Childminder

Childminder

Unique reference number (URN): EY405106 Registered with Ofsted: 01/03/2010 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 excellent progress in personal, social and emotional development at this setting. They develop an awareness of recognising and understanding emotions. As a result, children build strong and meaningful relationships with the childminder and other children. Children and babies explore a safe and welcoming learning environment that is tailored to meet their individual needs and stages of development. As a result, all children, including those who may face barriers to their learning and/or wellbeing, make consistent and significant progress relative to their unique starting points.

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Achievement Strong standard

Children's communication and language development is prioritised, with babies and young children using ambitious vocabulary. Children use puppets to act out nursery rhymes and sing songs together. They retell familiar stories and take part in back-and-forth conversations with the childminder and each other. This means children make rapid progress as they continually practise and develop their speaking skills. They grow in confidence and are extremely well prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established clear and consistent routines, which are understood by all children. For example, as soon as children enter, they wash their hands and use the portable sink independently. They sing the 'washing hands song' with glee as they squeeze the soap and turn on the tap. Children are independent in their sleep routines. They find their own comforters and bedding before settling down to sleep with cuddles from the childminder. As a result, children feel safe, secure and settled.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently promotes kindness and caring relationships. She encourages children to recognise and talk about their feelings. Young children read stories to each other to make them 'feel better', and children are encouraged to wait their turn and share their toys. As a result, children are extremely kind and respectful to each other, and their personal, social and emotional skills develop consistently well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of all children and behaviour is excellent. Young children talk about using 'small voices' inside and say they do not shout as it 'hurts our ears'. The childminder has fostered positive relationships with families and knows children extremely well. She supports parents with punctuality and attendance and makes well- considered adaptations to support children who may face barriers to their learning and/or wellbeing. This means all children achieve well and develop consistently positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder creates a safe, happy and welcoming space where children form extremely secure relationships and are ready to learn. The childminder gives children plenty of opportunities to consistently develop their independence skills. For example, young children choose their own toys from the playroom. They work out how to make a cube using magnet squares and beam with pride as the childminder recognises their achievements. Children show coordination and skill as they follow instructions and dance to music, moving their bodies to the beat. As a result, children become confident and resilient learners and make excellent progress.

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Children's welfare and wellbeing Strong standard

The childminder works extremely closely with parents to ensure care and routines precisely meet the needs of the children. She is acutely reflective and continually adapts and adjusts her practice to support all children. For example, the childminder provides additional resources and toys to support children to overcome potential barriers to their learning and/or wellbeing. The childminder promotes and teaches children about healthy lifestyles and wellbeing extremely well. She encourages children to talk about their feelings and emotions. Consequently, children begin to develop a secure sense of emotional wellbeing. They understand they do not run inside because 'it is not safe'. The childminder cooks an abundance of healthy food for children. This provokes children to talk about why it is good for them. As a result, children are supported exceedingly well to make healthy choices and for their next stage of learning.

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Curriculum and teaching Strong standard

The childminder has designed a highly ambitious and engaging curriculum that focuses sharply on what children already know and can do. The childminder uses effective assessment to rigorously review and evaluate the impact of her curriculum. She shares children's learning and precise next steps with parents to help continue learning at home. Through her excellent knowledge of child development, the childminder ensures children make sustained progress across all areas of learning from each of their starting points. The childminder prioritises children's personal, social and emotional development. She swiftly identifies potential barriers to children's learning and/or wellbeing and makes thoughtful adaptations to enrich her curriculum. This means children's knowledge and skills are consistently well developed. Her highly effective links with local schools help her to prepare children for their next stage in learning.

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Curriculum and teaching Strong standard

The childminder engages in nurturing conversations. For instance, young children speak with fluency and breadth of understanding as they explain their wants and needs. The childminder supports children's physical and mathematical development extremely well, and new skills are woven throughout the day. For example, young children understand 'under', 'over' and 'next to' as they play with magnetic blocks and tidy toys away. The childminder regularly sings and reads stories to the children, creating a positive learning environment where children learn new skills and flourish.

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Inclusion Strong standard

The childminder identifies children's individual learning needs extremely well. She takes thoughtful and inclusive action to help reduce any barriers that children may face in relation to their learning and/or wellbeing. This is achieved through carefully targeted and consistent adaptations to the curriculum she offers. She astutely follows children's interests and needs and provides plentiful resources specific to supporting their learning. This daily practice supports children's confidence and emotional development. As a result, children feel valued, included and loved. The childminder works collaboratively with families to fully understand the context and needs of all children. This ensures a consistent approach to how children are supported to learn and enables the very best outcomes. She rigorously monitors children's progress through careful observation. The childminder identifies any gaps in children's learning and

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Inclusion Strong standard

tailors her teaching to meet each individual need. The childminder attends regular training to enhance her professional development. The childminder places a clear focus on supporting children's communication and language skills, and this is firmly embedded. She reads a range of high-quality stories to the children and teaches them a range of songs and rhymes. She models key words and short phrases effectively throughout the day. As a result, young children seek to read stories to each other and act out songs and rhymes in their play. This instils a love of reading, and consequently, children enjoy learning and are extremely motivated to learn.

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Leadership and governance Strong standard

The experienced childminder is passionate about providing a high-quality learning environment for all children. She is highly motivated and well organised. She has consistently high expectations and is committed to ensuring children achieve the very best outcomes, including for those who may face barriers to their learning and/or wellbeing. She prioritises welfare and wellbeing and creates a highly stimulating and safe learning environment where children learn new things and make significant progress. The childminder maintains extremely positive relationships with parents and is highly attuned to children's developmental needs. This results in acutely targeted support for children that meets their specific learning needs. Consequently, she enables children to make accelerated progress from their individual starting points.

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Leadership and governance Strong standard

The childminder is highly reflective and has a clear understanding of her setting's strengths and priorities for improvement. She regularly attends targeted professional development, which has a positive impact on the outcomes for children in her care. For example, training on how to design an effective curriculum helps her to adapt the way she teaches younger children. The childminder organises her provision extremely well, and effective routines are securely embedded. She promotes children's personal, social and emotional needs consistently well and interacts with the children in a calm and reassuring way. As a result, children learn in a safe and nurturing environment and grow in confidence and self-esteem.

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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 enjoy achieving at this safe and welcoming home-from-home setting. They settle extremely quickly and form meaningful, close relationships with the childminder and each other. All children, including those who may face barriers to their learning and/or wellbeing, develop a strong sense of belonging and thrive in this inclusive and highly nurturing environment. As a result, children are prepared extremely well for their next stage in learning.

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Inspector:

Children are encouraged to manage their personal care independently. Handwashing and sleep routines are embedded particularly well. Older babies giggle as they learn to walk, ably supported by the experienced and affectionate childminder. As a result, children's independence, self-esteem and physical skills are developed consistently well. Children learn to share and receive lots of positive praise. Children are extremely kind and demonstrate excellent behaviour. For example, they understand the rules and can talk about why they keep them safe. Children read books about feelings and share books together. Children learn empathy and care and how to regulate their emotions.

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Inspector:

Children's communication and language skills develop consistently well. For example, young children sing nursery rhymes with fluency, using puppets and actions to consolidate their learning. They engage in language-rich interactions and are given time to practise and embed new language skills throughout the day. Parents are extremely complimentary of the setting. They report how children have built 'gorgeous relationships' with the childminder. She works in partnership with parents to help establish children's sleep routines, as well as promoting emotional security and good attendance. As a result, children develop extremely positive attitudes towards learning and feel listened to, valued and loved.

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Inspector:

Children flourish as they enjoy new and exciting outdoor experiences together. For example, children travel on the bus together and visit the local supermarket. This means children develop confidence, resilience and independence. Children's learning needs and next steps are swiftly identified by the childminder. As a result, children consistently make rapid progress from their starting points, across all areas of 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 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 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. Kate Bate

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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