Childminder

Childminder

Unique reference number (URN): EY405485 Registered with Ofsted: 15/02/2010 Registers: EYR, CCR

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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 excellent progress from their individual starting points. They make consistent progress in communication and language. Children are confident communicators. They share their thoughts and ideas and experiment with language during play and structured activities. Children who face barriers to their learning and those who speak English as an additional language make significant progress in understanding and speaking in English. The childminder's tailored support and consistent modelling enables them to communicate well and participate in learning.

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Achievement Strong standard

Children are very confident, happy, settled and motivated to learn. They engage in purposeful activities designed to support the prime areas of learning, such as physical development. They are curious and independent learners. Strong relationships with the childminder and their friends support children's confidence and to feel safe and secure.

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Achievement Strong standard

Children, including those who face barriers to learning, achieve well. Targeted support reduces gaps in learning and enables them to fully access the curriculum. As a result, children develop the knowledge and skills required for their next stage of learning, including transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a harmonious environment for children. Expectations for behaviour are clear and consistently applied. She is a highly positive role model for children. The childminder sensitively and consistently reminds them about rules and procedures. As a result, children, including those who face barriers to their learning, have a secure understanding of boundaries. They listen and respond promptly to the childminder's clear instructions and show high levels of excellent self-control.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed warm, respectful and trusted relationships with children and families. This helps children to feel valued, safe and secure. Furthermore, positive attitudes to learning are deeply embedded. Children are extremely well behaved. They demonstrate consideration for others, such as sharing, taking turns and listening to others. They are consistently encouraged to work in collaboration. For example, in their outdoor play, they work together to create their buildings using large wooden construction materials. They share ideas and engage in problem-solving. For instance, they create see-saws and balancing beams. Younger children are supported to join in, such as balancing on single planks laid flat.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is committed to promoting regular attendance and punctuality. Consistent routines and interesting learning experiences support children to attend regularly and to know what is expected of them.

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Children's welfare and wellbeing Strong standard

The childminder places a high emphasis on children's welfare and wellbeing. She ensures care practices are tailored to meet children's individual requirements. She gathers detailed information from parents before children start. This ensures routines for sleeping, weaning and feeding are met effectively. Children who face barriers to learning or wellbeing, including those who speak English as an additional language, receive carefully planned support. This helps to ensure their needs are fully considered and met.

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Children's welfare and wellbeing Strong standard

The childminder has established secure and responsive relationships. Children form positive attachments with the attentive and nurturing childminder. This helps children to feel valued, safe and secure. The childminder provides excellent support for children's emotional wellbeing through extremely positive interactions and structured activities. For example, the childminder uses stories, such as 'The Colour Monster', to help them to recognise feelings and regulate their emotions appropriately.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy lifestyles and strengthen physical development through discussion about healthy food choices and regular opportunities to access fresh air and exercise. Furthermore, well-planned planting activities support children to develop the skills they need to look after themselves, For instance, they grow, prepare and consume their own food. This helps children to understand where food comes from and develop skills in independence.

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Curriculum and teaching Strong standard

The childminder has extremely high expectations for children. She has designed an ambitious curriculum that reflects her high aspirations for children's learning and development. She has a secure understanding of child development, with particular emphasis on the prime areas of learning. Communication and language is a strong focus. Children, including those who face barriers to their learning, benefit from a language-rich environment. The childminder purposefully introduces language through structured activities and incidental interactions. She models and extends language very well. For instance, she introduces new words, such as 'snap, scoop' and 'segments', during cultural learning. Additionally, she explicitly reinforces mathematical language related to size and quantity.

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Curriculum and teaching Strong standard

The childminder's curriculum builds on children's interests. Children learn from trips to the beach, dockyard and local landmarks. Furthermore, they benefit from cultural teaching, such as the Chinese animal zodiac, colours and foods associated with China. These experiences broaden children's understanding of the world

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Curriculum and teaching Strong standard

The childminder's teaching is adapted to children's individual needs. She uses assessments efficiently to identify starting points. This helps to inform their next steps in learning. For instance, younger children receive guidance to choose songs from a small selection. Older children are encouraged to count in sequence and engage in movement, such as pretending to be scarecrows. Songs such as 'Head, shoulders, knees and toes' support children's physical development. Secure relationships encourage children's emotional wellbeing and readiness to learn.

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Inclusion Strong standard

The childminder has established a highly inclusive culture, where all children are valued and included. Children who face barriers to their learning, including those who speak English as an additional language (EAL), are very well supported. The childminder swiftly identifies children's needs early through parent meetings and detailed information on, for example, care routines, allergies and cultural requirements. Additionally, rigorous and thorough assessments ensures that support is purposeful and targeted to children's individual needs.

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Inclusion Strong standard

Children who face barriers to their learning receive tailored support to enhance their language skills and understanding of English. For instance, dual-language number cards help children to make mathematical connections with their home language. The childminder ensures she consistently models the English language to extend children's vocabulary and understanding. Children benefit from rich opportunities to listen to familiar stories, which the childminder reads with enthusiasm and excellent tone. This helps children engage and develop new language and interact with confidence.

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Inclusion Strong standard

The childminder is currently undertaking training in communication and language on 'Learning to listen, listen to learn'. She plans to use this training to strengthen language development even further for children who face barriers to their learning, specifically children with EAL. This demonstrates her commitment to a proactive and reflective intent to reducing barriers that children face.

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Leadership and governance Strong standard

The childminder is extremely committed to providing high-quality education and care for all children, including those who face barriers to their learning. She evaluates her provision very well and takes action to strengthen her practice. She has established a curriculum that is rooted in the prime areas of learning. There is a strong focus on communication and language.

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Leadership and governance Strong standard

The childminder's professional development is a clear strength. She completes regular safeguarding refresher courses to make sure she is up to date with any changes. Current communication and language training enhances her knowledge and understanding of how to support children who face barriers to their learning, such as those who speak English as an additional language. Furthermore, she has completed a level 2 SEN qualification and perinatal infant mental health work training to strengthen her understanding of how to support children with special educational needs and/or disabilities and support families.

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Leadership and governance Strong standard

Partnership with parents is a strength. The childminder works closely with parents through daily communication, shared progress updates and regular meetings. Parents speak highly of the support and care their children receive. Furthermore, she has developed secure relationships with other childminders, schools and other early years professionals. This helps to provide continuity of care and smooth transitions to the children's next stage in their learning.

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

Children are confident and relaxed on arrival. They separate from their parents with ease. They are welcomed warmly by the friendly childminder. She provides gentle and consistent guidance, which helps them to follow regular arrival routines. For example, children put away their belongings and greet their friends. These well-embedded routines help children to know what is expected of them and provide a strong sense of security. As a result, children settle quickly and are ready to start their day. Additionally, these strong routines encourage children to attend regularly.

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

Children build very secure attachments with the childminder. She is extremely attentive to their individual needs. They thrive in the harmonious environment, where all children are valued and accepted. The childminder is an excellent role model for children. She treats children with respect. As a result, children are kind and considerate. They consistently share toys and resources and take turns. Children play happily alongside and with their friends. They develop positive social skills and a strong sense of belonging. The positive environment helps children to feel happy, safe and secure.

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

Children are highly motivated to learn. They demonstrate curiosity and an eagerness to explore. The childminder provides a wealth of opportunities for children to lead their own play. As a result, children confidently investigate the rich and interesting resources and environment. During adult-led activities, the childminder encourages them to be independent learners. This helps them to confidently influence the direction and structure of their learning. For example, during activities to enhance their cultural understanding, children

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Portsmouth experiment with food, stretching and cutting noodles and filling containers. This reflects the curiosity and creativity the childminder encourages.

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About this setting

Children who face barriers to learning receive very effective support. Children who speak English as an additional language receive targeted support to strengthen their communication and language skills further. This helps them to build confidence, feel included and to make good progress from their starting points.

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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 children who may face barriers to their learning.

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About this inspection

The inspector spoke with the childminder, children 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.

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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. 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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