Childminder

Childminder

Unique reference number (URN): EY304762 Registered with Ofsted: 06/04/2005 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 develop very appropriate knowledge and skills across the areas of learning. All children, including children with special educational needs and/or disabilities, make excellent progress from their starting points. Children access an inviting and well-organised environment that encourages high levels of curiosity and engagement. Children communicate effectively with adults and express their thinking clearly. They enjoy using new words, such as 'swishy' and 'flimsy', to describe the tissue paper and movement of the dragon's tail. Children learn the specific skills they need to gain independence, such as learning how to put on their coats and use a knife and fork. These well-planned learning opportunities help children to achieve well and become confident and independent learners ready for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places an extremely high value on supporting children's personal, social and emotional skills. Children demonstrate loving and established relationships with the childminder, where they receive high levels of encouragement and care. Well-established routines enable children to feel safe and secure and let them know what is happening now and next. The childminder understands the importance of children's attendance and the positive impact it has on their learning. She works collaboratively with parents to overcome any barriers to their attendance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a wonderful role model. She creates a positive and inclusive environment in which children can grow and develop. The childminder uses effective methods to praise and reward children. This helps children learn positive behaviours, such as empathy, sharing and taking turns.

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Behaviour, attitudes and establishing routines Strong standard

Being kind to one another is a key focus in this setting. The childminder talks to children about how they are feeling and names their emotions, such as 'happy' and 'sad'. This helps children to identify how they are feeling and regulate their emotions. In addition, the childminder has positive relationships with parents and carers. The constant flow of information enables the childminder to adapt her day and the activities provided to meet children's diverse needs very well.

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Children's welfare and wellbeing Strong standard

The childminder places children's emotional wellbeing at the heart of her setting. She builds warm, caring and trusting relationships with children. The childminder provides many opportunities to focus on children's wellbeing. Children learn about the importance of positive hand hygiene and oral health. In addition, children recognise the importance of drinking water throughout the day to stay hydrated. The childminder helps children develop their physical health. She provides daily opportunities to be outdoors to get fresh air and exercise. As a result, children develop the confidence to take responsibility for their wellbeing. The childminder works in partnership with parents and carers to ensure each child's experience is unique to them and enables them to settle quickly in her care. She follows parents' routines for weaning and sleeping. The childminder helps children learn how to keep themselves safe. Consequently, children know about car and road safety and how to

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Curriculum and teaching Strong standard

The childminder creates a carefully sequenced and ambitious curriculum that builds on what children know and can do. She provides a range of activities that builds on children's learning from home. She uses children's interests, such as volcanoes, to promote their learning. The childminder skilfully crafted a series of activities to explore volcanoes, including opportunities for the children to see real volcanoes using online technology. This supports children's creativity, imagination and understanding of the world around them very effectively. The childminder provides a rich environment that encourages children to understand different attributes, such as helpfulness and determination.

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Curriculum and teaching Strong standard

The childminder is a skilled communicator who seamlessly threads new ideas into activities. She poses questions to support children's critical thinking and problem-solving skills. Songs and stories are an integral part of the curriculum. For example, children speak animatedly about the Gruffalo chair in the woods and how they look for the characters from the book. However, they comment that they are extremely disappointed to have never met the Gruffalo.

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Curriculum and teaching Strong standard

Mathematics is firmly embedded throughout the curriculum. Children are provided with many opportunities to learn about numbers, measurement and shapes. They confidently use a wide range of mathematical terms, such as 'half', 'full' and 'quarter'. The childminder uses games, such as skittles, to help children recognise numbers and their value, including zero. As a result, children develop a secure understanding of early mathematics.

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Inclusion Strong standard

The childminder provides an inclusive and enabling environment that helps children to initiate their own play and learning. She identifies when children may need additional help with their learning. The childminder works in partnership with parents and carers and other professionals to ensure children get the support that they need at the right time. The childminder provides strategic support and makes reasonable adjustments to ensure all children are fully included. As a result, she is instrumental in helping to narrow the gaps in children's learning.

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Inclusion Strong standard

The childminder is proactive in monitoring and adapting the support provided to children so that they continually make progress. She adapts the curriculum to ensure each child has the best start in life. This includes using any additional funding to support children through additional activities or resources. This provides children with a secure foundation for their future learning and ensures that they make steady and sustained progress.

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Leadership and governance Strong standard

The childminder is very professional and knowledgeable about her role and responsibilities. She prioritises her professional development. For example, she undertakes bespoke training, such as managing allergies and the use of rescue medication to support children's health and wellbeing. The childminder frequently reflects on her setting, using feedback from parents, carers and children. There is a clear vision to provide high-quality experiences that are in the best interests of all children, particularly those who face barriers in their learning.

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Leadership and governance Strong standard

Parents feel fully informed about their children's care and development due to the childminder's excellent communication. They say that their children thoroughly enjoy, and benefit from, the time they spend with the childminder. The childminder provides parents with activities to enjoy with their children, which helps to support children's learning at home. The childminder has a clear understanding of her community and any issues in her locality. She uses this knowledge effectively to complement her curriculum.

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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 creates a very stimulating and interesting learning environment in which all children can grow and develop. She is ambitious for children and wants them to succeed. The childminder provides an ambitious curriculum based on children's interests. As a result, children develop a thirst for learning. The childminder knows that children learn best when they feel safe and secure. She takes the time to really get to know children. This enables children to be happy, settled and fully engaged with the learning opportunities. Children are eager to meet their friends and talk fondly about them if they are not there that day.

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

The childminder encourages children to be as independent as possible. Children learn to put on their coats and make their sandwiches. They welcome the opportunities to carry out small tasks, such as helping to wash their dishes after mealtimes. These regular opportunities help all children, including those with special educational needs and/or disabilities, to develop the skills and confidence to move on to their next stage of learning.

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

The childminder provides an inclusive environment, where she acknowledges and celebrates each child's uniqueness. Children learn about different cultures and beliefs as they explore special events, such as Chinese New Year, throughout the year. The childminder has high, but reasonable, aspirations for children's behaviour. She is a positive role model who consistently demonstrates how to be kind to one another, take turns and share resources. Consequently, children develop a keen sense of right and wrong.

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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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:00

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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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Age range of children at the time of inspection

experiences of disadvantaged children, those with special educational needs and/or disabilities 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, children and considered parents' written views of the setting.

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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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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