Childminder

Childminder

Unique reference number (URN): EY425386 Registered with Ofsted: 07/06/2011 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 show advanced confidence with their speech. Young toddlers settle swiftly with a robust support programme in place, and they soon begin to use a wide range of language. Children are quick to grasp new mathematical knowledge and take a lead in role play, using questions to find out more information. Despite some areas identified for improvement, all children make excellent progress. They show a love of books and high levels of curiosity, participating fully in a rich selection of experiences. Children new to the setting make rapid progress with their social confidence and communication.

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Achievement Strong standard

Children with special educational needs and/or disabilities make considerable progress. They show increasing levels of independence with personal care routines and an ability to manage their own feelings. Children use their growing language with rapidly increasing confidence to express their ideas and problem-solve. They demonstrate a very positive sense of belonging and wellbeing. Children are very well prepared for their transitions on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets very clear expectations, which are clearly understood by children and seen in their actions. Children behave extremely well. The childminder has built a caring and trusting relationship with children, who benefit from her clear expectations. The childminder has high expectations for children's attendance. Consequently, regular attendance and punctuality result in children engaging in a broad range of tailored activities in order to support their progress. The childminder acts as an excellent role model. Children learn to be polite, well mannered and caring. These positive routines support children, including those with special educational needs and/or disabilities, to be best prepared for future transitions, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a warm and nurturing approach to children. This is reflected in the kindness and respect children demonstrate. Children show the utmost positivity to their learning. They approach activities with joy and curiosity. Children demonstrate how they feel safe and secure with the childminder through the harmonious and respectful environment she provides. The childminder places an incredibly high priority on helping children to manage their own feelings and those of others. Her highly committed approach to developing respectful relationships is strengthened through her role modelling. As a result, children show kindness, empathy and concern for others.

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Inclusion Strong standard

The childminder has a firmly embedded and highly effective culture of inclusion. She identifies children's needs quickly and accurately and takes swift action to secure early intervention. For example, when the childminder recognises children are struggling with physical issues, such as hearing and walking, she encourages families to seek assessment in a timely manner and quickly sources suitable equipment to help them. This means that children access the resources and support they need to reduce barriers to their learning

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Expected standard

extremely effectively. The childminder has a clear understanding of the benefits of funding for children. She shows an understanding of targeted teaching and learning. Adaptations have a clear, positive impact and significantly reduce children's barriers to learning and participation.

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Expected standard

The childminder works closely with external professionals, including therapists, health visitors and the local authority. She forms very secure and effective partnership working. This means that all those involved in the care and education of children actively contribute to ongoing reviews. The childminder has completed training in speech and language to strengthen her ability to support children with emerging delays. She rigorously monitors children's progress and evaluates the effectiveness of any equipment or interventions. The childminder confidently works with other professionals to secure the right support for children. As a result of her proactive and inclusive practice, all children make excellent progress.

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Children's welfare and wellbeing Expected standard

Prior to children starting, they are invited to attend settling-in sessions. This helps them to know and form secure attachments to the childminder. She implements children's routines from home, helping them feel secure in her care. The childminder encourages positive attitudes to exercise and supports children to understand that certain foods help them to be healthy. Children grow fruits, such as strawberries, which further supports their awareness of health and nutrition. As a result, children wash their hands coming in from the outdoors before they eat healthy snacks. However, although the childminder helps children to understand the importance of cleaning their teeth, this practice is not yet consistently embedded.

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Children's welfare and wellbeing Expected standard

Children demonstrate that they are settled and feel safe in the care of the childminder. Children consistently hear the language of feelings as the childminder discusses with them how they feel. This helps children to recognise how they feel and how to manage their own feelings and responses. Warm and nurturing care and attention help children to feel settled and secure as they prepare for sleep. The childminder ensures daily routines around sleep and toileting are safe, personalised and appropriate for the ages of children who attend. Children confidently identify risks in their play and manage them well to ensure that they, and their friends, remain safe.

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Curriculum and teaching Expected standard

The childminder is ambitious for children. She has a well-designed curriculum that teaches children the fundamental knowledge and skills they need to be successful learners. The childminder uses books as an integral part of the curriculum. As a result, children demonstrate an early love of stories and rhymes. The childminder provides targeted support for children who experience difficulties with their speech and language. She repeats language back to children clearly and provides them with a wealth of new vocabulary. That said, the childminder recognises that she does not consistently make use of professional development to continually enhance and develop the curriculum to an even higher standard.

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Curriculum and teaching Expected standard

The childminder uses ongoing assessment to identify next steps in children's learning and development. Children hear mathematical language all around them. For example, the childminder encourages children to name and match the shapes. Children learn to count with confidence and identify numbers in a group. This helps them to develop early calculation skills. Children develop a range of physical skills through purposeful teaching. For example, when they struggle with balance and coordination, the childminder plans physical activities to support this. The childminder works closely with parents and carers to build on children's skills and knowledge. She uses weekly trips in the community to help build children's social skills and understanding of the world around them.

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Leadership and governance Expected standard

The childminder is an experienced early years practitioner who demonstrates a secure understanding of her role. She reflects on her practice and values parents' and carers' views as part of her self-evaluation. The childminder is passionate about and committed to providing a safe and nurturing environment. She quickly establishes positive relationships with families, communicating effectively about children's progress and daily experiences. Parents speak highly of the childminder and the progress their children make, including those with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder draws on support from the local authority and maintains links with other childminders to share good practice. These professional networks help the childminder to refresh her knowledge, keep up to date with relevant changes and benefit the childminder's own wellbeing. The childminder recognises that she could make better use of available guidance to deepen her self-evaluation and inform her priorities for professional development. However, the childminder does not yet use her self-evaluation to identify professional development opportunities linked to identified areas or research projects that would benefit her practice further. As a result, the training she undertakes does not consistently lead to the most meaningful improvements to drive high expectations and continuous improvements across the curriculum.

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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 are happy, secure and thriving in the childminder's warm and attentive care. They experience a nurturing environment where their safety and wellbeing are always a priority. Daily routines are well established. Children confidently seek reassurance or support when they need it. For example, they readily approach the childminder for cuddles when they need comfort. This deep sense of emotional security enables children to explore, learn and take appropriate risks with enthusiasm.

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About this setting

Unique reference number (URN): EY425386 Children fully immerse themselves in the range of carefully planned learning experiences that the childminder provides. The childminder gives careful consideration to what children already know and the experiences they have before planning next steps. The well- sequenced curriculum ensures that children enjoy their learning in every possible way. Children engage with the childminder with positivity, enjoying the rich conversations and learning that takes place. Children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing make excellent progress as a result of the high-quality interactions and targeted support they receive.

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About this setting

The childminder has high expectations for children's behaviour and attitudes to learning. Children of all ages are supported to understand and manage their feelings and behaviours. The childminder supports children well to develop the personal and social skills needed to play and learn cooperatively with others and build friendships. Children enjoy rich and varied experiences that extend far beyond the home environment. The childminder takes them to parks, the beach and community spaces. She uses these outings to provide meaningful opportunities to interact with a wider group of children and to deepen their understanding of the world. Active partnerships with parents and carers further support children to make progress as the childminder values each child as a unique individual.

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Next steps

The childminder should continue to develop methods for continuous improvements, using more detailed analysis of the setting's strengths and areas for improvement, to ensure a significant and positive difference to children's education and care.

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About this inspection

The inspector spoke with the childminder, parents, carers and 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. Type: Childminder

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About this inspection

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

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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

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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