Childminder

Childminder

Unique reference number (URN): EY438649 Registered with Ofsted: 02/12/2011 Registers: EYR, CCR

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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 continually build on what they know and can do through repetitive opportunities that reinforce their learning. For example, they show a remarkably well-practised ability to follow routines with minimal help for their ages. They know to put books away on a shelf when helping to tidy up. Before children eat, they comment, 'I need to wash my hands now.' They rapidly develop independence through their everyday experiences.

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Achievement Strong standard

Children, including those who face barriers to their learning, make sustained progress from their individual starting points. They enjoy their learning immensely. They competently use mathematical language to describe objects, such as a 'round' coin, and they learn about simple subtraction during action songs. Children engage in prolonged conversations and use a wide range of vocabulary. They practise and repeat words and phrases, such as 'prickly porcupine', with ease. Children show high levels of wellbeing and involvement as they quickly progress to their next stages in learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, caring and engaging play environment. She uses all opportunities to gently remind children of her expectations for behaviour. For example, she models language to promote good manners, which children quickly learn and repeat for their young ages. She uses high-quality activities, resources and interactions to help children learn how to care for others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder offers children unwavering support and praises them for their achievements. This is evident when children follow routines without being prompted or achieve a new skill. Children remain busily occupied and behave extremely well. They delight in the childminder's ongoing encouragement. The childminder uses everyday experiences to encourage children to explore their emotions. For example, she uses role- play activities and stories to help children express themselves freely and learn about being kind to others. She creates an environment where children continually show they feel safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forms secure relationships with children. She knows the children and their families well and encourages regular attendance to benefit children's care and learning. Children quickly learn and follow routines and show high levels of wellbeing in all they do.

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Children's welfare and wellbeing Strong standard

The childminder offers all children unwavering support and reassurance to help them feel safe and secure. She uses her very close relationships with children and their families to consistently follow home routines to meet their needs. The childminder encourages children to develop independence from a young age, so they learn to manage their personal needs with little support. She teaches children about staying safe and well in different contexts. She encourages them to learn about healthy eating and keeps them safe by teaching them not to put too much food in their mouths at once. She supervises them closely and uses activities and discussions to teach them how to look after their teeth.

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Children's welfare and wellbeing Strong standard

The childminder includes many opportunities for children to enjoy physical activity. For example, children enjoy dancing and moving to songs in different ways. The childminder takes children on regular trips to the park and different places of interest. She uses these opportunities to encourage their physical wellbeing and awareness of staying safe in different situations. The childminder consistently uses children's enjoyment of books, stories and songs to support their feelings and emotions. Her approach is unmistakably successful and helps children to form close attachments to her and express their ideas and feelings with ease. The childminder seamlessly helps all children thrive. The environment is busy but calm, and children feel safe knowing what comes next in their daily routines. They develop a highly secure sense of belonging.

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Curriculum and teaching Strong standard

The childminder consistently adapts her high-quality curriculum to meet children's individual needs, including for those who face barriers to learning. She uses every routine, activity and interaction as a learning experience. For example, she uses children's love for books, stories and songs to successfully build on their communication and language skills. She continually asks questions to encourage them to think and respond in full sentences. She engages them in sustained, caring discussions about their personal interests and home lives.

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Curriculum and teaching Strong standard

The childminder creates a calm yet highly engaging play environment to help children feel settled and develop confidence in their social skills. She continually deepens their understanding in all areas of learning. For example, she extends children's curiosity about the similarities and differences between themselves and others. This is evident in the stories that she reads, which help children readily make connections between the characters, themselves and their own families.

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Curriculum and teaching Strong standard

The childminder uses all opportunities to help children solve problems and develop their early mathematical skills. For example, she teaches them how to use their fingers to work out how many frogs are left on a log when one is taken away. She encourages children to move in different ways and handle a variety of resources to rapidly develop their physical skills. The childminder systematically assesses children's progress from their unique starting points to extend their interests and close any gaps in their learning.

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Inclusion Strong standard

The childminder has an anticipatory approach to inclusion. For example, she continually develops her knowledge and understanding of how to care for children with special educational needs and/or disabilities. She quickly identifies and removes any barriers to children's learning, even where there are delays with securing external support. She uses regular training and development to continually revise and adapt her home and improve her inclusive practices.

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Inclusion Strong standard

The childminder fully understands the different types of additional funding that may be available to benefit the care and learning of any eligible children she cares for. She also recognises how some children exceed her expectations in their development and offers them ongoing, equal opportunities to thrive in her care. She is very reflective about meeting children's individual needs without delay.

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Inclusion Strong standard

The childminder is highly mindful of children's changing needs and interests. She adapts her home and activities to help children feel secure and to meet their unique needs. She uses her knowledge and experience to consider children's diverse backgrounds and incorporate these into the service she provides. The childminder has high expectations for what she believes all children can achieve. She monitors children's progress to ensure that all learning experiences are tailored to their age, interests and stages of development.

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Leadership and governance Strong standard

The childminder continually reflects on the quality of her provision. She seeks regular training and development opportunities and networks with other professionals to consistently enhance her practice. The childminder is currently working particularly well at helping children learn about good health. She has addressed the recommendations raised at her last inspection, and the impact is highly evident in children's learning.

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Leadership and governance Strong standard

The childminder consistently includes parents in their children's learning and provides ideas for how they can extend learning at home. She encourages them to share their views about her service and uses the information to improve her practice. She keeps parents fully informed about their children's progress and takes decisive action with them to overcome any possible barriers to children's learning. The childminder takes innovative steps, such as rapidly building on children's interests in different ways, to help them make sustained progress in all areas of learning.

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Leadership and governance Strong standard

The childminder systematically welcomes all children into her care and provides them with the very best care and education. She uses training and regular reviews of how she can adapt her home and curriculum to meet children's diverse needs from the moment they start. Children progress well from their individual starting points and thrive in her care.

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

The childminder consistently provides extremely engaging activities and experiences that quickly build on children's previous learning and help them achieve rapidly for their age. She methodically works to remove any barriers to children's learning and development from when they first start. For example, she quickly supports children's learning needs while waiting for external support. She takes decisive action to ensure that she can meet children's individual needs from the moment they join her provision. She builds secure relationships with children and their families and values their contributions to children's care and learning. She helps all children to feel secure and form close attachments to her.

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

Children flourish and make sustained progress from their unique starting points. They confidently choose their preferred activities and know where to locate them. They show a deep sense of belonging and enjoy the childminder's warm and nurturing attention. Interactions between the childminder and children are engaging and continually enhance children's learning. Young children enjoy their experiences and achieve very well in all areas of learning. They are more than ready for the next stages in their learning. Children develop excellent social skills. They happily chat with others about their play and the events happening in their lives. They remain absorbed in activities that capture their interests. For instance, children use role play to demonstrate their growing awareness of special people in their lives. They show an advanced understanding and use of words and numbers for their ages. The childminder values their contributions to discussions, which enhances their

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

Children quickly learn to manage tasks, such as handwashing, for themselves. They choose their favourite stories and activities and readily help put them away. They are rapidly becoming independent learners in readiness for the next stages of their learning. The childminder shares information with parents about her provision and the daily routines so that children attend as expected each day. She creates a safe, welcoming and engaging environment where children thrive.

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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 all children, including those who may face barriers to their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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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 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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