Childminder

Childminder

Unique reference number (URN): EY432818 Registered with Ofsted: 18/08/2011 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

All children are supported well and make remarkable levels of progress from their individual starting points because the childminder reduces barriers to learning. This includes those children who have recently joined the childminder's setting.

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Achievement Strong standard

Children's language skills are developing extremely well. They become extremely confident in communicating their needs, including those who hear other languages spoken at home. They attempt to join in meaningful conversations with the childminder. Children build communication skills as they name objects, listen to questions and share ideas.

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Achievement Strong standard

Children benefit from sequenced and purposeful learning. They build on their interests and prior knowledge. Children demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. They persevere as they manipulate clay in different ways using tools.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those with communication and language needs, are suitably prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop a real love of learning. They deepen their knowledge and interests with the experiences the childminder offers. Consequently, all children concentrate for long periods and benefit from the childminder's positive interactions and deep levels of engagement.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and predictable environment to support children to know and understand the behaviour expectations, which are clear and consistent. Established routines help children to feel safe and confident throughout the day. Children settle quickly and move between activities, mealtimes and rest times with minimal support. For example, younger children move around the setting between indoor and outdoor environments freely, knowing how to negotiate steps safely. The childminder consistently supports children's best possible behaviour. She uses gentle explanations and praise to help children understand expectations and manage feelings. Children are kind and thoughtful to one another. As a result, the learning environment is harmonious, and all children behave incredibly well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of attendance and continuity in learning between other settings children attend and home. She understands the importance of attendance and will telephone parents or emergency contacts to ensure that all is well at home.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She gathers in-depth information from parents about children before they first start. For example, she undertakes home visits and learns as much as she can about the children and their families. The childminder utilises her knowledge extremely well to ensure that all families feel welcome in her setting. She demonstrates expert knowledge and understanding of how to support all children in her care.

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Children's welfare and wellbeing Strong standard

Children show a secure attachment to the childminder as she follows their routines to help support their needs. The childminder is very responsive to children's needs and notices small changes in their emotions. For example, when young children appear unsettled, the childminder knows they may be hungry or tired. She establishes policies to support children's welfare and wellbeing and implements safer sleeping and safer eating practices. For instance, sleeping children are checked every 10 minutes to ensure that they are safe, by checking in person and on a camera.

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Children's welfare and wellbeing Strong standard

The childminder skilfully uses stories to talk about children's feelings and emotions. For instance, children thoroughly enjoy familiar stories to talk about their emotions and how different situations make them feel.

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Curriculum and teaching Strong standard

The childminder has high expectations for every child. The carefully considered and well- sequenced curriculum supports children to develop important skills and ensures that no child is left behind. The effective use of assessments supports the childminder to know the children's individual needs and interests incredibly well. She helps them to develop and master new skills, ensuring that knowledge is thoroughly embedded. During all discussions, the childminder asks children to help remember answers and key vocabulary, praising their strong recall.

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Curriculum and teaching Strong standard

The childminder is particularly skilled at using unplanned opportunities to fully extend children's learning. For instance, during play, she extends children's learning by role modelling more complex language to enhance their vocabulary even further. In addition, she teaches children important skills that will help them in their future education and beyond, such as independently undertaking self-care tasks. Children confidently manage their own toileting and hygiene practices.

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Curriculum and teaching Strong standard

Children take part in activities that develop fine and gross motor skills, imaginative play and early mathematics. For example, they pour, measure and sort resources during play. They enjoy trips to a wide variety of places of interest to enrich their learning, such as stay-and- play sessions, museums and libraries. Children develop their understanding of the world around them in meaningful ways, helping them to learn about the community and become confident in new places.

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Inclusion Strong standard

The childminder supports every child to take part fully in the setting. She has extensive knowledge and experience of child development and identifies their needs early, including those with special educational needs and/or disabilities and those who may face other barriers to learning. She acts swiftly to address concerns with parents and other professionals, implements activities effectively and uses additional funding so that all children can join in and experience success. For example, the childminder works closely with speech and language therapists to ensure that intervention strategies are fully understood and implemented correctly. The childminder places a clear focus on supporting children's communication and language. For younger children, the childminder models simple words and short phrases and repeats key vocabulary throughout activities. She uses hand gestures and words in 2 languages to

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Inclusion Strong standard

help children understand and make choices. This helps children to communicate their needs, follow routines and join in with play alongside other children.

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Inclusion Strong standard

Barriers linked to children's wellbeing and home experiences are sensitively considered by the childminder. She provides reassurance for parents and maintains familiar routines for children. In addition, she ensures that children's development is well supported between home and other settings that children attend. This helps to support continuity in children's learning.

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Leadership and governance Strong standard

The childminder continually reviews the provision in an incisive way. She is highly committed to her professional development and strives to continually improve her already excellent teaching to ensure the best outcomes for children. For instance, a recent course helped her to focus on responding to children at a gentle pace so that they have time to think and process information.

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Leadership and governance Strong standard

Partnerships with parents are strong. Parents value the 'dedicated' and 'compassionate' childminder. They describe how her attentiveness and advice enables them to continue to successfully support their child's learning and development at home. She shares regular updates on children's progress with parents, and achievements are celebrated. Parents appreciate the childminder's approach and praise the progress their children have made since attending the setting.

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Leadership and governance Strong standard

The childminder is highly responsive towards ensuring children's safety. She shares her expert knowledge with parents to support children's safety at home. For instance, she sensitively helps parents understand safe sleep guidance. She shares extensive information with parents to help them understand how to keep children safe at home, particularly when using digital technology.

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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 flourish within the setting as the childminder offers an exceptionally homely environment. They are curious and keen to learn in the very well-organised, calm and enabling environment. The childminder creates a language-rich environment full of narrative and discussions. She consistently encourages children to have meaningful input in conversations through thought-provoking questions, allowing children time to respond and showing genuine interest in what they say. Children are confident communicators who delight at chatting to their friends and adults. For example, children happily share with visitors about their recent holiday.

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

The childminder establishes positive relationships with children. She creates an ambitious and stimulating curriculum for all children in her care. Children are superbly supported to solve problems as they play. The childminder skilfully uses an excellent mix of questions, demonstrations and encouragement to support all children to think critically. Children hear a wealth of language and new words through stories and discussions, such as 'cylindrical'.

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

Children's behaviour shows that they feel safe and secure. They develop independence from an incredibly early age and make informed decisions throughout the day. The childminder has a thorough understanding of how to keep children safe and secure. Robust safety measures are implemented around the childminder's home and garden and on outings. Children are taught how to keep themselves safe. For instance, they explain to their peers how to use tools, such as hammers, safely when hammering golf tees into clay.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 18:00

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About this setting

Local authority: Surrey Children progress well from their starting points. The childminder swiftly identifies when children start to show gaps in their learning and development and takes appropriate action. Consequently, children are confident, enthusiastic learners who engage deeply in their chosen activities.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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 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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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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