Childminder

Childminder

Unique reference number (URN): EY438485 Registered with Ofsted: 19/04/2012 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 excellent progress with the childminder. Children develop secure knowledge through a carefully sequenced curriculum that builds from their individual starting points. They make consistently secure progress across all 7 areas of learning and show growing confidence in their abilities. Children spend long periods of time at activities. They make independent choices and demonstrate high levels of engagement. Children with special educational needs and/or disabilities and those who face other barriers to their learning achieve well alongside their peers through targeted and responsive teaching.

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Achievement Strong standard

Communication and language development is a clear strength. From a young age, children are exposed to a wide vocabulary as the childminder narrates their play and they develop the skills to express themselves confidently. When out in the local community, the childminder encourages children to join in with song time, ensuring they are fully engaged and learn the actions to go alongside. The childminder teaches them positive learning behaviours from a young age that support ongoing success. Consequently, all children are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children flourish in the childminder's calm and respectful home. They are happy in the childminder's care and demonstrate that they enjoy spending time with her. The childminder creates a culture where expectations for behaviour are understood and lived out in every part of the day. The childminder breaks every instruction down to meet the needs of each child, ensuring they understand what she explains to them. Interactions are consistently nurturing. Children learn how to recognise and express their feelings with confidence because the childminder responds sensitively. When children become unsure in situations, such as a visit to the local children's centre, the childminder's compassionate approach helps them feel secure and ready to rejoin their activities. This strengthens their emotional resilience over time.

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Behaviour, attitudes and establishing routines Strong standard

Positive behaviour is modelled with clarity and intention. The childminder is kind to the children, speaking to them in a calm voice and treating them with respect. As a result, children play out this behaviour back. Routines are well established, predictable and contribute meaningfully to children's sense of security. The childminder monitors attendance closely and works with families to support regular patterns, supporting individual family needs as required. Children thrive in an environment, where emotional development, self- regulation and positive attitudes are promoted with consistency and purpose.

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Children's welfare and wellbeing Strong standard

Children develop secure relationships with this caring childminder. Through observation and highly effective parent partnerships, the childminder is precisely in tune to children's changing needs and responds to these quickly. When children feel nervous or unsure, around new people for example, the childminder validates these feelings and then takes steps to help them to feel reassured. She supports children with varying needs very well and this in turn puts the childminder in a position to be able to support children with special educational needs and/or disabilities effectively.

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Children's welfare and wellbeing Strong standard

The childminder adapts her routines to meet the needs of her young cohort of children. The children are very aware of the setting's routines and demonstrate excitement when the childminder explains they are going to the children's centre.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates an excellent understanding of healthy eating guidance for children. She encourages parents and carers to provide plain water and reminds children to sip this through the day. The childminder is extremely respectful of all children, talking calmly when asking to change their nappy. Children are taught to keep themselves safe. For example, the childminder makes sure children hold onto her hand as they walk across the road to the local children's centre, waiting and looking for cars before they cross.

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Curriculum and teaching Strong standard

The childminder implements a highly ambitious curriculum. The childminder recognises children's age and stage of development and how to adapt teaching effectively. She has a comprehensive understanding of the different areas of learning and ensures that a focus on communication and language development is embedded throughout. For example, the childminder talks to the children about their dollies as they show them care and attention. She builds on their learning as she begins to talk to them about the different parts of their body.

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Curriculum and teaching Strong standard

The childminder ensures her curriculum is inclusive for all. For those children with barriers to their learning, the childminder breaks down tasks into smaller steps and adapts the activities to be accessible for all. For example, activity trays are placed on the floor to support those with physical disabilities. The childminder uses her skills and knowledge of children's development to adapt activities to meet children's next steps. For example, she adapts her questions so all children can join in. The childminder confidently extends activities to build on children's knowledge even further.

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Curriculum and teaching Strong standard

The childminder links outdoor trips to the children's learning and follow-up activities develop recall. She consistently weaves mathematical ideas into play, helping children gain confidence and enjoy using mathematical language. The childminder extends this language further by introducing shapes, such as heart and oval, including to young children..

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Inclusion Strong standard

The childminder demonstrates a clear and secure understanding of her responsibility to ensure that all children, including those who may experience barriers to learning, are extremely well supported. She identifies children's individual needs promptly and adapts her practice effectively to ensure all children make highly positive progress. The childminder supports children who speak English as an additional language (EAL) particularly well. From the offset she works with parents to help them understand language development when speaking 2 languages. This gives parents ease of mind when language takes longer to cement. The childminder uses common phrases and story books in home languages to give children a sense of belonging. Over time, children who speak EAL make good progress in their English language development. The childminder has high expectations for all children and closely monitors their progress.

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Inclusion Strong standard

She sensitively supports children who find textures particularly difficult, for example, by providing them with a wealth of opportunities to touch and play with different things, such as dough and sand, without expectations of them playing for a long time. This helps to build children's confidence. For children with physical disabilities the childminder adapts her environment and activities so all children can be included. The childminder keeps up to date with training opportunities and is always looking for new ways to strengthen her practice further.

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Leadership and governance Strong standard

The childminder is reflective and uses self-evaluation, alongside feedback from parents, to secure ongoing improvement. She has a secure understanding of the setting's strengths and identifies areas for development. She engages actively in professional development. The childminder works closely with the local authority and other agencies to strengthen her knowledge in supporting families. She is knowledgeable about where to seek additional advice if needed. The childminder is clear that relationship with the local children's centre are imperative to the work she does.

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Leadership and governance Strong standard

The childminder makes decisions in the best interests of all children, including those who face other barriers to learning. She adapts the provision to meet children's individual needs. She ensures that support is timely and appropriate and works with parents to support consistency. The childminder manages her workload effectively and prioritises her wellbeing to maintain consistent, high-quality care.

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Leadership and governance Strong standard

Partnership with parents is a clear strength. The childminder completes daily handovers and shares children's learning and progress regularly. Learning journals are rich in photos and provide parents with an insight into the activities the children complete. The childminder regularly talks to parent to support the continuity between home and the setting. Parents praise the nurturing and loving environment the childminder provides for their children and comment on the progress their children make at the setting.

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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

The childminder provides a rich environment that is welcoming and inviting for every child. She has a clear understanding of what each child can do and uses this to provide a range of engaging experiences to move their learning on. For instance, children thoroughly enjoy hand painting, exploring different colours and getting used to the feel of different textures. Children concentrate at this activity for a long period of time, developing the muscles in their hands and wrists.

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

Children come in extremely happy and are ready to learn. They are confident in choosing resources by themselves and playing independently or with the childminder. The childminder knows when to extend children's learning by asking questions or commenting on what children are doing. This provides them with valuable opportunities to deepen their understanding. The childminder teaches children to problem solve and be resilient. She supports children to keep trying and not give up. For example, children are encouraged to wrap a dolly in a small towel when they say that the baby needs a blanket, praising them when they succeed. These valuable opportunities give children a sense of pride and achievement.

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

Every child is valued and made to feel an important member of the group. The childminder knows every child very well and uses this information to promote children's communication and language skills. Barriers to children's learning are quickly identified, and the childminder works closely with parents and other professionals to make sure children receive the best start. For children with special educational needs and/or disabilities the childminder works closely with professionals and parents to provide consistent care. She adapts her settling-in

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About this setting

Operating hours: Monday : 08:00 - 18:30,Tuesday : 08:00 - 18:30,Wednesday : 08:00 - 18:30,Thursday : 08:00 - 18:30,Friday : 08:00 - 18:30

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About this setting

Local authority: Greenwich practice to meet the needs of the children and their families. Children's progress is shared regularly with parents.

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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

The inspector spoke with the childminder, children and read emails from 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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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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