Childminder

Childminder

Unique reference number (URN): EY475305 Registered with Ofsted: 07/03/2014 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 through all areas of the curriculum. They become confident and imaginative learners. Children communicate with excitement as they talk about themselves proudly. For example, children discuss their 'super powers' and show how they can 'run fast' and 'jump high'.

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Achievement Strong standard

Children develop secure skills that prepare them for the next stage of their education, such as school. For example, they try hard to prepare themselves for outside play. They put on their boots and persevere as they attempt to fasten their zips. Older children recognise the needs of others and kindly offer to support them with different tasks.

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Achievement Strong standard

Children begin to learn mathematical language and show an interest in representing shapes in their play. For example, they design different shapes and enclosures with a long piece of rope. Children build confidence with using different tools and developing hand strength as they explore with clay. Children are highly engaged and creative in their play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and harmonious environment where children play collaboratively with one another. She is an excellent role model and develops relationships with children that are based on a culture of respect. Older children are kind and considerate. They invite those who are younger to join their games, and they ask them about their favourite toys. Children are encouraged to share with one another and recognise the different strategies they can use, such as using a timer to take turns.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses expert knowledge to inform her teaching about different emotions and emotional self-regulation. She understands the importance of helping children recognise how they are feeling and how their actions might affect others. As a result, children manage their own emotions and behaviours remarkably well. When the childminder identifies that children need additional support to manage stronger emotions, she works with parents to identify specific strategies to support children individually so that they benefit from a consistent approach.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes decisive action to proactively anticipate any barriers to children's attendance. She works closely with parents and ensures that they understand the importance of attendance and punctuality to support children's developing understanding of routines to prepare them for starting school in the future.

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Children's welfare and wellbeing Strong standard

Children build secure attachments with the childminder. The childminder demonstrates a keen interest in their activities and experiences as she talks to them about their holidays and trips out with their families. Children excitedly invite her to play with them and proudly show her their creations as they make different shapes with pieces of rope. The childminder provides experiences that teach children about good health. Children have frequent conversations about healthy practices. They discuss the importance of oral hygiene, and children confidently explain how too much sugar affects their teeth. Furthermore, children understand why they need to wash their hands before eating and explain what they know about 'germs' to their friends.

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Children's welfare and wellbeing Strong standard

Children have plenty of opportunities to build their independence skills. The childminder recognises that managing their own hygiene and dressing routines is a key skill to support children's readiness for their next stage of learning. She encourages them to independently prepare themselves for outdoor play.

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Children's welfare and wellbeing Strong standard

The childminder is proactive in keeping her policies and procedures up to date in line with the most relevant guidance. She reviews them regularly and shares them with parents.

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Curriculum and teaching Strong standard

The childminder's curriculum is ambitious and purposeful. It has been designed to align carefully with the childminder's focus of teaching children about nature and the local area. The childminder monitors the effectiveness of her curriculum regularly. She does this through continued assessment of children's progress and reflection of planned activities. This ensures that any gaps in teaching and learning are swiftly identified.

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Curriculum and teaching Strong standard

Activities are focused and engaging. For example, the childminder plans experiences that help children develop a sense of responsibility as part of the community through looking after the environment. Children learn about recycling and the importance of collecting litter. The childminder builds on children's language skills, and they develop broad vocabularies that reflect the breadth of their different experiences. For example, children use words such as 'hazard' as they discuss the effects of litter on wildlife. The childminder expertly adapts her teaching for children's individual needs. She also prioritises children's physical skills throughout her curriculum, ensuring that they have opportunities to explore their large movements in wide, open spaces.

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Curriculum and teaching Strong standard

Children enhance their mathematical understanding through purposeful teaching that specifically targets their stage of learning. For example, the childminder arranges activities that encourage children to count, construct and balance using resources that are of specific interest to them. The childminder also uses opportunities to teach children about concepts such as quantity and patterns. For example, children count the ponies in the local forest.

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Inclusion Strong standard

The childminder has a precise approach to inclusion and is passionate about ensuring that all children access the curriculum equally. Through this meticulously planned curriculum, the childminder consistently makes a demonstrable difference to children's outcomes. The childminder uses her accurate assessments and the knowledge she gains about each child from their parents to identify precisely what they need to learn next. This allows her to fully understand children's starting points and consider how to target any gaps in their knowledge. The childminder describes her approach to supporting children with special educational needs and/or disabilities or who may face barriers to their learning. She engages in regular training to keep her knowledge up to date and enhance her professional understanding of different strategies. The childminder also recognises how to work effectively with other professionals who may be involved in children's care. For example, she knowledgeably

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Inclusion Strong standard

reflects on how she has previously collaborated with children's services teams and speech and language therapists.

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Inclusion Strong standard

The childminder ensures that all children and their families are represented equally at her setting. She displays photos of children and people who are special to them. Together, children learn about the differences and similarities between themselves and others. The childminder encourages children to appreciate each other's uniqueness through her curriculum.

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Leadership and governance Strong standard

The childminder uses her skilled expertise and in-depth theoretical knowledge to strategically review her provision. She regularly reflects on the teaching experiences she provides for children and considers how to improve or enhance them. The childminder adapts her teaching and environment purposefully, with each individual child in mind. She also gathers comprehensive feedback from parents to support her in establishing new development priorities.

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Leadership and governance Strong standard

The childminder's approach is highly inclusive. She considers how all children and families can access her service. The childminder is passionate about knowing each child well and ensuring that any barriers to their learning are swiftly identified, and adaptations are adjusted as necessary to support each family's needs.

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Leadership and governance Strong standard

The childminder organises her professional development precisely. She plans carefully to align any training with priorities for improvement or to enhance her skills to meet children's individual needs. For example, she engages in training to enhance her understanding of children's individual patterns of behaviour when she recognises that they are learning and exploring in a specific way. The childminder also uses specific research based on areas of reflection to enhance her knowledge further.

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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 show that they feel safe and cared for in the childminder's friendly home-from- home environment. They are happy and settled as they play in her welcoming home. The childminder builds strong bonds with children and knows them well. She provides games and resources that closely follow children's interests. Children excitedly enjoy stories with the childminder and engage in conversations about their experiences.

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

Children have broad and exciting experiences with the childminder. She is passionate about teaching children about the world around them and therefore enriches her curriculum with

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About this setting

Registration date: 07/03/2014 trips out to the zoo and museums. Children speak with excitement about these outings and demonstrate what they know as they discuss different animals. The childminder also prioritises children's physical skills and plans purposeful opportunities for them to practise larger movements with their bodies. For example, she visits open spaces where children run and climb freely to help develop their strength and coordination.

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About this setting

The childminder creates a highly inclusive provision where all children are valued and a culture of respect is promoted. The childminder understands children's individual needs and recognises how to ensure that her curriculum can be adapted so that all children make the best possible progress. For example, she recognises how children may have barriers to learning, such as when they are at a disadvantage.

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Next steps

The childminder 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, 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 to the childminder, children and took account of written view from parents.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,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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