Childminder

Childminder

Unique reference number (URN): EY242017 Registered with Ofsted: 02/05/2003 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 sing the 'hello' song together in languages spoken at home. All children, including children with English as an additional language, talk confidently with friends as they play. Children follow instructions with 2 or more steps. For example, she encourages children to ask the time and tell her the time. They continue deep and meaningful conversations with the childminder, demonstrating their progress in communication and language. Children show their experiences in their imaginative play; 'ice cream, ice cream' children shout through the gap in the slide. They feel confident to express their needs and wants.

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Achievement Strong standard

Children consistently develop and strengthen large muscles. They climb over obstacles, balance and chase each other in the outdoor area. Children develop small hand muscles. They use tools to dig in the sand. They build towers with numbered blocks, order numbers and use mark-making tools to draw pictures. All children use scissors safely to cut and snip paper and use glue to join materials together.

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Achievement Strong standard

Children aged 2 and upwards recognise their names and the names of other children in the setting. They identify letters in the environment and clap and count how many syllables there are in their names. All children enjoy listening to stories. They imitate voices and recreate roles. They answer questions about character's feelings and events. Learning is embedded in this setting. All children achieve well from their starting points and are extremely well prepared for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations for children's behaviour and attitudes to learning. She embeds routines that support children to develop positive attitudes to learning and praises them for their efforts. For example, children are eager to try even harder when they proudly receive stickers for their efforts and/or achievement. This encourages children to enjoy achieving. Children are calm, behave well and treat each other with kindness. Children comfort each other with a hug when they are feeling upset. The childminder supports children to use their manners when asking for more grapes. All children feel like they belong. The childminder celebrates children's cultural backgrounds, regularly referring to children's family members and the languages that they speak. Children who speak English as an additional language feel welcomed, included and special. All children form caring attachments with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance reflects the childminder's drive and determination to prepare children for school and life. She collects and drops off children who may face barriers to learning and wellbeing. This supports parents with attendance and encourages children to walk, strengthening their large muscles.

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Children's welfare and wellbeing Strong standard

All children, including those with special educational needs and/or disabilities and children with English as an additional language, confidently take ownership of their wellbeing. They tell the childminder they are 'just resting'. Children say when they feel sad and are supported to find ways to regulate their emotions. This supports children to manage their wellbeing and emotional health. Children feel safe, secure and form warm attachments with the childminder and each other.

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Children's welfare and wellbeing Strong standard

Routines for health and hygiene are embedded and well structured. For example, children wash their hands before eating. They ask for their 'squishy toys' that they squeeze while waiting for snack. The childminder consistently supports children's physical, emotional and personal health and wellbeing. She provides snacks and meals that are nutritious and well balanced for children. The childminder caters for the needs of children with food allergies and gives them healthy food options. Children confidently ask questions about what others have for breakfast. They wipe face and hands after eating. The childminder encourages children to tidy up, put their cups and plates on the side and wash up after eating.

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Children's welfare and wellbeing Strong standard

The childminder has robust procedures to ensure privacy and care in nappy-changing and toileting. She uses words in children's home language to refer to the toilet to support children with personal hygiene and promote children's uniqueness.

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Children's welfare and wellbeing Strong standard

Children count while they are waiting for their friends to be changed. The childminder encourages children to put coats on independently using the coat-flip method. Children play 'stop go' outside, and the childminder talks to children about personal safety. She discusses what to do when crossing the road. Children know what the red man and the green man stand for.

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Curriculum and teaching Strong standard

The childminder consistently uses highly impactful teaching precisely matched to children's learning needs. She provides all children, including children with English as an additional language, with an ambitious inclusive curriculum, so they flourish from their starting points. She responds quickly to children's learning in the moment with thoughtful questions. This extends children's knowledge and skills and supports children to reach their milestones in readiness for school and beyond. The childminder uses high-quality strategies to track and monitor children's progress and set next steps. This ensures that gaps in learning close.

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Curriculum and teaching Strong standard

The childminder continuously immerses children in new words and explains what they mean, such as 'catkins'. This supports children to confidently use talk in a range of situations and use new and existing vocabulary with success. During storytelling, she asks questions that encourage children to think about their own experiences. The childminder uses a range of activities to develop children's communication and language development, for example 'what's in the box?' to develop listening and attention, and music, movement and songs to develop children's talk and get them moving, and outdoor play where she encourages children to role play traffic and road safety. These help children to make rapid progress in language, physical development and personal, social and emotional development. The childminder weaves mathematical concepts and language throughout the day. For example, she supports children to ask the time and tell the time to others. She encourages children to

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Curriculum and teaching Strong standard

count pieces of watermelon onto their plates. This encourages children to develop positive relationships with mathematics, reduce misconceptions and consistently make progress, so they are ready for school. The childminder introduces a 'borrow box' to parents. This encourages parents to read at home with children.

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Inclusion Strong standard

The childminder identifies children's needs quickly and implements strategies, so children with special educational needs and/or disabilities (SEND) achieve well from their starting points. She monitors progress and evaluates the impact of strategies in place. As a result, gaps in learning close and all children are consistently supported to learn. The childminder partners with professionals and parents to support children with SEND. This is highly impactful in removing barriers children face. The childminder uses additional funding to employ an assistant who supports children's needs. This helps the childminder to personalise support to meet children's individual needs. She uses funding to widen experiences she offers children, including, for example, outings and resources that support a wide range of needs.

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Inclusion Strong standard

The childminder works closely with parents to ensure consistency between home and the setting. She uses visual cues to support children with SEND to understand routines, develop independence and self-help skills. Children with SEND are now thriving. The childminder encourages children with English as an additional language to use their home language in the setting, and children learn about countries that their families come from.

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Leadership and governance Strong standard

The childminder's high expectations are embedded across the setting. She uses analysis of the setting's strengths, such as positive parent partnerships and feedback, children's achievement and readiness for school and her focus to develop a sheltered outdoor continuous provision, to improve the standards and quality of her provision. She has high expectations for what she wants children to achieve and extends children's learning. Since the last inspection, the childminder has increased the space she uses for her provision. This positively impacts on children's learning choices and leads to better children's outcomes. She uses funding very effectively to support children's learning needs.

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Leadership and governance Strong standard

The childminder supports staff to feel empowered in their role and encourages staff to take ownership of the development of their professional knowledge and skills. The childminder prioritises staff's wellbeing. She speaks to staff regularly, encourages lunch breaks and regularly checks on wellbeing when attending playgroups.

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Leadership and governance Strong standard

Parent partnerships are effective. Communication is a strength. Parents like the regular updates about children's progress. Parents describe the setting as 'a home from home'.

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Leadership and governance Strong standard

The childminder regularly attends professional expertise training that supports her to improve children's outcomes and continue to keep children safe. For example, the childminder's recent training on letters and their sounds has helped to deepen children's language skills and prepare them for later learning, including school. The childminder manages staff training to equip staff with knowledge and skills that suit their role and improve children's outcomes, so children are ready for school.

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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, calm and confident, and they enjoy learning together. They learn through play and develop increasing confidence and language. They listen attentively, follow instructions and talk freely about what they are doing and things they enjoy. Children care for and look out for each other. They feel proud of who they are and show respect to others. Children feel safe and well cared for and feel they belong. They talk confidently about things of interest. Children are encouraged to celebrate their identity and their uniqueness. For example, they enjoy looking at photo books of their family and happily talk about family

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About this setting

Type: Childminder members. Children recap on learning and talk about fond memories. Children with English as an additional language are supported to develop self-help skills, such as using the toilet independently, in their home language.

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About this setting

Children run around and play with their friends in the large outdoor space. They choose to play independently and collaboratively, sharing and taking turns in their play. They say 'my turn' to encourage friends to share.

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About this setting

Children learn to recognise their names and their friends' names. They count and clap syllables in their names. Children develop an awareness of letters in the environment. They role play crossing the road safely. Children know the green man means it is safe to cross the road. They talk to the childminder about healthy foods and name activities they do to develop their muscles. Children's excellent attendance positively impacts their progress and achievement. Children form fond, caring, secure relationships and attachments with the childminder. They are partners in their learning choices and are encouraged to thrive.

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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 children 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 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. Registration date: 02/05/2003

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About this inspection

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

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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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