Childminder

Childminder

Unique reference number (URN): EY408456 Registered with Ofsted: 07/06/2010 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 excellent progress in all areas of their learning. They use language extremely well to narrate, describe and ask questions. Children with language delays show impressive progress as they advance through their support plans and rapidly catch up with their peers. Children show confidence in mathematics and use this in their play. For example, they name coloured balls and compare the size of blueberries. Children are emotionally secure and confident. They show a solid understanding of a range of feelings, which they apply to their developing social interactions. This is demonstrated in the care and empathy children show as they are respectful and kind to others. Children excel in their independence skills. They manage a broad range of self-help and care tasks, such as pouring drinks for themselves and their friends. Children exude confidence in all areas of their development and show positive attitudes to their learning. They are incredibly well prepared for the next stage in

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high and consistent expectations for behaviour. These are fairly applied with clear, age-appropriate explanations about what might happen if children forget to follow the rules. For example, the childminder explains that if they jump on the sofa, they may fall off and hurt themselves. This significantly supports energetic children who are eager to explore and test out their environments. The childminder gives children time and space to regulate their feelings when emotions bubble over. Children practise controlled breathing to help them regain their calmness. The childminder fully acknowledges how children feel and supports them to manage their feelings appropriately.

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Behaviour, attitudes and establishing routines Strong standard

Children frequently show kindness and empathy to their friends. They work together on tasks and create imaginative games together. Children show excellent concentration skills. They focus deeply on tasks, such as when they gather and sort coloured pom-poms. Children's attendance and punctuality is promoted well. The childminder explains how regular attendance supports future learning. Regular home-learning activities, such as reading stories, further promote the importance of early education.

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Children's welfare and wellbeing Strong standard

Health and wellbeing are a priority. Children access the outdoors and fresh air daily. They show awareness of healthy lifestyles, such as when they remind their friends to drink water to hydrate their bodies. Hygiene practices are exemplary, and children are confident in managing personal-hygiene routines independently, including washing their hands and wiping their noses. Children learn about the impact of exercise on their bodies and how it can make them tired. The childminder provides support that is highly responsive to children's needs, such as intimate-care and sleep routines.

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Children's welfare and wellbeing Strong standard

Children learn about the importance of consent and respect from a young age. The childminder asks to change their nappies and teaches them about privacy and keeping themselves safe in a variety of ways. This is particularly helpful for children with special educational needs and/or disabilities and those who may struggle to communicate their needs. The childminder has developed wonderfully warm, nurturing and responsive relationships with children. This helps them to feel safe, secure and ready to learn. The highly effective role modelling fully supports essential skills that build children's ability to understand emotions, regulate their behaviour and manage relationships.

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Curriculum and teaching Strong standard

The childminder is clear about what she wants children to learn and uses meticulous assessment to identify challenging next steps and drive improvements in their teaching. She delivers plentiful and varied experiences that teach children about the world they live in. Intentional teaching supports the ambitious curriculum and reflects the high expectations the childminder has for children's achievement. For example, when children practise ballet and yoga, they learn about a range of movements, such as balancing and stretching. Children show advanced use of language and incredibly mature social interactions. They listen to stories intently and show great enthusiasm as they learn about a range of feelings and emotions. They use their extensive vocabulary and language skills to ask questions and describe a range of experiences. Children with speech and language delays make rapid progress as a result of the incredibly well-considered teaching.

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Curriculum and teaching Strong standard

High-quality interactions make the most of every opportunity. The childminder promotes learning through every question and interaction. For instance, when children make spiders from pipe-cleaners, the childminder promptly bursts into song about spiders. Children sing along with obvious joy. Children delight in looking at books, and these are a fundamental part of their learning.

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Curriculum and teaching Strong standard

The childminder teaches mathematics explicitly through sorting activities and counting when cutting their snack, for instance. This helps children to develop an early understanding and enjoyment of mathematics. Children develop awareness of their own identities and those of others through extensive community experience and the childminder's commitment to respecting others. Children show confidence as they approach routines, such as personal hygiene and mealtimes. Learning is embedded through all parts of the day. Children engage in a range of physical activities, including ballet sessions.

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Inclusion Strong standard

Children's emerging needs are swiftly identified as a result of meticulous observations and assessments. The childminder has fully equipped herself with the knowledge to support children with special educational needs and/or disabilities in the very best ways. The childminder sets high expectations for children. For those with identified barriers to learning, she plans clear and focused next steps that help to close gaps so that they catch up with their peers. For example, the childminder works with other professionals, such as health visitors and speech and language therapists, to ensure that support is relevant and precisely targeted for children with identified speech delays.

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Inclusion Strong standard

Support is reviewed continually as children's needs change, involving all those involved in their care and learning in decisions and celebrations of achievements. Early gathering of information helps to plan adjustments needed to support inclusive practice and an accessible environment. Children with emerging needs, such as those who struggle to concentrate at times, are carefully and consistently monitored for any changes, and teaching is swiftly adapted so that children remain involved in their learning. The consistent and targeted approach means that all children make rapid progress and barriers are swiftly removed.

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Leadership and governance Strong standard

The ambitious childminder carries out a range of evaluation processes to assess her provision, workload and wellbeing. She uses these to continually strengthen and elevate her curriculum, teaching and care-practices. She identifies areas for continuous professional development. The childminder has developed extensive links within the community to enrich experiences for children. This includes a forest-school club and access to a community allotment. The childminder is part of a forum where she regularly links with other childminders to share good practice and training. She attends extensive training and uses meticulous reflection to evaluate the impact of her new knowledge on children's outcomes. The childminder is relentless in her pursuit of excellence for children. She works hard to develop relationships with parents and carers, members of the community and professionals, including those from the local authority. She fully understands the value of

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Leadership and governance Strong standard

effective partnership working. This includes developing working relationships with other settings that children attend. This highly effective approach means that all children, including those with special educational needs and/or disabilities or those with barriers to their learning, are supported to make consistent and sustained progress in their learning and development.

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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 thoroughly enjoy their time and learning with this superb childminder. She has a deep and secure understanding of every child who attends and of the range of differing experiences they bring to the setting. The dedicated childminder uses this knowledge, combined with her passion for early years education, to deliver broad and exciting learning experiences. The childminder identifies starting points and uses meticulous evaluation alongside focused observations to plan next steps that enable children to develop their knowledge. Children with special educational needs and/or disabilities or who face barriers to their learning thrive. This is because the childminder has an unrelenting commitment to making a difference for all children. She ensures that children receive the most appropriate support to meet their individual needs, in order for them access the curriculum in full.

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

Children demonstrate that they feel safe and secure through the warm and nurturing relationships the childminder builds with them. Every child who attends has a 'peg-person' that they have carefully designed to represent themselves. Children place their peg in the playhouse every day alongside their friends to show that they are attending. This helps them to develop a secure sense of belonging in the childminder's home. Children play in harmony alongside their peers. They show genuine care and concern for others and demonstrate a mature sense of empathy and respect.

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

Children have a solid sense of identity and show that they feel safe, secure and valued by the childminder. They use their rapidly growing language skills to express their feelings and ideas. Children develop their unique personalities and interests through tailored activities and attentive support. The childminder actively values and nurtures their individuality to help every child flourish. The childminder works closely with parents and carers to ensure that children have excellent punctuality and attendance. This is clearly shared and supported through ongoing partnerships.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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Next steps

Leaders and those responsible for governance 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 and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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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