Childminder

Childminder

Unique reference number (URN): 147031 Registered with Ofsted: 12/01/1999 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

All children make secure and sustained progress from their starting points. They communicate exceptionally well with others and use language, visual prompts or support as needed from the childminder to express their feelings and needs. Children regulate their emotions effectively. They demonstrate strong resilience, high levels of perseverance and pride in their achievements.

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Achievement Strong standard

Children have high levels of opportunities to be independent in their personal care. Routines are confidently managed, and children understand how to keep themselves and others safe. Children build secure relationships and communicate highly effectively. All children are very well prepared for the next stage of their learning, including the move to school. Younger children are quick to grasp new mathematical knowledge when the childminder frequently draws their attention to the properties of the shapes used for activities. For example, during play-dough time, cutters are used. When using dough cutters, new vocabulary is introduced about shapes, sides and sizes. This new vocabulary is then repeated back by children during play. Children who have been at the setting for a short period of time make rapid progress with their social confidence and communication.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a respectful and inclusive environment. Behavioural expectations are clear and consistent. Established routines help children feel safe and confident throughout the day. Children settle quickly and move in between activities and mealtimes with minimal support. Teamwork and independence are promoted by the childminder. For example, children tidy up after themselves after activities to clear the table. Children show they know rules well and support the childminder and each other with very few reminders. This teaches children the importance of teamwork.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates warm and considerate relationships with children. She stays in close proximity to children and offers reassurance when children need it. Children feel confident to explore independently because they know the childminder is available to help.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures children take care of themselves and their friends. For example, during snack time, a snack monitor will go around and hand out the snack for all children, including their water bottles. When children receive their snack and water bottles, they are encouraged to say 'thank you' to the child. The childminder allows that child to have a sense of responsibility and accomplishment once the task has been completed. The childminder praises the great work and thoughtfulness of the children for their kindness.

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Behaviour, attitudes and establishing routines Strong standard

The childminder highlights the importance of attendance and punctuality and supports families to keep consistent routines. Strategies are in place to promote these.

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Children's welfare and wellbeing Strong standard

Children receive caring and individual support that promotes their health, comfort and wellbeing. She has a secure understanding of how to always keep children safe. She plans daily routines to meet each child's needs, including mealtimes, calm times and personal care routines.

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Children's welfare and wellbeing Strong standard

The childminder responds quickly and sensitively to children's physical and emotional needs. Children receive support through transitions that may feel difficult, such as settling in, feeling sad or not wanting to separate from their caregivers that day. Children learn to recognise and manage their emotions. The childminder helps children recognise when they feel sad and how to express these feelings in appropriate ways. She offers reassurance and simple strategies, such as talking about their feelings or taking a moment to calm down. This helps children feel emotionally secure and ready to take part in the day.

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Children's welfare and wellbeing Strong standard

Children's physical health is supported through daily routines and activities that promote healthy choices and good hygiene. Children wash their hands regularly. The childminder supports children to manage personal care in a way that respects their privacy and dignity. They carry out activities such as making a fruit salad and then trying new fruits. They discuss what they are having for snack and where it grows.

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Children's welfare and wellbeing Strong standard

Children enjoy regular outdoor play and physical activities. This supports children's wellbeing, coordination and enjoyment of movement. The childminder keeps all areas safe, clean and clear from clutter. Risk assessments are carried out every morning and throughout the day to ensure the space is safe for children. This enables children to explore confidently and play safely. As a result, children feel protected, valued and ready to join in with learning and play.

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Curriculum and teaching Strong standard

The childminder plans and delivers a highly ambitious curriculum that reflects children's interests and stages of development. She identifies any gaps by having a learning journal for each child and regular meetings with parents. This shows ongoing assessments of each child by the childminder. She provides purposeful activities linked to children's experiences and daily routines. For example, children say a prayer before eating their meals. This helps children build knowledge and skills over time across the early years foundation stage.

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Curriculum and teaching Strong standard

During snack time, independence is promoted by the childminder to get the children to pour their own milk. They shared the milk jug with each other, passing it from one child to another with increasing control. They communicate with the childminder regarding their milk, such as 'my milk is warm'. When it is snack time, they will communicate, 'I am almost done'. The childminder encourages and supports vocabulary and new words relative to temperature and time.

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Curriculum and teaching Strong standard

Children receive support for their physical development through outdoor play opportunities. Their personal, social and emotional development is supported through strong relationships for even the youngest children. This can be seen when children sing at the table in Hebrew before snack time; they sing a fruit song with actions. There is a poster up near the snack table, and the fruits are also pointed at on the poster for visual aids while singing. For the younger children, they are also exposed to the understanding of the world. When they have their fruits for snack in front of them, they all discuss together what they have for snack and where it grows.

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Inclusion Strong standard

The childminder supports every child to take part fully in the setting. She identifies the needs of children early, including those with special educational needs and/or disabilities (SEND) and those who may be facing other barriers to their learning and/or wellbeing. She adapts activities so that all children can join in and experience success.

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Inclusion Strong standard

The childminder places a clear focus on supporting children's communication and language. She works closely with parents to understand and contribute to any concerns around this area. Therefore, she provides a highly diverse range of opportunities for children to discuss new words and ideas in both English and Hebrew, gain confidence to talk and make excellent progress.

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Inclusion Strong standard

The childminder adapts routines where needed, so children feel settled and included. For example, the children can be taken out at various times if they feel overwhelmed or unsettled in order to help them self-regulate themselves. Calm and responsive interactions encourage children to share, take turns and respond to their friends. These daily experiences support children's confidence and emotional development.

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Inclusion Strong standard

The childminder keeps a learning journal for each child to monitor their progress. She seeks prompt advice if she has any concerns regarding a child's development. The childminder knows what is typical of each child at her setting and communicates this efficiently with parents to agree on areas of concern. She frequently carries out additional SEND training, even if she has no children with SEND on roll. This keeps her up to date with specialist knowledge and helps her prepare her provision to support children with additional needs when required.

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Leadership and governance Strong standard

A culture of continuous improvement is evident across all aspects of the childminder's provision. The childminder knows how she can continue to develop her knowledge and skills in early education and regularly undertakes relevant training, including first aid and safeguarding. She provides clear leadership that supports high-quality care and education. The childminder organises routines well and provides consistent expectations that help children feel safe and secure.

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Leadership and governance Strong standard

The childminder is incredibly well prepared to receive children with a range of different needs. She plans a curriculum that reflects children's interests and stages of development. Activities are meaningful and help children build skills over time. The childminder reflects on her practice and adopts changes to strengthen children's experiences and outcomes.

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Leadership and governance Strong standard

The childminder is very self-reflective and works closely with parents and carers. For example, she sends parents training and courses via email about how to keep children safe at home, such as safe car seats. She carries out regular feedback from parents, and the feedback is all positive. She also works with other early years professionals when needed. This helps ensure children receive coordinated support.

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Leadership and governance Strong standard

Calm and reassuring interactions support the children emotionally. As a result, children benefit from a safe and nurturing environment where they can develop confidence and make progress.

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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 experience a warm, responsive and stimulating environment where their individual needs, interests and abilities are recognised and supported. They are highly engaged and appear very happy as they settle quickly and explore a range of activities with curiosity and confidence. For example, children listen intently and participate when the childminder role plays a prayer that males carry out at the synagogue. She uses props such as a Torah and encourages children to describe the items using Hebrew words. This meaningful experience helps children feel confident and comfortable, contributing to a sense that the setting is a home-from-home environment.

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

Children benefit from outdoor experiences that support their learning and social development. For example, children enjoy running up and down the path together. When they reach the shed, they take part in jumping while singing a personalised version of 'Five Little Monkeys Jumping on the Shed'. Children are encouraged to manage aspects of their personal care independently. They practise handwashing and other self-care routines with gentle guidance. Children understand simple hygiene expectations and follow routines calmly. For instance, one child helps to hand out snacks to others during snack time, showing a growing sense of responsibility and pride once the task is completed.

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

Children develop their communication and language skills as the childminder models clear language, asks open-ended questions and encourages them to describe shapes, their names and the number of sides they have. Children play together inclusively and show interest in one another, creating a caring environment where everyone feels they belong.

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

Children also take part in activities that develop fine and gross motor skills, imaginative play and early mathematical understanding. For example, they use play dough to make birthday cupcakes for one another. They add items to represent candles and extend their learning by counting how many candles they place on each cake.

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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 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

A quality assurance visit by an additional inspector was carried out at 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 09:15 - 13:15,Thursday : 09:15 - 12:15

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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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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. 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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