Childminder

Childminder

Unique reference number (URN): EY398219 Registered with Ofsted: 21/08/2009 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

The childminder works in partnership with parents and carers to gather information about what children know and can already do. Children who are identified as having barriers to their learning are swiftly supported to ensure that their needs are appropriately met. Children are confident and resilient learners. For example, they make suggestions and test out their ideas. When their ideas are not successful, they persevere and try again. They are well prepared to explore their interests with increased confidence and independence.

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Achievement Strong standard

Children are confident communicators. They have wonderful imaginations and share their ideas enthusiastically with their friends. They demonstrate impressive social skills as they play, share resources and work collaboratively. Younger children are deeply engaged in their learning. They have plenty of opportunities to develop the essential physical skills required for future learning. They develop language quickly and can share their wants and needs with ease. Children make impressive progress from their starting points and are well prepared to transition on to the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a calm and nurturing environment where children feel safe to express themselves. Routines are well established, and children can actively recognise what is coming next. The childminder demonstrates consistent expectations in relation to behaviour. She speaks with children calmly and age-appropriately, gently reminding them to be patient and share. Children respond well and are keen to be helpful to their friends.

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Behaviour, attitudes and establishing routines Strong standard

Children are confident collaborators, often working together with their friends to explore ideas and solve problems. For example, they work together to stretch a spring toy and make predictions as to how far it will stretch. They laugh with delight as the spring toy contracts, amazed by the contrast in size, and they suggest ways of making the spring toy 'big' again. This is met with lots of praise and encouragement as the childminder uses questions to extend children's critical thinking skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and other adults who work with her have very positive relationships with children. They know them well and understand their individual needs. The childminder is swift to act when children require support, offering gentle reassurance in times of need. Children then demonstrate this nurturing behaviour towards their friends. For example, during snack time, older children support younger children to cut fruit independently.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is aware of the importance of regular attendance, and she monitors and supports this appropriately. This has a significant impact on children's behaviour and their attitudes to learning in preparation for school.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are securely embedded throughout the curriculum and in the quality interactions on display. The childminder has an excellent understanding of individual children's needs and any potential barriers to their learning. The childminder regularly reflects upon practice to ensure that every possible action is taken to support children to feel happy and safe.

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Children's welfare and wellbeing Strong standard

Relationships between the childminder and children are warm and respectful. She listens intently to children as they express their needs. The childminder encourages children to be independent at every opportunity. Children are confident in their independence and happily take on tasks to support themselves and others. For example, children enjoy choosing and preparing their own snack. When another notices that water bottles are missing from the table, they independently go and get them for their friends.

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Children's welfare and wellbeing Strong standard

The childminder and other adults who work with her support children to be resilient and independent learners during play. Children consistently make healthy choices and decisions. For example, outdoors, children place a plank of wood across some tires to walk across. They assess if the plank is safe before practising their balancing skills as they carefully walk across it. This is met with lots of praise and encouragement from the childminder. Children beam with pride at their achievement.

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Curriculum and teaching Strong standard

The childminder follows children's emerging interests to plan a well-sequenced and inclusive curriculum that inspires all children's learning. She uses prior knowledge to ensure that children's learning begins from their individual starting points. Children are focused and highly engaged with the activities on offer.

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Curriculum and teaching Strong standard

The childminder recognises the importance of supporting communication and language skills. She skilfully listens to children's thoughts and gives them plenty of opportunities to respond to carefully chosen questions. Children speak confidently and respectfully with the childminder and each other. Children look at display boards and reflect upon previous learning. They skilfully discuss the different birds they identified while in the woods and a recent trip to the local pond.

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Curriculum and teaching Strong standard

Children enjoy spending time outdoors every day. They have a variety of resources on hand to challenge and extend their physical skills. Children are encouraged to test out their ideas and take risks during play. Trips out to the woodland are frequent. Children work collaboratively as they build dens, explore and learn about nature. This supports their developing personal, social and emotional skills.

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Curriculum and teaching Strong standard

The childminder reflects continuously on the learning experiences on offer, ensuring that children are provided with opportunities to develop across all areas of their learning. Mathematics is carefully threaded throughout interactions, ensuring that children learn mathematical concepts that are appropriate to their age and stage of development.

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Inclusion Strong standard

The childminder has high expectations for all children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. She identifies children's changing needs swiftly and accurately to ensure that the appropriate support is provided. Assessment is rigorous and ongoing. Parents and carers are encouraged to be part of the assessment process and are regularly updated on their children's learning and development.

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Inclusion Strong standard

The childminder is proactive in her approach to ensuring that the setting is inclusive for all children. She has a comprehensive understanding of children's needs and the strategies needed to assist those who require additional support, which includes working with multi- agency professionals when needed. The childminder has attended training to ensure that her understanding and teaching in this area is of a high standard.

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Inclusion Strong standard

The childminder works in partnership with the local school to ensure that those who are transitioning to the next stage in their education are systematically supported to ensure continued progress.

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Inclusion Strong standard

The childminder has an excellent understanding of the intended use of additional funding and gives examples of how this can be used to support children with SEND or those that face other barriers to their learning. This includes supporting children to have planned experiences that they may not be able to experience at home.

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Leadership and governance Strong standard

Children are at the very heart of this setting. The childminder is passionate about providing all children who attend with the very best start to their educational journey. She is committed to ensuring that all children, including those with special educational needs and/or disabilities (SEND) or those who may face barriers to their learning, receive the nurture and the support they need to thrive.

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Leadership and governance Strong standard

The childminder actively works in partnership with parents and carers. She is flexible to families' changing needs and provides a variety of learning resources to use at home. Parents speak extremely highly of the childminder and the care their children receive. They speak about how the childminder has gone above and beyond to support their children's learning. They commend the childminder's communication strategies and have great praise for the learning opportunities their children experience.

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Leadership and governance Strong standard

The childminder is reflective of her practice and is committed to professional development for herself and other adults who work with her. She regularly attends training courses to ensure that practice remains of a high standard. She has a strong vision for the setting and actively evaluates strengths and areas for development, putting strategies in place to continually improve the service she offers.

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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 incredibly happy and settled in the childminder's home-from-home setting. The childminder provides a nurturing learning environment where children can thrive. She uses ongoing high-quality teaching and interactions to assess children's development. Any barriers to learning are swiftly identified and appropriately supported to ensure that all children meet their full potential. The childminder's positive practice supports children's ongoing attendance.

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About this setting

Activities inspire and motivate children to learn. They are inclusive and cover all areas of learning. For example, children excitedly explore making pancakes during role play. Older children discuss and count the ingredients needed as younger children explore the texture of the dough, squeezing it between their fingers. Children learn about safety as they discuss cooking, touching hot things and the importance of staying safe.

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About this setting

Children have impressive social skills and chat confidently with their friends. They laugh and giggle as they play together harmoniously. They have developed a real love of books. They confidently talk with adults about their favourite stories and enjoy having a go at reading them to their friends. This is met with lots of praise and encouragement from the childminder and other adults who work with her.

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About this setting

Children have lots of opportunities to learn about the world around them. They demonstrate excellent communication skills as they reflect on a recent activity where they learned about foods from different countries. They recall the foods they tried and the different countries the food originated from. They smile as they describe the sour dragon fruit and cold tzatziki.

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About this setting

Children demonstrate a positive sense of self. They are motivated, confident and independent learners. These skills and attributes combined give the children the very best start in their educational journey.

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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 those who may face barriers to their learning.

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About this inspection

The inspector spoke with the childminder and assistants 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. Unique reference number (URN): EY398219

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About this inspection

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

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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