Childminder

Childminder

Unique reference number (URN): EY274829 Registered with Ofsted: 06/01/2004 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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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, playful and stimulating environment where children are relaxed, happy and secure. She acts as a great role model for children's positive behaviour and their respect, courtesy and politeness. Children demonstrate kindness and are highly sociable. They form wonderful bonds with her, assured of the consistent and high-quality care they receive.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works with parents and carers to establish routines that support children's high levels of engagement and attendance in her setting. She has high expectations for children's behaviour, which she teaches in gentle and age-appropriate ways. Children demonstrate how well they understand and follow simple rules. They willingly share resources, take turns and help one another to tidy up. They learn to moderate their responses by expressing themselves in a positive way. The childminder's explicit praise and positive reinforcement is highly effective in developing children's self-esteem and pride.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully weaves elements of sustainability and global responsibility into activities and the routine. This provides children with an awareness of their responsibility to the community and the world. For instance, children recycle, compost and support community efforts, such as taking part in a recent beach clean. This helps children build an understanding of their role in contributing to a sustainable future, appreciation of the natural world and an understanding of the impact their behaviour and actions have on others.

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Inclusion Strong standard

The childminder creates an environment and curriculum that strongly reflects the individual needs of the children in her care. She combines her extensive knowledge of child development and her accurate observations of children's learning to swiftly identify when children need additional support. She recognises when children face barriers to their learning, such as those who speak English as an additional language and those with special educational needs and/or disabilities, and swiftly puts support in place.

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Inclusion Strong standard

Her commitment to improving her own professional skills and knowledge is embedded into her practice. For example, she has received training on how to increase children's communication and language skills. This has helped children make progress and develop confidence in speaking and listening. She consistently develops her teaching strategies to accommodate children's learning needs and adapts her resources and environment to pinpoint what children need. This results in children thriving and reaching their potential.

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Inclusion Strong standard

The childminder uses additional funding to put well-researched interventions in place to close any potential gaps in children's learning. She ensures that children have significant opportunities to flourish. Working with other professionals and parents and carers, she introduces highly effective, tailored support to increase children's communication and language skills. She carefully monitors the impact of her teaching on children's progress to help her reflect on any adjustments she makes.

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Achievement Expected standard

All children make typical progress. They develop the confidence and skills they need for the next stage in their learning. They demonstrate perseverance, concentration and focus and have positive attitudes to learning. They ask questions to increase their knowledge, such as when they want to know more about the spider they find. They use expressive words to describe what they are doing and to share their thoughts and ideas when they experiment with ramps and cardboard boxes.

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Achievement Expected standard

Children show high abilities in counting and using mathematical language and enjoy these types of activities. For example, they can spot number patterns, show an amount on their fingers and recognise shapes. They thrive on the specific praise they receive. This helps children develop their self-confidence and pride in their achievements.

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Achievement Expected standard

All children, including those who face additional barriers to their learning, demonstrate intense and deep engagement during activities. They experiment and repeat actions, such as when young children fill a container with strings of beads and pour them out to see how they move. This helps them practise and consolidate learning. They persevere with new challenges, such as finding out how they can make toy cars go faster, and show delight in their success.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a safe and welcoming space, where they enjoy stimulating activities. She builds positive and strong bonds with children, who readily turn to her for emotional support as well as fun. She establishes consistent routines that meet their individual needs, helping children feel settled, safe and relaxed. The childminder places a strong emphasis on children understanding their feelings and emotions. She helps them develop precise language to express their needs and to seek reassurance in age- appropriate ways. She helps children develop skills to keep themselves safe, such as teaching road safety when they are out on walks together.

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Children's welfare and wellbeing Expected standard

Children enjoy sociable mealtimes together where they begin to understand the importance of healthy eating on their overall health and wellbeing. The childminder develops children's skills well during mealtimes but is yet to embed some skills, such as regularly using cups to drink from to further promote independence and better oral development. Children understand why they need to wash their hands and are supported in undertaking their own personal care needs.

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Children's welfare and wellbeing Expected standard

Children enjoy activities outside in the fresh air. They enjoy activities, such as digging in the sand, making mud pies and pushing themselves on ride-on toys. Children explore their local environment when they take walks to the beach and visit the playground where they have space to run around and develop their coordination.

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Curriculum and teaching Expected standard

The childminder knows children well and creates a curriculum that is designed around what they can do, their interests and knowledge. From this starting point, she enables all children to increase their individual skills, including those who face potential barriers to their learning. She ensures that her intended curriculum is consistently taught well. She uses spontaneous and planned opportunities to extend children's learning and to assess what they need next. For example, when children talk about their favourite cartoon, she introduces new words and mathematical concepts and asks pertinent questions to increase their thinking skills and imagination. She regularly assesses and monitors the impact of the curriculum, resources and teaching on children's progress.

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Curriculum and teaching Expected standard

Overall, her curriculum is well sequenced to ensure that children gain a wide range of skills. There are lots of lovely opportunities for children to develop their small-physical skills, although there is scope to provide a more purposefully planned curriculum to help sequence children's development of large-physical skills.

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Curriculum and teaching Expected standard

The childminder teaches children in exciting and meaningful ways. She is particularly skilful in introducing mathematics into their play. For example, while playing alongside children in their pretend shop, she helps them subtract simple amounts, so they can give one another change. She engages children in high-quality conversations, while providing them with a wide and sometimes complex vocabulary. She is enthusiastic and shows interest while children speak and share stories. She consistently checks what children understand and actively dispels any misunderstandings they may have.

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Curriculum and teaching Expected standard

The childminder consistently checks for children's understanding and deeper knowledge. She provides children with space and time to develop their independence and social skills. She talks about their feelings and emotions, providing them with a strong framework from which they form deep friendships.

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Leadership and governance Expected standard

The childminder continuously reflects on her curriculum and routines to ensure that she is always meeting the needs of the children. She regularly adapts and changes the environment and resources, and analyses and reflects on how children engage and learn. This means she has a thorough understanding of the impact of her teaching on children's outcomes.

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Leadership and governance Expected standard

The childminder undertakes effective training to improve her skills and knowledge, such as using a visual timetable. This helps her develop teaching strategies, particularly where she notices children need increased support to enhance their learning and development. She acts with integrity to ensure that she uses additional funding in the best way to improve children's outcomes through well-researched interventions.

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Leadership and governance Expected standard

The childminder shares assessments and updates about children's learning with parents and carers. She thoughtfully supports them by providing ideas and techniques to use at home to help children continue to make progress and to manage behaviour. She has recently started to ask parents for their views and intends to use their comments to support her own self-evaluation of the setting. This is yet to be fully embedded into her practice. The childminder works well with other professionals, including other childminders. She shares ideas, latest guidelines and child development insights to improve her practice. She engages in local and national programmes to support children's health and wellbeing.

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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 thrive in the care of the warm, fun and nurturing childminder. She is ambitious for all children to achieve well, to be safe and to attend regularly. From the moment they arrive, children play with well-planned and exciting resources that meet their learning styles and interests. It is evident that children form nurturing and close relationships with the childminder and with one another. They demonstrate impressive social skills and are considerate friends, such as being patient, taking turns and listening to one another's ideas. They enjoy one another's company and play well together.

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

All children, including those who face potential barriers to their leaning and those with special educational needs and/or disabilities, receive close and targeted support. The childminder notices subtle changes in the way children behave and learn and instantly adapts her teaching to suit. This helps children develop their potential and master the skills they need to be ready and confident when they move into the next stage of their education.

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

The childminder plans suitably challenging activities that maintain children's focus and attention. They demonstrate deep concentration and problem-solving skills, such as when they work out how the sun shines through a prism, casting rainbows on the floor. She skilfully weaves mathematical concepts into all activities, providing children with a superb foundation for their future learning. Children consistently recognise number patterns and use mathematical descriptions. This is embedded into their play, such as when they decide how many minutes their pretend meal might take to cook or describe how to make a cube from construction toys.

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

The childminder celebrates children's unique characters and personalities. She gives children specific and positive praise that supports their growing self-esteem and confidence. Children regularly take part in community and charity events. This helps children begin to understand the contribution they can make in society and the world.

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Next steps

The childminder should plan a curriculum that explicitly targets, extends and builds on children's large-physical skills. The childminder should support children's independence skills and oral health, particularly during mealtimes, to promote their self-care skills even further. The childminder should continue to actively engage parents and carers to share their views to enhance her self-evaluation process to continuously improve her practice.

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About this inspection

The inspector spoke with the childminder 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 childminder 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: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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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

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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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