Childminder

Childminder

Unique reference number (URN): 202250 Registered with Ofsted: 26/04/2000 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 significant progress as a result of attending the childminder's setting. A strong focus on supporting children's emotional wellbeing means children feel safe, are very secure and are able to fully participate in all activities. Mathematical development and concepts, as well as language development, are seamlessly woven into all activities. Children confidently discuss their thoughts and ideas. They discuss the need for only one slice of toast at snack time, as when it is cut into quarters, it will provide 2 pieces each. All children, even the very young and those with barriers to learning, quickly learn the skills to be independent learners and confident communicators. Children are well prepared and ready for the next stage in learning or in preparation for the transition to school. Children feel secure in the environment and the support and high-quality interaction they receive from the experienced,

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Achievement Strong standard

knowledgeable and dedicated childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes a harmonious and respectful atmosphere. Children understand the expectations, as these are securely embedded in practice, and the childminder is a calm role model. Children develop close attachments to the childminder. They confidently seek help or reassurance when needed. Children use manners spontaneously and are considerate of others. Their behaviour is exemplary.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy their time with the childminder and have a thirst for learning. Even the youngest children are able to sustain their attention during activities. They show high levels of engagement, try hard and take pride in their achievements. For example, they work collaboratively to make omelettes. They show deep concentration as they carefully and skilfully crack eggs they collect from the chicken run. They take turns to crack eggs, butter toast and grate cheese and decide between themselves how this will work. They are not rushed and remain focused to complete the task.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of positive, professional but friendly partnerships with parents. She works closely with parents to promote good attendance, support regular routines at home and help children develop positive learning habits in preparation for school.

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Children's welfare and wellbeing Strong standard

The childminder places the children and their emerging needs at the centre of all decisions made to ensure their wellbeing and welfare. The childminder ensures children are familiar with the routines, which provide meaningful learning opportunities. For example, children decide to play outdoors. They independently prepare themselves, making decisions to wear wetsuits and boots because of the rain. They visit the bathroom and take care of their personal self-care needs and fully understand the importance of washing hands. The childminder is sensitive and discreet when asking children if they are comfortable in their nappy and whether it may be an idea to change it. She respects their response but also makes suggestions to ensure their comfort and wellbeing. Children are enthusiastic about being active, especially enjoying outdoor play where they explore a wealth of inspiring resources. They enjoy the fresh air, swing in hammocks, use

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Children's welfare and wellbeing Strong standard

ladders and climb logs, sensitively guided to take small, safe risks, as the childminder supports them in becoming resilient and self-assured. Children learn first hand where food comes from and the importance of a healthy diet. For example, they grow fruits and vegetables that are used in their meals. They tend to them each day and document their growth. They pick and eat them along with the eggs they collect from the childminder's chickens.

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Children's welfare and wellbeing Strong standard

The childminder helps children understand their feelings and explore their emotions through stories, resources and conversations. The childminder provides lots of reassurance and cuddles and offers comfort and praise whenever needed. Therefore, children feel safe and secure to share their feelings.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the quality of the curriculum and teaching she provides. The curriculum, while child led, is ambitious, well sequenced and meets all the learning and development across all areas of learning. It is designed to help children build secure foundations for future learning, with a strong focus on communication, language, mathematics and personal development. Children use a wide vocabulary during discussions. They hold conversations, recall previous learning and share information. For example, they explain how they grew an enormous white cabbage in the garden. They speak of the caterpillar eggs on the cabbage and excitedly recall how these turned into white butterflies. The childminder carefully introduces mathematical concepts in daily routines and activities. For example, children learn about measurement and quantity as they prepare their snack. They count eggs, talk about the length of cheese they need, accurately

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Curriculum and teaching Strong standard

measuring it against the childminder's finger, and ensure there is enough toast for everyone.

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Curriculum and teaching Strong standard

Assessment is used effectively to check what children know and can do. This enables the childminder to accurately target teaching to children's different starting points and stages of development. Teaching is adapted thoughtfully for disadvantaged children, those with special educational needs and/or disabilities and those who face additional barriers. The childminder's teaching is consistently responsive and enables all children to make robust progress.

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Curriculum and teaching Strong standard

The childminder's extensive knowledge and experience are clearly reflected in the way she offers ideas to parents on how they can continue learning at home to ensure a consistent approach to purposeful learning. Children benefit from high-quality teaching and meaningful interactions with the childminder.

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Inclusion Strong standard

The childminder visits children in their home and works closely with parents so that she has accurate assessments of their abilities. The childminder effectively reviews children's progress regularly to evaluate the impact of the curriculum on the rapid progress they make. This means she consistently has a secure knowledge of what children know and need to learn next. In addition, any barriers to learning are swiftly and accurately identified, and in consultation with parents, early intervention is sought and put in place. The childminder monitors children's speech closely and uses her professional expertise to provide parents and children with strategies that promote speech and language development. She also works closely with other professionals when necessary, and this promotes a shared approach to children's education and care. The childminder engages in regular targeted training to keep her knowledge of supporting children up to date.

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Inclusion Strong standard

The childminder is responsive to children's changing needs and ensures strategies in place have a positive impact on outcomes for them. Targeted interventions, resources and visual prompts support all children to succeed from their starting points. The childminder's use of early years pupil premium funding is purposeful and targeted. This enables disadvantaged children to access enrichment, improve their communication and build their confidence. The childminder works sensitively with families and any external professionals to ensure that consistent support is in place. Parents speak highly and with gratitude about the way their children are supported and achieve.

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Leadership and governance Strong standard

The childminder has significantly changed her setting and curriculum since her last inspection. She is currently working towards accreditation in an approach that promotes a slower-paced, child-led way of working that encourages curiosity, independent thinking, exploration and creativity. Through stringent monitoring of children's achievements, the childminder said this has made a remarkable difference in how the children learn and in their rapid progress.

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Leadership and governance Strong standard

Through the childminder's dedication and commitment to provide children with the best possible start in life, she has completed extensive training, personal research and participation in local networks and projects to strengthen her knowledge further. There is a culture of self-reflection, and the childminder now provides children with a most calm, awe- inspiring play environment in which to learn. She recognises children can be overwhelmed with colour and light, so she provides a homely and natural play space. The childminder has also completed targeted training to support children in her care who face barriers to learning and/or wellbeing to ensure all children achieve their full potential and are suitably prepared for successful future learning.

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Leadership and governance Strong standard

The childminder supports other local childminders and invites them to see her setting so that other children, as well as those in her care, benefit from her expertise.

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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 exceptionally secure and happy in the childminder's care. They show enthusiasm and an eagerness to try new experiences. Children form close and trusting bonds with the nurturing childminder, who is kind and attentive. The childminder provides children with a wealth of opportunities to learn at their pace, in a most relaxed, inspiring, homely and calm environment. Children quickly settle and engage in a wide range of exciting activities indoors and in the breathtaking, child-friendly outdoor environment.

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Inspector:

Lynn Hartigan Children are so happy. They immerse themselves in their learning, and there is a positive and respectful atmosphere in the inclusive setting.

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Inspector:

The childminder takes time to ensure she knows the children and their family before they attend. This means she has accurate assessments of their starting points and can meticulously monitor their progress. Children flourish in the childminder's care. They lead their play following their interests and curiosity, are not rushed and engage with deep interest. The childminder offers praise in abundance, which reinforces children's self-esteem and confidence. Children with barriers to learning thrive as the childminder ensures full participation and targeted support to ensure all children make consistent progress from their starting points. The importance of attendance for their learning and wellbeing is understood. The childminder has a flexible approach and offers support to ensure children's regular participation and welfare.

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Inspector:

The nurturing childminder has high expectations for the children. She models behaviour well, and children's behaviour is exemplary. They play extremely well together and have made friendships. They offer each other encouragement and praise. For example, children water seedlings in their dedicated greenhouse. They advise one another when there is enough water used. Children work collaboratively building structures, and they recall previous learning. They use technology with ease as they find photos of buildings they make to show visitors their achievements. Children use language well to describe and explain what they are doing. The childminder promotes children's communication and language skills and constantly builds on what children already know in a clear and sequenced way.

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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, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and the 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 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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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30

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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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