Childminder

Childminder

Unique reference number (URN): EY315532 Registered with Ofsted: 23/09/2005 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

All children make secure, sustained progress from their starting points. They benefit from plenty of time and opportunities to practise and master new skills, which helps to ensure breadth and depth in all areas of learning. Those with slightly lower starting points in some aspects of their learning make rapid progress and gaps close quickly. All children develop strong communication and language skills, including a rich vocabulary that supports their overall learning extremely well. For example, young children talk about the 'exhaust' and 'fender' when describing vehicles, and they excitedly tell adults how a plough works in muddy fields. They develop a love of books, asking for stories again and again.

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Achievement Strong standard

Children show great curiosity, concentrate extremely well and persevere with tasks, often saying, 'I don't need any help.' They are eager explorers who take things apart, put them back together and figure out how they work. They develop confidence in themselves as capable learners and remember their learning. They look back at photos of prior learning and recall the skills and knowledge they developed. They show a keen interest in letters and numbers, identifying some that have meaning for them. They build a remarkably secure foundation to build even further on what they know and can do.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and positive environment where her high expectations for behaviour are clear. She consistently models kindness and respect. The childminder has a gentle manner and ensures that she stays at children's level, maintaining eye contact and using responsive interactions to support children. The close bonds that she forms with children help them to feel extremely secure and ready to learn. Her expectations are skilfully adapted for each child's age, stage and circumstances. This helps to ensure that every child can manage routines and develop self-control with confidence. Children mirror the childminder's positive approach and behave remarkably well. They approach activities with enthusiasm and respond calmly to the childminder's guidance.

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Behaviour, attitudes and establishing routines Strong standard

Routines are used with purpose to help children to feel settled and develop a sense of time. The childminder also sees the value in routines for helping to prepare children for school. For example, when visiting group activities, the childminder promotes the importance of being on time, encouraging positive attitudes towards punctuality and attendance. These opportunities also help children to access shared, group activities such as story times and meals that prepare them very well for experiences they will face in school. Children learn to play together and develop strong social skills that help them to form friendships and work collaboratively with others.

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Children's welfare and wellbeing Strong standard

The childminder knows children extremely well. She responds swiftly to their cues, offering consistent guidance, comfort and reassurance that contributes to their high sense of security. Children develop affection for the childminder and show this, for example, when they give her cheerful tickles to make her laugh and smile. They seek her out for a cuddle and enjoy many fun-filled moments in her care. These secure relationships help children to thrive.

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Children's welfare and wellbeing Strong standard

The childminder teaches children the language of feelings. They learn to recognise, express and manage their emotions. Activities such as making Valentine's Day cards prompt conversations about likes, dislikes and love, helping children to develop emotional understanding and empathy.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. The childminder works hard to teach children about the importance of a nutritious diet, exercise and good hygiene through consistent, familiar routines and meaningful discussions. Activities are carefully planned to help children to develop lifelong habits that promote their health and safety. For example, children learn how to brush their teeth properly in pretend play with dolls and puppets. They learn to cross roads safely when on outings. The childminder's approach has a significant impact on children's physical wellbeing. For example, parents report that their children have a healthier and varied diet, now making healthier choices, such as fruit, with the childminder's support.

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Children's welfare and wellbeing Strong standard

The childminder is highly vigilant and supervises children closely during sleep times and mealtimes to assure their safety. She works closely with parents to ensure she knows enough about children to mirror familiar routines from home and keep them safe. For example, her procedures to protect children who have allergies are robust.

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Curriculum and teaching Strong standard

The childminder aims to give children the knowledge, skills and confidence they need to be ready for school. She has very clear aims for what she wants each child to learn. Her careful and detailed planning is based on accurate assessments, which helps her to build a curriculum that prepares children extremely well for success in their future learning. Teaching is sharply focused and well paced, giving children time and space to practise, understand and master new skills and remember their learning.

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Curriculum and teaching Strong standard

The childminder turns every part of the daily routine into meaningful and high-quality learning experiences. For example, on daily walks to school, children identify the early signs of spring. They learn how to take care of the world by picking up litter. On visits to a café, the childminder models self-help skills and table manners and encourages responsibility for clearing away after their meal. She provides plenty of opportunities for children to practise physical skills, such as climbing and balancing, on visits to parks and play areas.

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Curriculum and teaching Strong standard

Language development is a high priority in the curriculum. The childminder uses songs, stories and everyday activities and experiences to help children to build a broad and rich vocabulary across all areas of learning. Her skilful questions, such as 'How can we make it smaller?', help children to develop mathematical understanding and problem-solving skills. She slows children's counting, helping them to link numbers to quantity.

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Inclusion Strong standard

The childminder's detailed assessments help her to identify each child's needs precisely. She regularly checks what children know and can do, swiftly identifying any areas where children may need a little more support. The childminder focuses her teaching and interactions sharply to help any emerging gaps to narrow or close quickly. She knows where to seek support, for example, from external agencies, if her own interventions do not help children to make stronger progress.

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Inclusion Strong standard

The childminder is very aware of children's individual circumstances and experiences. Her close relationships with families help her to stay alert to anything that may affect children's learning or wellbeing. This helps her to respond quickly and tailor support to their specific needs. The childminder makes thoughtful adjustments to her provision to reduce, or where possible remove, barriers to children's learning. For example, she collects and drops children between home, school and her setting to support parents in ensuring children access their full entitlement to early education.

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Inclusion Strong standard

The childminder diligently ensures that every child and their family feels welcome and included. She values what makes each child unique and celebrates their heritage. For example, she marks special traditions that matter to families with flowers and activities linked to celebration days. She understands how additional funding can help to build on children's experiences, for example, by giving disadvantaged children opportunities to visit places they might not otherwise have the opportunity to visit.

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Leadership and governance Strong standard

The childminder shows a deep commitment to providing the highest standards of care and education for children. She scrutinises her provision and the impact this has on children's learning and wellbeing, continually looking for ways to further enhance their experiences while in her care. She keeps up to date with relevant legislation and guidance to ensure that her practice continues to assure children's safety, wellbeing and development.

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Leadership and governance Strong standard

Professional development is carefully selected and sharply focused on what the children currently attending would benefit from. For example, the childminder has sought out specialist training at times when children have faced particularly challenging circumstances at home. She works alongside other childminders to share ideas and provide constructive feedback for one another. This contributes to the childminder's evident capacity for ongoing enhancements to her already strong provision.

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Leadership and governance Strong standard

Strong partnerships with parents have a significant impact on children's learning. They discuss her 'unwavering commitment' to her role and commend her excellent communication, which gives them a very clear understanding of the priorities for their child's learning and development. This helps them to continue at home with the excellent support for learning and wellbeing that the childminder provides.

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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 happy, at ease and flourish in the childminder's care. They move with confidence around her home, showing familiarity with reliable routines that help them to feel safe and to develop a deep sense of belonging. They show confidence in their play and develop independence, eagerly attempting tasks for themselves. Children tell the childminder 'I can do it', showing pride in their achievements. They show trust in the childminder, knowing she is close by to help or provide reassurance and hugs if they need them.

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Inspector:

Clare Wilkins Children very much enjoy their learning and become deeply absorbed in their activities. Play is unhurried, which gives children plenty of time to think, solve problems and master new skills. The childminder's calm and patient interactions help children to keep trying when they find tasks a little tricky. For example, the childminder models how to use scissors, and with time and perseverance, children successfully manage to cut 'letters' from paper to post in the post box.

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Inspector:

The childminder has thorough knowledge of how to support all areas of learning. This contributes to the secure progress that children make across the broad, balanced and highly effective curriculum. Children achieve well from their starting points. High-quality learning opportunities are woven seamlessly into play, routines and conversations. For example, children develop an understanding of numbers and their values when parking toy cars in numbered spaces that the childminder has created specifically to encourage these skills.

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Inspector:

The childminder values visits to groups in the local community as vital opportunities for children to develop their social skills and to play and learn along with other children. Children who are more quiet or shy build confidence in new situations, helping to prepare them for being part of a larger group when they move on to school. The childminder works hard to build relationships with children and their families. Parents feel welcomed and valued. Families see their own values and experiences reflected in activities. Children thrive, feeling valued, included and nurtured. They are curious and capable learners who are very well prepared for the next stage in their learning.

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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, particularly those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 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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