Childminder

Childminder

Unique reference number (URN): EY442335 Registered with Ofsted: 27/01/2012 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 starting points. They continuously try hard and give things a go. This helps them achieve and take pride in their own and their peers' successes, cheering each other on. Children continuously learn and apply their understanding of new concepts. For example, they learn how different tools work and what they do, or they learn new concepts, such as discussing the overfill in a sink. Children consistently enjoy and pursue further learning, which the childminder encourages with focused and specific support.

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Achievement Strong standard

Children are spectacularly prepared for their next stage of learning and development. They acquire the skills and knowledge needed to progress towards independence. The curriculum is skilfully planned to support every child as they progress in their learning. Parents report seeing significant progress in their children since attending the setting. The childminder has positive links with staff at local pre-schools and schools. As a result, children's transitions are smooth and seamless.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a harmonious and respectful culture that promotes a calm, considerate environment. Children are given extremely clear behavioural expectations, and they fully understand this consistent approach. They tell each other 'no thank you' and respect this when other children tell them. There are extremely high levels of respect for one another, and they are supported extremely well to collaborate and work together. They do this with ease, enjoyment and engagement, supporting each other to reach a sustained shared goal. For example, children take turns to match animal cards and help each other identify those that match. When they succeed, particularly as a team, they cheer with each other, showing pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

The positive childminder has created secure, well-established relationships with each child that are rooted in mutual respect and trust. Through highly impactful teaching that includes appropriately sequenced high expectations and routines, she consistently fosters the best possible behaviour in children. As a result, children show consistently positive attitudes towards their learning and each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes proactive steps to promote the expectations of punctuality and attendance. She explains to parents the importance of this in preparation for school and ensures that parents understand their role and accountability to ensure that this happens through supportive reminders and signposting. When children cannot attend, the childminder takes highly responsive steps to support them, such as sending home learning packs so they can continue learning at home.

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Children's welfare and wellbeing Strong standard

The childminder is extremely respectful and thoughtful in delivering carefully planned care practices that consistently support and prioritise children's welfare and wellbeing. She expertly creates an environment where children begin to take responsibility for their emotional wellbeing in a manner that is appropriate for their age and stage of development. The childminder is extremely responsive to children's varying needs, establishing relationships of mutual trust and respect. For example, children are given the space to curiously explore the various resources available, knowing they can seek support if needed. Alternatively, the childminder plays with them, making careful observations to identify changing needs, such as if they are showing signs they may be getting hungry for lunch.

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Children's welfare and wellbeing Strong standard

Children have a say in their daily routine, the resources they want to play with, and the curriculum design. The childminder has securely embedded supportive systems to develop children's understanding of their physical development, personal safety, health and wellbeing. For example, when playing with the trains, the childminder skilfully integrates teaching about road safety with older children, singing songs about traffic lights, and consolidating learning about what each colour means.

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Children's welfare and wellbeing Strong standard

The childminder integrates different methods to help children recognise, express and manage their emotions. As a result, children develop a secure sense of emotional wellbeing, leading to excellent levels of self-regulation and positive behaviour. The childminder recognises when children are approaching situations that require support for their individual needs. For example, when children are playing in the garden and begin to display signs of being tired, the childminder gently guides them to rest. The childminder follows the youngest babies' routines to best support their individual needs, such as different feeding times. She incorporates these routines into older children's learning and development, encouraging them to help support the youngest babies by helping fetch their bottles and comforting them.

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Curriculum and teaching Strong standard

The reflective childminder has a very secure understanding and knowledge of the quality of her curriculum and teaching. She actively makes purposeful decisions to bring about improvements to the setting, securing the best start in life for all children in her care. These decisions include using a constant reflection cycle of 'assess, plan, do, review' to evaluate the impact of the curriculum and teaching on the children, followed by attending appropriate training courses and making necessary adaptations. For example, the childminder's latest adaptation is creating a cosy book corner for children to further develop their already well- established love of reading providing a space for emotional regulation.

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Curriculum and teaching Strong standard

The childminder has meticulously designed the curriculum to evolve around each individual cohort of children and meet every child's needs, as well as the learning and development requirements. She gathers an understanding of children's starting points through observations and communication with parents and builds on this knowledge. She uses a comprehensive assessment to ensure that she makes the right choices for each child and makes appropriate changes to best cater to them. The childminder ensures that the curriculum is consistently and explicitly woven through every interaction, opportunity and experience during the child's day. For example, when a child's next step is to learn about shapes, the childminder expertly integrates this learning during activities such as building train tracks, knocking down tins with beanbags or making sandwiches.

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Curriculum and teaching Strong standard

The thoughtful childminder purposefully places children's communication and language skills as paramount in the curriculum. They are encouraged to build on their vocabulary and

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Expected standard

communicate with others through turn-taking and listening. The childminder models various concepts, including mathematical concepts, and children copy them throughout the day. Children are excited to use their newly gained mathematical knowledge throughout their play and even enjoy extending each other's knowledge, supporting their peers to reach a shared goal. Among the well-planned curriculum, children's physical, personal, social and emotional development is securely embedded in every aspect of the day, with their welfare and wellbeing being put at the centre of everything.

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Leadership and governance Strong standard

The evaluative childminder continuously analyses the setting's strengths and priorities for improvement in a detailed and perceptive way. She uses this information to continuously improve and adapt her policies and practices, securing excellence for all children.

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Leadership and governance Strong standard

The childminder makes sustained decisions that are always in the best interests of the children to ensure that she promotes an inclusive practice that helps support every child. She has instilled a culture of high expectations for every child, skilfully adapting it to each child's age and stage of development. The childminder's strong, positive contributions to improving the quality of her setting make a significant and positive difference to children's early education and care.

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Leadership and governance Strong standard

The childminder seeks feedback from parents, both from their perspective and from that of their child, giving plenty of opportunities for the child's voice to be heard. She is always seeking to improve her knowledge and understanding, attending regular training and implementing any tweaks to her practice to improve it even further. She seeks support from external professionals on how best to support every child. The childminder works tirelessly to ensure that every child receives exceptional support and is well prepared for their next steps. As a result, children secure the foundational knowledge necessary to be extremely well prepared for life in the early years and throughout their later education.

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Inclusion Expected standard

The childminder promotes an inclusive provision where children's individual needs are quickly identified, assessed and acted on appropriately. The childminder always has children at the heart of her vision, rigorously monitoring children's progress and reviewing the support she has put in place for them. She adapts in the moment and makes reasonable adjustments before assessing the impact it has on children. For example, when families need support, the childminder creates small activity packs for children to support their continued learning.

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Inclusion Expected standard

The childminder uses her training to apply the graduated approach, feeding into the reflective, ever-improving culture of the setting. She engages extremely well and positively with families, professionals and external agencies. She uses these relationships as a powerful means to shape children's opportunities and experiences, building on children's starting points. The childminder understands how to use additional funding appropriately, indicating she would use it to reduce any barriers to learning or wellbeing for each individual child, such as buying specific resources. The childminder makes reasonable adjustments and uses reliable strategies to support children, which have a positive impact on their development. However, these are limited, and the childminder is seeking ways to strengthen her knowledge to consistently promote the most effective and highest-quality adaptations to make a significant, measurable difference for each child.

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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 warmly welcomed into a calm and nurturing environment where they feel very safe and highly valued. They form very secure relationships with the childminder and their peers, which helps them feel highly confident and ready to explore. Children thoroughly enjoy their play and remain deeply engaged for sustained periods, showing high levels of curiosity and motivation to learn. They develop a deep sense of belonging and are given opportunities to make choices and express their views. For example, the childminder has created books about each child and the people they love, which they look through fondly.

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

Children have forged positive social skills. They show mutual respect and build lasting friendships. They work collaboratively to achieve a shared goal. They cheer for each other and take turns with patience and kindness.

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

The progress children make is remarkable. Young toddlers can identify numbers and make links to relevant things in their life. For example, toddlers cut their sandwiches, and when asked how many sandwiches they have made, they say, 'Two, because I am 2!' Children are given the freedom to explore and ignite their curiosity, building their growing self-esteem and self-worth. They take accountability and responsibility in an age-appropriate way, such as helping to tidy up. Children are held to a high standard, which they live up to. As a result, children's independence and confidence are consistently growing.

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

The childminder values every child's uniqueness, which ensures that they flourish. For example, the childminder looks in the mirror with children and points out key features of their appearance. They smile and share what they see with their peers. The childminder follows children's interests, incorporating their individual next steps in learning into their play to keep the motivation high and always encouraging a love for learning. As a result, children flourish as they develop the foundational knowledge, such as independence and relationship- building skills, they need to succeed throughout the early years and beyond.

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Next steps

The childminder should continue to strengthen their knowledge and use of a range of strategies to support children with special educational needs and/or disabilities to ensure that practice is consistently effective and has a clear, measurable impact on improving outcomes for all children.

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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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00,Monday,Tuesday,Wednesday : 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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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. 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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