Childminder

Childminder

Unique reference number (URN): EY319110 Registered with Ofsted: 19/01/2006 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 substantial progress from their starting points. They are confident, resilient and independent learners who are developing the knowledge and skills to help prepare them for their move to school.

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Achievement Strong standard

Children's communication and language skills are developing well, as they use new words and enjoy purposeful conversations during their play. Children are provided with time to respond to questions and describe what they are doing. Forming these thoughts and words helps children feel valued and build positive attitudes towards their learning.

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Achievement Strong standard

Children have endless opportunities for uninterrupted time to play and explore at their pace, which helps deepen their learning. Children consolidate their learning through repetition. For example, children repeatedly practise how to skilfully use the drinking water tap. They maintain high levels of engagement and focus on activities for extended periods. Children confidently organise games, such as making a bus with chairs and singing 'The Wheels on the Bus'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder places a strong emphasis on supporting children's attendance and engagement. She works closely with parents to address any changes that may affect attendance so children are able to fully benefit from the curriculum and develop positive habits for future learning. Settling-in arrangements are tailored to meet the needs of each child.

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Behaviour, attitudes and establishing routines Strong standard

Children access a warm, nurturing and positive environment, where there is a harmonious culture of kindness and respect. Children are gently reminded to use their manners and show appreciation for one another, and they learn how to take turns. Expectations for children's behaviour are high, but they are also realistic, as they are based on the child's age and stage of development. Clear explanations help children understand how to stay safe, such as during outdoor play and when they are eating. Children receive lots of praise and positive reinforcement, which builds their self-esteem, confidence and resilience.

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Behaviour, attitudes and establishing routines Strong standard

Planned learning experiences provide opportunities for teaching children how to play and cooperate. For example, children learn about the importance of listening to their friends when they are talking and how to share resources. The childminder provides support and information for parents to support their child's learning at home, such as ideas for activities that support children's individual patterns of behaviours.

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Children's welfare and wellbeing Strong standard

The childminder and her assistants consistently prioritise children's welfare and wellbeing, ensuring that they always feel safe and confident in the setting. An effective key-person system supports children in building secure and strong attachments. For example, the child's key person will greet the child and family on arrival. Through play-based activities, children learn about staying safe and healthy. For example, children enjoy a toothbrushing activity, which develops their understanding of oral health. Well-established routines, such as handwashing and ensuring that children's privacy is respected during toileting and nappy-changing times, help children develop healthy habits.

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Children's welfare and wellbeing Strong standard

Children are regularly encouraged to be active and practise their physical skills, such as climbing, balancing, running and riding bikes. The childminder ensures that every child has access to freshly prepared and nutritious food served each day, regardless of their families' socio-economic circumstances.

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Children's welfare and wellbeing Strong standard

Children are helped to identify and manage their different emotions. The childminder and her assistants provide reassurance and show they understand their feelings. Routines are adapted to meet the changing needs of children. For example, lunch is served earlier, as some children feel hungry and tired.

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Curriculum and teaching Strong standard

The childminder and her assistants have high expectations for all children. They use their knowledge of each child to plan a well-balanced, rich and varied curriculum that promotes children's learning seamlessly across all 7 areas of learning. This provides a firm foundation for children's future learning, including the skills and knowledge children will need for starting school.

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Curriculum and teaching Strong standard

Children's personal, social and emotional development is a high priority, so they feel safe, secure and ready to learn. Children are supported to build their knowledge and skills over time, such as developing the muscles required for early writing skills. For example, children wave long tubes while singing to develop the large-muscle groups first.

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Curriculum and teaching Strong standard

Children are supported to build a wide vocabulary and understanding of the world around them. The childminder and her assistants follow children's interests, using these to weave in mathematical concepts into their play and daily routines. For example, children naturally count as they climb each step. Children develop their problem-solving and critical-thinking skills through high-quality interactions and effective teaching strategies. This teaching continually builds on what children already know and can do. Regular assessments are used effectively to plan exciting activities that consistently deepen children's learning.

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Inclusion Strong standard

Children's individual needs are consistently met in this inclusive environment, including children who may face barriers to their learning or wellbeing, such as disadvantaged children and children with special educational needs and/or disabilities.

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Inclusion Strong standard

Effective assessments and secure child development knowledge assist the childminder in swiftly identifying and addressing children's needs. Strong partnerships with parents ensure that there is a constant exchange of information to support each child's development and wellbeing. There are high expectations for every child regardless of their age and ability. For example, younger children are provided with mark-making tools appropriate for their developmental stage so they can join in with creative activities. The childminder and her assistants are committed to working with children when they experience challenges or barriers to their learning. For example, children who speak English as an additional language are fully supported in using key words in their home language so they can express their needs.

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Inclusion Strong standard

The childminder has an excellent understanding of all children and their families, which enables her to confidently offer tailored support strategies and share valuable information. The childminder has a secure understanding of how additional funding can be used to support individual children.

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Leadership and governance Strong standard

The childminder consistently reflects on the service she provides for children and their families. She demonstrates a strong and sustained level of commitment to ensure that all children receive the right support, which has a positive impact on their lives. She routinely invites parents to share their views about her service and keeps them informed about their children's care and learning. The childminder actively accommodates children's and their families' needs to help overcome any barriers to children accessing the provision.

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Leadership and governance Strong standard

The childminder and her assistants continually update their knowledge and skills to ensure that the care and education they provide are of the highest quality and in the best interests of all children. The childminder provides effective support and supervision for her assistants. As a team, they regularly plan for children's individual needs and identify appropriate and timely next steps for their development.

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Leadership and governance Strong standard

The childminder continuously strives to be responsive to the changing needs of the children and their families. She identifies priorities for future developments and cultivates a culture of high expectations with the team. The childminder is thoughtful and considerate about how she supports and engages with families. Parents are highly appreciative of the advice the childminder provides in relation to all aspects of their child's care and learning.

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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

All children thrive in this safe, nurturing and rich learning environment. The childminder and her assistants foster warm, trusting, and respectful relationships that help children settle extremely well. Each child's uniqueness is valued and understood by their key person, who thoughtfully plans for their individual needs. Children are encouraged to 'have a go' and show great delight in their achievements. There are ample opportunities for children to make choices, build friendships and express ideas.

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

Children are highly engaged, curious and confident as they explore various play-based activities. They concentrate and listen intently as they join in with their favourite action songs. Children take turns and learn how to be kind and considerate of each other's needs. They love spending time outdoors, using a climbing frame and other resources to develop their core strength, balance and coordination. Children are interested in exploring new and familiar experiences in nature, such as watching the birds and learning how to care for them. The childminder and her assistants prioritise children's communication and language development through high-quality interactions. Early mathematical concepts are introduced and taught to children through creative, well-planned activities and daily routines. For example, children explore different weights by emptying and filling containers in a sensory tray, counting how many scoops there are, and recognising numbers.

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

Children are achieving well and making steady progress across all areas of their learning and development. They display positive attitudes towards learning and are consistently motivated by the praise and encouragement they receive. Strong partnerships with parents and information-sharing also support children's learning at home. There are clear intentions

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

of helping children become confident, happy, articulate learners who develop the skills they need for school and later in life.

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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 those with special educational needs and/or disabilities 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, assistants 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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