Childminder

Childminder

Unique reference number (URN): 155499 Registered with Ofsted: 23/05/2001 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 develop very secure foundations for future learning. For instance, they understand rules and boundaries. They listen to instructions and follow these, such as to stay seated and safe when eating. Children learn about social skills and good manners, such as when they share mealtimes together. Children play cooperatively. They learn to listen to what each other says and take turns as they play.

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Achievement Strong standard

Children are excellent communicators. The childminder very successfully introduces children to an extensive range of words and topics as they play. They are highly confident and ask searching questions. The childminder very effectively encourages children to be curious learners. All children, including those who may face barriers to their learning, make excellent progress.

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Achievement Strong standard

Children are highly motivated to play and learn. They notice details, such as identifying letters and numbers on cars, as they go for walks. Children are fully immersed in learning in all they do. They have superb support from the childminder that will enable them to move confidently to the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has well-established routines and boundaries in place. This helps to support children's sense of security and emotional wellbeing. Children clearly demonstrate they know what is expected of them. They consistently show positive attitudes to each other, the childminder and their learning. The childminder builds highly effective partnerships with parents, helping them to feel very confident in the care and support she provides for their children. This helps to encourage children's regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. They are very kind and caring toward each other and play together collaboratively. Children laugh with delight as they play and show they relish each other's company. The childminder supports high levels of attention, such as by gently encouraging children to look for '1 more animal' in the story. She knows what motivates individual children and uses this very skilfully to support them. The childminder adapts her teaching to ensure that all children, including those who may face barriers to their learning, have the right support for their needs. She helps children to develop an increasing focus on their learning. This supports them to make excellent progress from their starting points.

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Children's welfare and wellbeing Strong standard

Children benefit from a highly personalised approach to their care and learning. The childminder has a robust settling-in process that helps children form secure bonds very swiftly. She provides excellent support for their wellbeing through a nurturing, calm and consistent routine where children thrive. The childminder supports children to recognise their emotions and develop an excellent understanding of how they are feeling. They build a secure attachments with the childminder from which they can confidently express themselves. The childminder places a strong focus on teaching children to keep themselves safe and healthy. For instance, she implements robust handwashing procedures. The childminder consistently teaches children about the importance of sitting still to eat and about keeping themselves safe online. She is an inspiring role model for children, enthusing and exciting them to enjoy and excel in outdoor learning. They have excellent support to develop healthy

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Curriculum and teaching Strong standard

The childminder plans an interesting and varied curriculum for children, with very high expectations of what they can achieve. For instance, she teaches children to develop a love of nature and outdoor learning. Children learn to identify different species of flowers, trees and birds and take part in growing their own plants. They develop an understanding of time and seasons as they observe changes in the natural environment. The curriculum is very successfully implemented to give children a broad foundation for future learning.

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Curriculum and teaching Strong standard

The childminder teaches children an extensive vocabulary, using every opportunity to build on children's knowledge. For instance, she skilfully helps children to hear many new words as they play. The childminder introduces children to new ideas and concepts, encouraging them to think and ask questions. Children are highly curious learners.

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Curriculum and teaching Strong standard

The childminder is highly reflective of her teaching and adapts this for children's individual needs. For instance, younger children develop their fine motor skills as they move from board books to turning paper pages. The childminder challenges older children to throw balls into targets, fine tuning their hand–eye coordination. She has an excellent understanding of how to support children's physical development.

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Curriculum and teaching Strong standard

Children flourish in the childminder's warm and attentive care. She supports their emotional wellbeing very effectively. The childminder supports children to develop friendships and social skills, such as when they play in larger groups. Children listen to each other, and older children are very kind and caring towards younger children.

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Curriculum and teaching Strong standard

The childminder makes accurate and rapid assessments of what children know and can do. She carefully plans to build on their learning, and regularly and robustly monitors the progress they make. This enables her to identify if there are any gaps in children's learning. The childminder ensures that all children, including those who may face barriers to their learning, have the support they need to thrive. All children make excellent progress from their starting points.

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Inclusion Strong standard

The childminder has a secure understanding of child development. She uses this very effectively to monitor children's progress. The childminder is swift to identify if children have any gaps in their learning or are at risk of any delay. This enables her to put plans and strategies in place to close gaps. The childminder is extremely proactive in helping children make progress in their learning. For instance, she researches and develops her knowledge to support children's individual needs. This allows the childminder to devise realistic and achievable plans of support for children's learning. She continually assesses and adapts her teaching. This helps to make sure all children, including any who face barriers to their learning, make excellent progress from their starting points.

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Inclusion Strong standard

The childminder works hard to ensure high levels of continuity and consistency for children's learning. She shares her strategies and plans with other settings that children attend, as well as with parents. The childminder has a secure understanding of when external professionals can help, and makes timely referrals for children when necessary. This helps to ensure that children have the right support at the right time.

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Leadership and governance Strong standard

The childminder has a very secure understanding of her strengths and areas to develop further. She is highly reflective and continually looking for ways to improve outcomes for all children in her care, including those who may face barriers to their learning. For instance, she actively seeks out research and attends training that will support her to increase her skills and knowledge even further. This helps her to support children's individual needs very effectively.

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Leadership and governance Strong standard

The childminder is an excellent communicator and establishes highly effective partnerships with everyone involved in children's care and learning. Parents report that the childminder goes 'above and beyond' to support their individual family situations. This means that they feel extremely welcomed, valued and significantly involved and supported in their children's learning. The childminder implements a well-developed system of support and continuity for children. She provides an abundance of support for children when they transition to the next stage of their education. The childminder ensures that children are fully supported and have an extensive range of skills to help them settle in seamlessly.

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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 show they feel safe with the childminder. They seek her out for reassurance and to share their play. The childminder is very calm and caring. Children snuggle in for comfort, thriving in her attention. The childminder is extremely responsive to children's individual needs. She carefully considers what individual children need each day, and very effectively provides this. For instance, when new children are unsettled, she devotes her time to making sure they feel secure. She supports their emotional wellbeing very positively. The childminder works tirelessly with parents to build positive partnerships. For instance, she makes time and space for parents to continue to feed their children after they have finished work. This helps parents to feel extremely valued and included. The childminder very effectively reassures parents and encourages their children's attendance.

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

Children benefit from knowing what is expected of them. They understand the rules and boundaries the childminder has in place to keep them safe. For instance, children delight in running along the footpath with their friends. They laugh with each other as they play and know to stop at each lamp post so that the childminder is close by. This helps them to feel independent and confident. The childminder offers children an abundance of warm praise and encouragement. They clearly enjoy her company and show they respect what the childminder says.

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

The childminder has a secure understanding of what children know and can do. She knows what children like to do and uses this to skilfully build on their learning. Children are highly motivated to play and learn. All children, including any who may have barriers to their learning, make excellent progress.

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About this setting

Operating hours: Monday,Thursday,Tuesday,Wednesday,Friday : 07:30 - 16:30

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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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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 all children, including those who may face barriers to their learning.

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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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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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