Childminder

Childminder

Unique reference number (URN): EY246073 Registered with Ofsted: 17/12/2002 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 secure and sustained progress from their individual starting points across the early years foundation stage. They develop the knowledge, skills and confidence they need for their next stage of learning. The well-organised curriculum ensures children develop a range of skills. For example, children are developing independence in dressing and managing their personal needs. They can sustain their attention and concentrate at tasks for significant periods of time. Children make rapid progress in their learning, especially in their communication and language development. Children are kind and independent during routines such as getting dressed for outside play and helping each other tidy-up activities. Their excellent social skills mean that they show empathy and respect for each other and play together harmoniously. Children with special educational needs and/or disabilities, including those with additional language needs, make progress as the childminder reduces

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Achievement Strong standard

barriers to learning. Children show increasing confidence to join activities, interact with others and try new experiences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm and respectful relationships with children. She stays close and offers reassurance when children need it. Children explore independently. They know the childminder is available to help them. Children demonstrate superb manners, saying 'yes please' as the childminder asks them if they would like more water. The childminder ensures that children can attend regularly, and if there is any change in the routine, she ensures there are additional days or spaces offered so children do not miss out on any care and education. The childminder communicates regularly with parents and carers. This supports consistent routines and strengthens children's wellbeing and behaviour over time. Children behave extremely well and are happy together. They learn to take responsibility as they help with keeping the environment safe and tidy. For example, on their walk in the local area, they engage in discussions about litter and the impact this has on the local environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives praise and encouragement for children's attempts and achievements. She consistently promotes their self-esteem to higher levels. Children show great excitement when the childminder tells stories. They pay close attention and listen really carefully as they are interested and able to recall the stories afterwards.

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Children's welfare and wellbeing Strong standard

Children enjoy regular outdoor play and physical activity. This supports children's wellbeing, coordination and enjoyment of movement. The childminder keeps all areas safe, clean and well organised. This enables children to explore confidently and play safely. As a result, children develop a secure sense of emotional wellbeing, feel valued and are ready to join in with learning and play. When children experience changes in their home lives, the childminder is acutely aware of this and the impact it might have on their wellbeing. By taking swift action early on and putting a range of support in place, children cope with the changes well. Children learn routines that maintain their physical health and welfare, such as around hygiene. These are very well embedded and help children to learn the importance of washing their hands before they sit to eat. The childminder works with parents extremely well, and they comment that their children are thriving in the childminder's care and have

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Children's welfare and wellbeing Strong standard

lots of fun experiences. Children's ongoing welfare is a priority for the childminder. For example, she knows how to minimise the risks to young children of choking when eating and has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm.

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Curriculum and teaching Strong standard

The childminder supports children extremely well with high-quality interactions. She is very responsive to what they say. The childminder's curriculum is extremely well sequenced. She has a strong understanding of how children learn, such as how they develop language and mathematical skills over time. She uses this secure knowledge to plan a broad range of engaging activities that build progressively on children's skills, both within and beyond her home. As a result, children make rapid and sustained progress in their learning. For example, she plans daily outings to local places for all children. This gives all children consistent opportunities to develop their gross and fine motor skills, as well as their social skills, as they play alongside other children. Children enjoy trips to the local care home and places of interest, helping them learn about the community and become confident in new places. Story time is a highly valued part of the curriculum, with children sitting closely with

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Curriculum and teaching Strong standard

the childminder. Children are enthralled as they recall events in the stories the childminder tells them and show delight when they remember what the childminder said had happened. This strong focus on careful sequencing, purposeful interactions and rich vocabulary ensures that children develop the essential skills and confidence needed for the next stage of their learning.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children thrive in the childminder's care. The childminder quickly identifies children who may need support with their speech development. She works closely with parents. Consequently, she provides a highly diverse range of opportunities for children to discuss new words and ideas. This has helped children acquire a range of language skills, gain the confidence to talk and make excellent progress. The childminder demonstrates a consistent approach to swiftly identifying adaptations required so that she makes a sustained difference to all children's opportunities, including supporting children with special educational needs and/or disabilities. The childminder seeks swift advice if she has any concerns regarding a child's development. She knows what is typical of each child at her setting and communicates this effectively with parents to help support on any areas of concern. She frequently undertakes additional training. This keeps

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Inclusion Strong standard

her up to date with specialist knowledge and helps her to prepare her provision to support children with additional needs if required. Children build confidence and develop the skills they need for future learning and participation in group activities. The childminder liaises closely with parents to ensure that additional funding is used effectively to meet the unique needs of children, for example by providing targeted resources, tailored experiences and additional support that help disadvantaged children to engage fully and make strong progress.

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Leadership and governance Strong standard

The childminder is superbly dedicated to ensuring that she delivers an ambitious vision for her setting. The childminder undertakes an ambitious programme of professional development, challenging her to continually review and improve her practice. This has been extremely effective in enabling her to adapt and evolve support for children. The childminder works closely with parents and carers. She communicates regularly and shares information that supports continuity of care and learning. She also works with other early years settings and external professionals when needed. This helps to ensure that children receive coordinated support. She regularly updates her knowledge and understanding of current guidance and shares key information with parents, such as online safety. This ensures that families can embed consistent approaches at home. The childminder's leadership creates a culture of high expectations, continuous improvement and strong partnership working.

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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 very well prepared to transition effectively between different stages of their learning. They achieve consistently well. Children show excitement for their learning and fantastic concentration for their age as they learn something new. The childminder has created a safe and stimulating learning environment in which children can freely follow their interests. This helps superbly to support their curiosity and develop their confidence. For example, children excitedly use their imagination as they pretend to be on a ship in the woods and show awe and wonder as they discover photos of butterflies. Children are extremely happy in the childminder's care and display high levels of self-esteem and confidence. Behaviour is extremely well supported, and children consistently demonstrate respect and positive attitudes to learning. Mixed-age groups work harmoniously. They take turns as they roll the dice to match colours and decide who will steer the pretend ship they

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

create. Children benefit from outdoor experiences that extend their learning and social development. For example, children gain confident control of their larger muscle skills as the childminder takes the children to the local area and teaches them how to balance safely with guidance and supervision. Children build secure relationships with the childminder, who offers reassurance and encouragement throughout the day. Children develop communication and language skills as the childminder skilfully models clear words, asks open-ended questions and encourages children to describe colours, shapes and actions. Children with additional language needs are supported through dual-language books and visual prompts.

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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 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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Our grades explained

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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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