Childminder

Childminder

Unique reference number (URN): EY473750 Registered with Ofsted: 13/05/2014 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

All children achieve extremely well from their starting points. Any gaps in their learning are identified and addressed swiftly, including for those who speak English as an additional language and those with special educational needs and/or disabilities. The childminder uses all opportunities to extend language and children's knowledge of words. She repeats words back clearly for younger children as they are developing their communication and language skills successfully. Older children are helped to learn letters of the alphabet, supporting their literacy skills successfully.

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Achievement Strong standard

Any gaps in children's learning are quickly identified by the childminder to take any necessary swift action to support children and families. The childminder is proactive in researching additional training to support her practice and skills. She uses this effectively to support children's speech and language development. Additionally, she works with parents to write and support care plans for children with medical needs. As a result, all children make effective progress in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a highly positive environment where routines are clear, consistent and deeply embedded. All children attend regularly. Children understand what is expected of them and move confidently between activities, showing enthusiasm in preparing for the next task.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and respectful, creating a culture of kindness and cooperation. For example, family pictures are on display, stating the importance of family and relationships, 'where life begins and love never ends'. The childminder knows the children and families very well. She is highly responsive to children's interests and any changes to parents' working habits. The environment is calm and supportive for children. Children are confident and ask for 'help please'. The childminder clearly explains her high expectations of children's behaviour in a way that is appropriate to the children's age and stage of development. For instance, the childminder successfully supports children to manage any conflict very well. Children learn to consider each other's feelings and how their behaviour can make others feel. There is a strong focus on the language of emotions, and young children are learning

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Behaviour, attitudes and establishing routines Strong standard

to identify what sad and happy look like.

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Behaviour, attitudes and establishing routines Strong standard

Children actively look for opportunities to help one another and treat others with kindness and respect. For example, outside, they push each other along in wheeled vehicles and learn to take turns on the see-saw. All children show confidence, independence and positive attitudes to learning, underpinned by a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Children have wonderful relationships with the childminder. They ask for help when they need it. Children converse happily with the childminder throughout the day and thoroughly enjoy involving her in their play. The childminder talks to children about healthy food and leading a healthy lifestyle. The childminder sits with children as they eat, and mealtimes are sociable occasions. She works very closely with parents to meet children's needs. For example, she ensures that children's dietary requirements are properly and consistently met. In addition, she has undertaken training and supports parents with good oral health advice. All children brush their teeth at the childminder's at the end of their day. The childminder balances the effective supervision of children while toileting with ensuring that they have a suitable level of privacy.

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Children's welfare and wellbeing Strong standard

The childminder focuses on helping children to learn to keep themselves safe. She talks with children about washing their hands to remove germs to keep them healthy and how snack is an opportunity to refuel their energy ahead of lunch. Children help the childminder to identify risks in the garden. For example, ahead of children going outside, they discuss the rules. Children are encouraged to navigate carefully and are reminded of potential risks, such as not putting their fingers through the gaps in the fence, but most importantly, they are encouraged to have fun.

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Curriculum and teaching Strong standard

The childminder's expert knowledge of child development enables her to plan and implement a high-quality curriculum that is ambitious for all children. The childminder knows what children need to be able to do before they start school, and there is a strong focus on building these firm foundations.

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Curriculum and teaching Strong standard

The childminder provides highly effective support for children's communication and language, as she is aware that this underpins all future learning. Opportunities for children to take part in singing, music and story sessions to support their communication form an integral part of the daily routine.

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Curriculum and teaching Strong standard

The childminder uses every opportunity to develop children's mathematical skills. For example, she encourages young children to match shapes and colours while exploring an art activity. Older children remain highly stimulated and motivated when making cards ready for Valentine's Day. They sustain high levels of engagement and focus when creating their own designs, demonstrating their developing physical and creativity skills.

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Curriculum and teaching Strong standard

The childminder has a comprehensive knowledge of the areas of learning and demonstrates a confident understanding of how children learn. For example, she knows the importance of developing children's core physical strength and has made improvements to her garden to further promote children's physical development. Her interactions with children and her teaching are of a consistently high quality and highly effective.

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Inclusion Strong standard

The childminder understands the importance of the early years and her pivotal role in the lives of the children attending. She has valuable experience in caring for children. The childminder has a superb knowledge and understanding of the unique individual needs of the children in her care. She is clear about their individual progress and how she is supporting them to develop the most important next steps in their learning. The childminder is duly focused on making any adjustments to ensure that any barriers to children's learning are managed. The childminder demonstrates that she monitors children's progress and uses assessment to help ensure that all children are making the best possible progress. For example, young children who are learning to communicate are encouraged to develop speaking skills in both English and in their home language.

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Inclusion Strong standard

The childminder swiftly identifies where children may need additional support and adapts her practice to ensure that they succeed. She seeks additional training to support her knowledge, for example on the graduated approach. She supports children and their families with resources and ideas to encourage children's speech and language skills very well. Consequently, all children, including those who may have special educational needs and/or disabilities, make timely progress from their starting points.

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Leadership and governance Strong standard

The experienced childminder has a clear understanding of her professional role and wishes for each child and their family. She is focused on ensuring the best possible outcomes for all children. The childminder continually evaluates and, where necessary, adapts what she does and the activities she provides, to ensure that she provides the highest quality learning opportunities for children.

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Leadership and governance Strong standard

The childminder has an extremely positive attitude towards her professional development. She uses her precise knowledge of each child to successfully target meaningful training. For example, she has completed training that helps identify children facing speech and language barriers, so they get the right support at the right time.

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Leadership and governance Strong standard

The childminder has excellent partnerships with parents. She uses a variety of highly effective approaches to keep parents fully informed of their children's progress. She shares detailed information on children's next steps for learning with parents and offers suggestions on home activities. Written comments from parents are exemplary.

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Leadership and governance Strong standard

The childminder works exceptionally well with other settings children attend, and they share learning. The childminder runs a local childminding group. Childminders draw on her vast knowledge and experience, as well as meeting out of hours to discuss practice.

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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 thoroughly enjoy their time at this happy and safe childminder's home, where they are nurtured and loved. This successfully supports their self-esteem and wellbeing. The experienced childminder plans high-quality activities for children, prioritising their communication and physical and social skills. For example, young children exhibit exceptional skills in their independence. The childminder is gentle, calm and very caring. She is patient and encourages all children to have a go. Young children are able to confidently flip their coats, succeed in putting on outdoor shoes and clothing and persevere to manage zips successfully. At mealtimes, children know the routines exceptionally well, and through the childminder's superb teaching, children are competent at cutting fruit and narrate their own routines as they repeat words, such as chop.

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

The curriculum is enriching, deep and very carefully considered, and all children make excellent progress. The childminder promotes children's communication, language and literacy skills very successfully. She uses opportune moments to introduce ambitious vocabulary to children. For instance, the childminder teaches children the word chameleon, and children delight as they repeat it back correctly to the childminder. Children happily browse through books of different genres, and the childminder links these exceptionally well to other areas of learning. All children are highly articulate and have exceptional language and literacy skills. Children demonstrate very positive behaviours and attitudes towards learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this setting

Local authority: Oxfordshire The childminder continues to reinforce and build on children's understanding of how to care for the environment. For example, she talks about sustainability and how some things can be recycled and how the food they do not want can be put in the food bin. For example, ahead of feeding the rabbit, children learn about the carrot peelings and broccoli stalks, which they will feed it. Children also feed the chickens and collect their eggs. Children develop an excellent understanding of where their food comes from.

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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 the 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.

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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. 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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