Childminder

Childminder

Unique reference number (URN): EY457073 Registered with Ofsted: 22/03/2013 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 routinely, confidently and independently decide what they want to play with. They safely use scissors to make snips and cuts in paper. Children hold paintbrushes and other mark-making tools appropriately and use them effectively in their creations. Older children accurately say and write the letters in their names. Children develop highly expressive communication and language skills and follow instructions involving two or more steps. Children concentrate well and count with precision. Children with special educational needs and/or disabilities participate in activities that encourage them to develop listening and attention skills.

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Achievement Strong standard

Children tear paper into small pieces and know that this 'makes hands nice and strong'. They find Chinese numerals hidden in red rice and match them to numbers. Children count objects and use mathematical language well when comparing and weighing amounts. Children enjoy singing songs that they know and perform actions. They sit and listen, and they are excited to hear their favourite stories and respond to questions about characters and events. Children confidently select cultural and familiar songs they want to dance to. This encourages children to be unique and feel proud of who they are. Children achieve well from their starting points and develop a range of important skills for the next stage in their learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently sets high expectations for children's behaviours and attitudes towards learning. She always encourages children to try their best and enjoy learning, and she praises them with a 'high five' for their efforts. The childminder encourages children to show respect and be kind to each other. She teaches children to be kind, polite and have good manners. The childminder builds caring relationships with children built around trust and helps them form secure bonds with others as they play. The childminder knows children are unique and supports their needs from their starting points. She adjusts her approach to meet individual needs. Children's behaviour is exemplary, and they are ready for the next stage of learning and beyond.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps children organise their days. She uses a visual timetable with children and talks about what they are doing. She reminds children to sit appropriately and have 'good listening'. These embedded routines foster independence and keep children highly engaged in learning throughout the day. As a result, children achieve very well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of attendance and punctuality. Parents know the childminder's routine, so arrive on time to drop off and pick up. The childminder reinforces attendance during review meetings. The childminder provides personalised holiday activities for children who attend term-time only to continue learning at home during the holiday period. This ensures gaps continue to close and children are ready for school. The childminder's practices encourage and support children's attendance. She gives parents a daily overview and has monthly progress meetings. Forest school sessions and other visits inspire parents to ensure children attend regularly and on time. As a result, children develop secure habits for the future.

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Children's welfare and wellbeing Strong standard

The childminder establishes embedded policies and practices that support children's welfare and wellbeing. She creates a welcoming, inviting space for children to learn and make choices independently, indoors and outdoors. Children enjoy playing together and build secure, fond relationships with each other and the childminder. The childminder supports children's emotional wellbeing when they are upset and provides visual timers to help them share and take turns.

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Children's welfare and wellbeing Strong standard

Children develop a deep understanding of the importance of living a healthy lifestyle. They confidently dispense water to drink when they are thirsty. The childminder helps children make links to prior learning. She tells children that they need water to stay hydrated, just like plants need water to grow. She helps children develop an understanding of good hygiene, reminding them to only drink from their cups so they can remain healthy.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes healthy lifestyles with children and encourages them to make healthy food choices. She reminds children to use good manners. Children wash their hands with soap, dry them on their designated towels and prepare fruit for a snack. The childminder uses snack time as an opportunity for learning. Children chop fruit to share. They identify healthy and unhealthy foods and explain why. All children understand which foods are healthy and unhealthy and how different foods affect their bodies. Children try fruits from other countries and learn about sustainability. For example, the childminder encourages children to keep the fruit seeds, put them in pots and see if they sprout. Routines are embedded, and children know what to do. The childminder teaches children about their roles and responsibilities and encourages their independence.

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Curriculum and teaching Strong standard

The childminder is ambitious for children's learning and development. She provides children with a range of high-quality resources to meet their needs. The childminder ensures that the curriculum is fully inclusive and consistently highly impactful. Her high expectations for children's learning and outcomes are embedded across the setting. The childminder routinely uses highly effective teaching and interactions with children that encourage and support all children to thrive from their starting points, including children with special educational needs and/or disabilities. The childminder accurately matches her teaching to the children's precise age and stage of development. High-quality interactions support the childminder to accurately assess what children know and can do so that she can plan ambitious next steps and meticulously monitor progress children make.

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Curriculum and teaching Strong standard

The childminder carefully weaves mathematics throughout children's play. Children show an impressive understanding of mathematical concepts. For example, the childminder asks, 'If you have one croissant and you cut it, how many pieces of croissant will you have?' Children reply '2'. She teaches children to recognise numbers, count, weigh, and use mathematical vocabulary. The childminder uses every conversation to extend children's knowledge and language. For example, children scoop coloured rice onto balance scales. They proudly declare, 'I am weighing it.' The childminder assesses children's understanding during play and intervenes at exact moments to extend children's learning. The childminder delivers continuously high-quality teaching, targeted at children's needs to move their learning on rapidly and prepare children for school.

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Inclusion Strong standard

The childminder works tirelessly to ensure that children with special educational needs and/or disabilities (SEND) receive help to meet their precise needs. The childminder accurately identifies children's needs and plans ways to personalise teaching to meet them precisely. The childminder swiftly implements strategies and rigorously monitors the impact of the intervention she provides, tracking children's progress skilfully. The childminder speaks to parents about any concerns regarding children's learning and development and signposts them to where they can seek further support. The childminder uses strategies that support children. For example, she supports children with SEND to be easily understood. She encourages children to slow down when speaking and repeats back what they say. This helps children hear words pronounced correctly and speak clearly and encourages them to clarify what they say. The childminder forms effective relationships with professionals and

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Inclusion Strong standard

uses advice given to close gaps in children's learning.

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Inclusion Strong standard

The childminder attends bespoke early years special educational needs coordinator training to equip her with extensive knowledge of meeting the needs of children with SEND so that they thrive. Although the childminder is not caring for any children eligible for early years pupil premium, she understands the importance of targeting the use of additional funding to best address any barriers that children in receipt of funding may have. This helps to secure the best outcomes for them.

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Leadership and governance Strong standard

The childminder demonstrates in-depth knowledge of the setting's context, strengths and areas for development. She implements strategies to support children and their families and focuses on continuous improvement. The childminder gives high priority to her ongoing professional development. She has recently undertaken training in outdoor learning to further extend her forest school skills. She is attending a special educational needs and/or disabilities course to give her a broader knowledge of children's unique needs and a deeper understanding of early intervention so that she can better support children's individual needs.

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Leadership and governance Strong standard

The childminder liaises with another childminder on Thursdays, and they run a childminder session, where they set up planned activities for local childminders. They use this session as a networking opportunity to share ideas and discuss new reforms.

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Leadership and governance Strong standard

Parent partnerships are secure, and communication is effective. Parents comment on the progress children have made since attending the setting. They attribute children's achievement to attending the childminder's setting. Parents have removed children from nurseries to attend the setting. Parents appreciate the communication, daily overviews and monthly progress meetings.

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Leadership and governance Strong standard

The childminder ensures that a high level of professionalism is embedded throughout the setting, which is reflected in parents' feedback, recommendations and her standing in the community.

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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 enter the setting happily and excitedly choose activities that they enjoy. They form caring, loving relationships and attachments with the childminder, who knows them exceptionally well. Children are confident and establish harmonious bonds with each other. They behave well following the childminder's deeply embedded rules and routines. Children

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About this setting

Unique reference number (URN): EY457073 routinely engage in stimulating, challenging activities that leave an imprint. They go home and tell parents about their day, highlighting new learning and fun that takes place. Children at this setting are safe, surrounded by love, care and attention, with a childminder who consistently wants the very best for all children, including children with special educational needs and/or disabilities (SEND), so that they thrive from their starting points.

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About this setting

As a result of highly impactful planning and teaching, children collaborate and learn together, sharing their ideas and talking about foods they like. Children with SEND are supported in making progress from their starting points and sustaining achievement. They listen well and follow simple and more complex instructions. Children develop skills for life that support their independence, confidence and attitudes to learning.

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About this setting

Partnerships with parents are secure, and communication is effective. Parents are pleased with the progress children make and say that they achieve well and are ready for school. Parents like the daily overviews and monthly progress meetings with the childminder. This helps parents continue to support children's learning at home. Children attend regularly and enjoy their learning. Different cultures and diversity are embedded and explored to help extend children's understanding of similarities and differences. This helps all children and families feel included and 'special' and allows children to 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 children with special educational needs and/or disabilities.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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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