that they set themselves. It also results in children who are confident to try new things, seek help and are resilient when faced with a new task.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts her approach and expectations based on children's needs, age and stage of development very effectively. For example, she engages alongside younger children and offers ideas to help. For older children, the childminder asks questions that promote their thinking and problem-solving. The childminder works effectively with parents and carers to ensure regular attendance and promotes positive routines for children. For example, they work together to establish sleep routines to support younger children.

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Curriculum and teaching Strong standard

The childminder has developed an enriching curriculum that children lead. She very skilfully integrates children's learning through their interests. For example, when children are engaged in imaginative play of fixing a road, the childminder weaves counting through their play. She asks open-ended questions to support children's problem-solving skills. The childminder recognises the need to extend children's thinking skills. She sequences the curriculum effectively to consider what children already know and can do. The childminder

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Expected standard

builds gradual next steps to continue to support children's development. For example, she helps children to be considerate of others through taking turns.

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Expected standard

The childminder explicitly teaches mathematics through counting and correcting any misunderstandings. She has created an environment rich in language for children. The childminder consistently supports children's speech and language by building on their vocabulary. For example, she models the correct pronunciation of words. The childminder provides free-flow access to the garden. She provides a wealth of opportunities for children to develop their physical skills, including running, swinging and riding bicycles. This has a significant impact on children's wellbeing.

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Expected standard

The childminder has a well-resourced provision that focuses on meeting the needs of all children, including those with special educational needs and/or disabilities. She understands and adapts her curriculum to meet all children's needs, such as providing sensory toys, ramps and larger outdoor bicycles for older children.

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Children's welfare and wellbeing Expected standard

The childminder has built secure and positive relationships with all children. She supports children to recognise their feelings and emotions and how to manage these through calm and responsive interactions. As a result, children feel safe in the setting. They seek comfort and support when needed. The childminder ensures regular time outdoors to support children's physical wellbeing. She supports children to learn about risk and keeping themselves safe while playing in the garden. For example, the childminder discusses with children how to slow the swing when it gets too high or navigate around the swings when walking.

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Children's welfare and wellbeing Expected standard

The childminder supports children's growing independence through routine times, such as toileting and mealtimes. For example, she encourages children to collect their own plates for their lunch. The childminder supports children to become increasingly independent in managing their own hygiene practices. For instance, she reminds children to wash their hands after touching a bird's nest. However, the childminder does not ensure that children wash their hands after wiping their noses. This does not consistently embed hygiene practices further.

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Children's welfare and wellbeing Expected standard

The childminder thoughtfully equips and adapts her setting to ensure that all children thrive. She adapts her approach and makes improvements to her setting to meet children's individual care needs. For example, the childminder supports parents and carers to introduce an effective sleep routine.

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Inclusion Expected standard

The childminder creates an inclusive environment so that all children can succeed and achieve. She quickly identifies and assesses children's needs. The childminder reflects on her current practices and makes adjustments to remove any barriers to learning for children with special educational needs and/or disabilities (SEND). For example, she has added a ramp to support children with physical disabilities to access the garden. As a result, all children can participate in all aspects of the curriculum in a safe manner. The childminder makes effective use of any funding to buy resources to enable children to engage in learning, including sensory toys and building equipment. This has made a positive impact for children attending and enabled them to achieve.

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Inclusion Expected standard

The childminder attends training to continue to grow her knowledge of supporting children with SEND. She has recently attended training on autism awareness to refresh her knowledge and support her to identify and assess children's needs quickly. She has sound knowledge of the support systems in place and how to access these if needed. The childminder works with other professionals when needed. This ensures that children receive the support they need and can make progress in their learning.

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Leadership and governance Expected standard

The childminder leads a quality provision. She is highly reflective, adapting her practice and the environment and growing her skills to meet children's individual needs. The childminder works effectively with parents and carers. She regularly shares children's learning and progress with parents and schools during transitions. This ensures that children settle well and are ready for their next stage of learning. The childminder develops systems and tools to support effective communication of children's progress. For example, she uses transition documents that summarise children's learning, development and next steps. The childminder completes the progress checks when children are aged between 2 and 3 years and shares these with parents. This gives parents a clear understanding of their child's progress, learning and next steps.

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Leadership and governance Expected standard

The childminder actively seeks professional learning to continue to grow her knowledge and stay current with the sector. This includes revisiting learning to meet statutory requirements. The childminder also seeks new learning to support her knowledge of working with children with special educational needs and/or disabilities and children with barriers to their learning. This positively affects the ongoing teaching and children's learning at the setting. The childminder implements her new learning and skills into practice. For example, after attending a positive behaviour course, she has implemented new strategies that have positively impacted on children's behaviour. However, the childminder has not consistently strengthened her knowledge by focusing on training that meets the individual needs of children attending.

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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 achieve extremely well from their starting points. They have high levels of motivation to learn and can persist when engaging in activities. This results in children being prepared for their next steps in learning. The childminder encourages children to build their independence and resilience through thoughtful interactions, play and the purposeful setup of the setting. For example, children enjoy building with magnetic tiles and persevere as they find different ways to balance them on magnetic trailers. Children play well together, negotiating turns and helping each other to achieve. For example, when playing on the

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About this setting

swings, older children help younger children to learn how to use their legs to make the swing move. The childminder skilfully adapts her practice to meet the individual needs of all children. She supports children with special educational needs and/or disabilities well, ensuring that they can achieve. For example, the childminder buys specific resources for children and adapts her premises to ensure accessibility.

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About this setting

Children experience a warm and nurturing environment. They build healthy relationships with the childminder and other children. The childminder knows children extremely well. They show genuine care and affection for each other. Children have a deep sense of belonging. The childminder ensures that children are safe and flourish in a setting that is like a second home. For example, children access toys and equipment independently and enjoy free access to the garden.

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About this setting

Children flourish in this caring and secure environment. The childminder is highly experienced and works closely with parents and carers to understand their current priorities for learning. For example, she has regular conversations with parents to share updates and information about children's progress in their learning. The childminder supports children's regular attendance through creating a positive learning experience. Overall, children thrive in a setting that sees their uniqueness and celebrates their achievements.

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Next steps

The childminder should further strengthen her knowledge by accessing training precisely matched to the needs of the children attending. The childminder should ensure that there are consistent hygiene practices in place for children.

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About this inspection

The inspector spoke with the childminder 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): 304586

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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