Childminder

Childminder

Unique reference number (URN): EY478885 Registered with Ofsted: 23/06/2014 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 positive progress from their starting points across all areas of learning. They achieve consistently well across the carefully sequenced curriculum. For example, children have ample opportunities to fully embed their fine motor skills. They use various tools as they enjoy making marks with chalk, using a whisk in the outdoor kitchen area and safely chopping up their healthy snacks.

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Achievement Strong standard

Children become confident communicators. Babies repeat babble and start to say single words. Older children speak in sentences, engage in back-and-forth conversations and develop new vocabulary. Children confidently tell visitors about what they are doing and what they are proud of.

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Achievement Strong standard

Children display an excellent sense of independence and responsibility. They confidently put on their own shoes and coats, wash their hands before snacks, and use knives and forks. Children show deep concentration and focus on their chosen activities. As children grow, they demonstrate increasing resilience and curiosity. Consequently, children are immensely well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm and respectful relationships with children. She is an excellent role model who shows kindness and care throughout all her interactions with children. Young children explore independently because they know the childminder is available to help. The childminder offers cuddles and comfort when babies become tired. Older children confidently show the childminder what they have done, such as the picture they have drawn or the tower they built. The childminder offers praise and acknowledges children's individual achievements. This encourages children to develop an excellent sense of self and to feel positive about themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a positive environment. Secure routines help children to feel safe and confident. Children develop their independence and sense of responsibility as they follow the routine. For example, they tidy away toys, prepare for mealtimes and get themselves ready to play outside with minimal support. Children develop consistently positive attitudes towards their learning. They concentrate for long periods and benefit from the childminder's positive interactions and deep levels of engagement. Children learn to share, take turns and cooperate with their friends. They show increasing patience and begin to recognise when others need support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands that regular attendance is vital for children's learning, routines and emotional security. She consistently communicates this importance to parents and carers, working in partnership to support positive attendance.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy regular outdoor play and physical activity. They strengthen their leg muscles as they play on ride-on toys and jump on the age-appropriate, small trampoline. This supports children's wellbeing and enjoyment of movement. The childminder keeps all areas safe and well organised. This enables children to explore confidently, make independent choices and play safely. As a result, children feel valued and confident to join in with learning and play. The childminder helps children to understand the importance of personal hygiene. She encourages regular handwashing, such as when children have finished playing in the garden and before snacks and meals.

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Children's welfare and wellbeing Strong standard

The carefully considered learning experiences on offer reflect the childminder's meticulous attention to what motivates and inspires children. The childminder takes all reasonable steps to ensure that children feel safe and ready to learn. She prioritises their wellbeing and is highly responsive to children's individual needs, particularly those who face barriers to learning. The childminder has secure attachments with all children and follows their individual routines effectively. For example, she will offer children an earlier lunch as they become tired. The childminder equips children with the language of feelings to help them to understand a range of emotions.

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Curriculum and teaching Strong standard

The childminder has designed a curriculum that is ambitious and ensures that every child achieves the best possible start in education. She carefully plans her environment and activities to ensure that she is consistently building on what children already know and can do and what they need to learn next. For example, the childminder skilfully extends children's mathematical development as they learn that numbers have a meaning. Children show that numbers can be recognised by holding up 5 fingers. Children develop a deep understanding of numbers.

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Curriculum and teaching Strong standard

The childminder is passionate about supporting children's personal, social and emotional development so they are happy, settled and ready to learn. Thorough assessments and monitoring are in place to ensure that the childminder fully adapts her teaching in line with children's different ages and stages of development. For example, she places a high priority on developing all children's communication and language skills. When she is interacting with babies, she offers simple, clear language and names the objects children are playing with. The childminder adapts her interactions with older children, teaching them new vocabulary, such as 'slippery' when children are curious and pick up ice they have found in the garden.

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Curriculum and teaching Strong standard

The childminder's challenging curriculum successfully supports children's physical development. She adapts the environment by providing low furniture and resources so that babies can pull themselves to standing. The childminder provides ample space and opportunities for children learning to walk, along with physical support. Older children enjoy using the childminder's garden to use ride-on toys and play football.

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Inclusion Strong standard

The childminder knows all the children and their families extremely well. She gathers detailed information from parents and carers before they join the setting to find out all about their children's likes, dislikes, routines and background. This helps the childminder to swiftly identify if a child is facing any barriers to their learning and development. She uses the information gathered effectively to help children settle and build excellent bonds with families from the start. The highly skilled childminder continues to monitor and assess children's progress through observations and includes families' input about how their children are doing at home. This helps her to offer specific tailored support for individual children, ensuring all children make continuous progress in their learning.

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Inclusion Strong standard

The childminder uses the knowledge she acquires through training to identify when children need extra support in their learning and development. She knows when and how to involve additional support services when they are required. The childminder works incredibly well with families, professionals and external agencies to ensure that children with barriers to their learning gain the right support quickly. For example, the childminder makes thoughtful adjustments to promote children's participation and wellbeing. She fully understands the need for collaborative working with other professionals to secure the best outcomes for children.

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Inclusion Strong standard

The childminder demonstrates a secure understanding of how to best use additional funding. She is committed to ensuring that individual children make excellent progress. The childminder is highly reflective and actively seeks additional training that is sharply focused on meeting children's individual needs.

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Leadership and governance Strong standard

The childminder is passionate about giving every child the best possible start to their learning. She reviews her practice insightfully and consistently identifies further ways to improve, based on what individual children and families need. The childminder regularly updates her knowledge through various training courses and professional reading. This is showcased in her natural and confident teaching approach that builds the foundations for children's future learning.

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Leadership and governance Strong standard

The childminder builds excellent partnerships with parents and carers. Tailored settling-in sessions and effective meetings with parents mean that the childminder gets to know children very well right from the start. The childminder continues to work with parents and provides advice, such as how to support dummy use and how to help children deal with the change of having a new sibling. She takes swift action if she has any concerns about a child's development and works with parents to make appropriate referrals to outside agencies. Parents speak very highly of the childminder. They comment that the childminder creates respectful relationships with them and that they are confident leaving their children in her safe and nurturing 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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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 very happy and settled, showing a secure sense of belonging in the warm and welcoming environment. They explore the exciting learning environment with curiosity, engaging in various activities to support their learning. For example, in the garden, children develop their fine motor skills and imaginations. They confidently scoop, pour and mix herbs with water, making 'tea' for the childminder to drink. The childminder skilfully extends this activity with high-quality interactions, encouraging children to smell, name and discuss the herbs.

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About this setting

Children progress extremely well from their starting points. She supports any children who need extra help from an early stage. The childminder swiftly identifies when children start to show gaps in their learning and development and takes appropriate action. Children are confident communicators. They ask questions, recall past experiences and learn new words. For example, they enthusiastically talk in detail about fire engines and how tall ladders can reach to the roof of buildings. The childminder praises children for their developmental achievements, which encourages them to continue in their learning.

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About this setting

Children develop positive relationships with each other. The childminder provides children with activities where they learn to share and take turns. Babies thrive as they start to form positive relationships with others. For instance, older children roll cars along the floor and babies excitedly chase them, joining in their play.

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About this setting

Children develop a wide range of skills and knowledge, which form a very secure foundation for their future learning. They benefit from outdoor experiences that extend their learning and social development. The childminder plans visits to local parks, the library and soft-play centres to help children connect with the wider community and build confidence in different environments.

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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 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 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 Unique reference number (URN): EY478885

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:45

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About this inspection

Local authority: Nottinghamshire County Council

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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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