Childminder

Childminder

Unique reference number (URN): EY460399 Registered with Ofsted: 05/04/2013 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 remarkable progress, particularly in their communication and language skills. They use their extensive vocabularies to share ideas during imaginative play, make up plays and stories, and recall past events. Children from the youngest age revel in discussing past trips to museums. They enthusiastically recall what they saw and discuss being able to build large towers and knock them down. Children display obvious excitement as they discuss the wealth of opportunities they have at the setting.

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Achievement Strong standard

Children develop their mathematical knowledge and use numbers and concepts confidently. They discuss and count how many leaves they might need to feed a shark. They count together from zero to 10 confidently and show knowledge of higher numbers. While cutting up sugar snap peas, they compare the size of the peas inside, using language such as 'bigger' and 'smaller'. All children, including those who face barriers to their learning, are extremely well prepared for the next stage of their learning and development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a harmonious and respectful culture in the setting. Children play extremely well together and show warmth and kindness towards each other. They understand the childminder's expectations, which are tailored to their age and stage of development. Children show natural empathy, care and concern for each other. As children get themselves ready to play in the garden, they help each other with their zips, so they are all prepared. Children display impeccable manners, saying 'please' and 'thank you' without being prompted and asking to get down from the table once they have finished lunch. Children recognise that the environment is a shared space, and they help tidy up before they move on to another task.

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Behaviour, attitudes and establishing routines Strong standard

Children have exemplary attitudes to their learning. They are curious and eager to learn, focused and engaged in their tasks. Children show pride in their achievements, holding up their colourful shamrock pictures for the childminder and delighting in her praise. This helps children develop confidence and high self-esteem. Children develop enthusiastic attitudes and want to persevere and be independent. When asked if they would like the childminder to write their name on their picture, children comment that they can do the task themselves and begin to make recognisable marks. The childminder promotes the importance of punctuality and attendance. She consistently takes decisive action to reduce and remove barriers to learning linked to attendance to support children and families.

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Children's welfare and wellbeing Strong standard

The childminder develops extremely close and secure relationships with children. She understands their individual needs clearly and is extremely responsive, flexibly adapting routines where needed. Where children may need extra comfort because they have had a disrupted night or just returned from a holiday, she offers them the care and nurture needed. She holds babies close in a sling, offering the security they need while allowing them to participate in the day. This helps children begin to recognise, express and manage their emotions because they know the childminder is close by.

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Children's welfare and wellbeing Strong standard

The childminder is highly effective in sensitively managing the care needs of all children. She checks in with younger children regularly, discussing when they may need their nappies changed or if they are feeling tired. Older children independently manage their self-care with confidence. They use the bathroom, wash their hands, and collect tissues to wipe their noses when needed. The childminder is passionate about supporting children with healthy meals that promote their development. They enjoy nutritious meals, such as salmon, which they squeeze lemon juice over, accompanied by tri-coloured pasta, sugar snap peas and carrots. Children ask for additional helpings and enjoy sociable, family-style dining with dishes in the middle to support self-serving skills. Children pour their drinks from glass milk bottles competently. The childminder skilfully supports children's personal safety by encouraging them to take managed risks and discussing with them how they can keep

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Children's welfare and wellbeing Strong standard

themselves safe both inside and outside of the setting.

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Curriculum and teaching Strong standard

The childminder's curriculum is of consistently high quality and is adapted to meet the needs of all children. The childminder tracks children's development accurately and uses this information to not only build on children's knowledge but also to bring about improvements to her practice and provision. The childminder is extremely enthusiastic in her teaching and interactions with children. She responds skilfully to the emerging and changing needs and interests of children. High expectations are embedded across the setting. As children prepare for lunch, they wash their hands and join the childminder at the table, where they work together to peel carrots and use safe scissors to cut sugar snap peas. Children revel in the opportunity to carry out these real-life tasks that support the development of their mathematical skills as they consider how many of each vegetable they need.

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Curriculum and teaching Strong standard

Children's physical development is prioritised. The childminder provides a vast range of opportunities for children to move their bodies in various ways. Children enjoy imaginative play, using the garden bench as a 'boat' and the garden as the 'sea'. The childminder adds additional elements and invites children to 'walk the plank' using a length of wood and a step. Older children carefully walk across, balancing with their arms out and moving one foot in front of the other. The childminder holds the hands of younger children, ensuring their participation and inclusion. Communication and language are strengths at the setting. The childminder speaks with children in both English and French, supporting them to alternate between both with ease. She provides a steady and thoughtful narrative to children's play, providing them with new contextual language and facts based on what they are currently interested in.

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Inclusion Strong standard

The childminder has an extremely secure understanding of children's individual needs. Home visits at the beginning of a child's journey allow her to understand the differing circumstances of families. She swiftly identifies any barriers to children's learning as they arise and works tirelessly with parents and carers to implement support. The childminder makes individual adjustments for children, allowing later arrivals and for parents to spend time in the setting to help children feel safe and secure, enabling smooth transitions. This makes a demonstrable difference to the experiences of children and how they engage in the setting. The childminder is highly effective in building relationships with other professionals and settings that children attend. She visits other settings that children may attend to discuss her in-depth knowledge of children's progress so far and how they can work together consistently moving forward. The childminder has an excellent understanding of

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Inclusion Strong standard

using a tailored approach and ensures that she rigorously reviews and assesses the progress children make. She provides accurate reports for parents and other professionals about the progress and plans in place to support each child.

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Leadership and governance Strong standard

The childminder maintains highly effective oversight of her provision. She understands her strengths and is passionate about making a difference and providing excellence for all children in her care. She continually considers new and innovative ways to improve the quality of the provision for all children and families. The childminder has developed highly productive relationships with parents and carers, and they speak extremely highly of her. They value the care and passion she puts into every interaction with children and how well she prepares them for each new stage of development. Parents value how swiftly and effectively the childminder addresses any barriers to learning and works with them to implement effective strategies to support children's progress.

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Leadership and governance Strong standard

The childminder sources opportunities to enhance her professional development. This includes further training as well as engaging with the local authority. The childminder is reflective in her practice and regularly asks for the feedback of others to ensure that she continues to provide the best care possible for all families.

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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 flourish and thrive in the inspiring environment created by the childminder. The childminder adapts routines, activities and interactions to suit children's starting points, stages of development and personal preferences. This thoughtful, child-centred approach ensures that every child, including those who face barriers to their learning, feels recognised and supported, promoting wellbeing and independence. The childminder explains to parents the importance of attendance to ensure that all children benefit from the well-structured learning opportunities available daily.

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

The childminder ensures that every interaction with children is meaningful and supports further learning and development. She is always ready with a fun, new fact as they investigate a topic, helping to capture children's imaginations and keeping them engaged and focused. The childminder expertly helps children develop a love of books and reading. Children snuggle around the childminder's legs as she shares a story with them. They listen eagerly and point out things in the book that interest them. They discuss together what has happened and what might happen next, as the childminder develops their comprehension and recall. Children are eager to provide suggestions, developing their confidence in speaking, and sharing their ideas with others. Children regularly visit a library and enjoy a wide range of fiction and nonfiction books.

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

Children benefit from a vast range of opportunities and experiences both in the setting and through a wide variety of trips. The childminder uses children's interests to plan trips to museums and exhibitions, for instance, using different modes of transport. Children learn about the world around them when they visit mosques, Hindu temples and other places of worship. Children celebrate and recognise what is important and unique to them, as well as what is important to others around them. The childminder emphasises a culture of tolerance

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About this setting

Operating hours: Monday,Tuesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

and respect, and all children see themselves positively represented, which promotes high self-esteem.

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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, 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, parents and carers 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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