Childminder

Childminder

Unique reference number (URN): EY436889 Registered with Ofsted: 05/12/2011 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 consistently significant progress across all areas of the early years foundation stage. This prepares them for their next stage of learning and helps them move on to school with confidence. Children have developed extremely secure relationships with the childminder and their peers. They deeply engage in a wide array of well-planned activities. As a result, children acquire important life skills, such as sharing and cooperating with peers, as they learn to socialise together. Children are absorbed in their learning as they develop their mathematical skills. For instance, while playing a pop-up game, children learn to sequence the next steps. They confidently identify numbers and count items. Older children know to support their younger peers. There is immense amusement and anticipation as they wait to see who will make the game pop open. All children are included equally.

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Achievement Strong standard

Children are immersed in a language-rich environment as they learn to become confident speakers. For example, they confidently recall past events and discuss the significance of the colour red in Chinese culture. Children demonstrate competence in their self-care skills. They consistently practise personal hygiene routines and further develop their independence. All children, including those with special educational needs and/or disabilities and those who face barriers to learning, are thriving and experience high levels of wellbeing and attainment at this setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows the children extremely well and is a positive role model. For instance, she demonstrates turn-taking to younger children and acknowledges when older children share with peers. The children are especially kind and caring towards the childminder and their peers. The childminder explains and guides them as they learn about the consequences of their actions. For example, children are reminded to keep the bowl on the table when pouring rice so that any spills stay on the table rather than on the floor, reducing the risk of slipping. Younger children confidently ask older peers for help, such as support with completing large puzzles. The childminder sets clear rules and has high expectations for children's behaviour based on their age and stage of development. For example, she assigns younger children focused jobs to do as they learn how to tidy up. The childminder makes highly effective use of praise as the children help. She congratulates

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Behaviour, attitudes and establishing routines Strong standard

them as they repeat the dinosaur names before counting the puzzle pieces back into the box. There is an atmosphere of mutual respect and teamwork.

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Behaviour, attitudes and establishing routines Strong standard

The childminder actively works in partnership with parents, carers and children to ensure regular attendance. She promptly addresses any barriers that may arise. This helps her to build highly effective relationships with children and their families.

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Children's welfare and wellbeing Strong standard

The childminder creates a highly inclusive environment where children play together and learn to celebrate their differences and similarities. For instance, she skilfully supports the children as they place facial features on cards to depict different emotions. She attentively listens to how the children are feeling and values their ideas. Consequently, all children, including those with special educational needs and/or disabilities, and those who might face barriers to learning, feel valued and develop a great sense of belonging at the childminder's home. The childminder diligently adapts daily plans to meet children's individual nutritional, hygiene, and sleep routines. She offers children plenty of hugs and tickles, creating a fun, nurturing environment that helps them form secure attachments. The childminder is extremely vigilant about meeting children's nutritional needs and closely supervises them

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Children's welfare and wellbeing Strong standard

throughout the day to ensure their safety.

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Children's welfare and wellbeing Strong standard

Outside play is a high priority for the childminder, and she ensures that children have daily opportunities to go outdoors for exercise. For instance, they thoroughly enjoy visiting the woods, going on a bear hunt, and splashing through the puddles. The childminder offers a wealth of experiences that help children learn to make healthy choices and develop positive physical and emotional wellbeing. Developing children's independence and focusing on school readiness are consistently strong. For example, children take responsibility for personal care tasks suited to their age and abilities.

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Curriculum and teaching Strong standard

The childminder makes highly effective use of tracking and monitoring children's progress. She expertly uses the information to help plan an extremely well sequenced curriculum that covers all areas of learning. The childminder is highly skilled at devising individual plans based on children's starting points, needs, and stages of development. This helps her quickly identify any gaps in learning and development, ensuring that all children, including those with special educational needs and/or disabilities, make the progress they are capable of achieving.

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Curriculum and teaching Strong standard

The childminder skilfully provides the children with ample opportunities to communicate their ideas and negotiate roles as they learn about different cultures and the world around them. For instance, she teaches them about the significance of the colour red in Chinese culture. The childminder introduces new words, such as 'chopsticks' and 'fortune cookies', to enhance their vocabulary as they learn about the Lunar New Year. She is highly skilled at giving children time to think and respond as they engage in conversations and develop their communication skills. The childminder provides a multitude of experiences that motivate and challenge children as they build their mathematical skills. For example, children practise estimating and comparing as they investigate which containers will hold the most rice.

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Curriculum and teaching Strong standard

Giving children opportunities to play outdoors is an important element of the daily routine. The childminder takes the children to the park and on regular walks to explore and develop their spatial awareness, balance, and build muscle strength. There is a clear aim to build children's self-confidence and help prepare them for their move on to school.

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Leadership and governance Strong standard

The childminder has established warm and trusting relationships with the families. She shares her expertise and knowledge, offering parents ideas and information to support children's learning at home. For instance, she sends photos using a secure media site and makes focused use of face-to-face discussions to assist parents with topics such as potty

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Expected standard

training. The childminder works extremely closely with other settings the children attend to ensure that they receive a seamless transition between settings and a focused continuity of care and learning. The childminder recognises her setting's strengths and areas for development to ensure that children receive consistently high-quality learning experiences. For instance, the childminder has developed extensive plans to enhance the outdoor area.

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Expected standard

The childminder recognises the importance of continually developing her skills and knowledge to offer children and their families high-quality care and learning experiences. For example, she carries out extensive research and online training. This helps her better understand how to support all children, including those with special educational needs and/or disabilities, as well as those who may face barriers to learning. However, the childminder is not fully aware of the procedures for checking whether families qualify for additional funding to help minimise the impact of any disadvantages children may face. The childminder has forged highly effective links with other early years professionals to share best practice and support her emotional wellbeing.

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Inclusion Expected standard

The childminder has effective tracking and monitoring systems in place. This helps her to identify any children who may require additional support promptly. For example, she implements focused language activities to help close any learning gaps. The childminder understands the importance of implementing clear strategies to provide focused assistance where necessary. As a result, she is highly effective in enabling children to achieve their full potential.

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Inclusion Expected standard

The childminder has a secure understanding of the importance of continuing to develop her own practice. For instance, she has undertaken online training and research on supporting children with special educational needs and/or disabilities, as well as children who face other barriers to learning. However, the childminder is not up to date with the procedures for checking whether families qualify for extra funding, which can be used to provide additional support where needed to help minimise any barriers to inclusion. The childminder has high expectations for every child and recognises the importance of collaborating closely with parents and professionals. Consequently, children and families receive support essential to promoting learning 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

The childminder implements highly focused, individual settling-in plans. This helps to ensure that children and their families receive the support they need. As a result, children feel safe and confident in the childminder's nurturing home. The childminder makes highly effective use of monitoring children's progress to plan an exciting and challenging curriculum. Children enthusiastically join in with the activities the childminder prepares. For instance, they develop their problem-solving skills as they independently piece together a giant jigsaw puzzle. They confidently ask if they need assistance to complete the task. The childminder

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Inspector:

Sara Garrity makes excellent use of questioning to extend learning to support them as they develop their language skills. For instance, she encourages the children to discuss their pictures. They name the trains and demonstrate how they are beginning to recognise numbers, symbols and shapes. The childminder skilfully revisits activities to ensure that all children are secure in their learning. This includes adapting activities for children who might experience barriers to learning. However, she does not verify whether families are eligible for extra funding to help children receive further support.

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Inspector:

The childminder is an exemplary role model. She communicates with the children in a calm, respectful manner, and she has high expectations for their behaviour and learning. She helps the children practise their listening skills. They make loud and quiet sounds while singing along to their favourite songs. The children show enthusiasm as they play musical instruments and are intrigued by the different sounds they make.

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Inspector:

The childminder provides a wide range of enriching experiences to support children's physical development and widen their understanding of the world around them. For instance, they regularly walk to collect the children from school and explore places of interest, including the beach and the zoo. The childminder has a real focus on maintaining high levels of wellbeing and enjoyment for the children.

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Next steps

The childminder should ensure that she understands the procedures for checking whether families meet the criteria for any additional funding, so that children who are disadvantaged, those with special educational needs and/or disabilities, and others who may face barriers to their learning and/or wellbeing receive the support they are entitled to.

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About this inspection

The inspector spoke with the childminder and children and reviewed parents' written feedback.

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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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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