Childminder

Childminder

Unique reference number (URN): 106697 Registered with Ofsted: 01/07/1998 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 demonstrate considerable skills for their age. Older babies develop excellent communication. They speak clearly, with confidence, and have an expansive vocabulary. Children hold conversations, respectfully taking turns, listening, and answering and asking questions. They have considerable mathematical understanding and skills. Children use language related to size and weight, counting easily, adding on and estimating very effectively. Children excitedly revisit experiments, activities and recall prior learning, checking on vegetables they have put in water, for instance. They are fascinated to see that the vegetables have started to grow, and they use terms such as 'roots' in their discussions.

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Achievement Strong standard

Children have excellent independence skills, helping prepare them for the next stage in their education very effectively. They cut up their food for their snack. Older babies feed themselves effectively and learn to use an open cup, showing immense pride in their achievements. Children help set up activities, listening to instructions carefully. They learn to work as a team, as they attach tape to hold paper in place, for instance. Children develop their problem-solving skills and sense of responsibility.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a very calm and patient manner. She offers children careful, considerate support to help them understand how to interact with each other and follow safety boundaries and expectations. Children build beneficial relationships with her. She treats them with respect and encourages this from them too, consistently giving them clear, age-appropriate explanations. She supports children to interact with each other appropriately, sharing toys and taking turns with resources. She channels their excitable energy very well. She helps them to focus on interesting activities and uses highly stimulating resources linked thoughtfully to their interests to engage them very successfully.

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Behaviour, attitudes and establishing routines Strong standard

The childminder plans routines to make the most of all opportunities to teach children and encourage them to practise new skills. Children learn to be independent and show excellent skills for their age. The childminder is very patient and gives them time to try to do things for themselves. She sensitively offers tips and helpful techniques if needed. Children persevere to cut up fruit at snack time and put their shoes and coat on by themselves. The childminder understands the importance of supporting children's regular attendance. She checks in with parents and carers and offers flexible supports to reduce any barriers children have to their wellbeing or learning.

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Children's welfare and wellbeing Strong standard

Children enjoy the childminder's company and are reassured by her presence. She is very attentive towards them. She thoughtfully supports their care needs to make sure they are comfortable and happy in her home. She treats them with kindness and respect, promoting their emotional wellbeing and instilling a sense of belonging in them. They build close relationships with her, helping them manage their emotions and confidently explore, and then they are keen to try new things. The childminder teaches children healthy habits. She encourages suitable lifestyle choices, developing their physical wellbeing. She works very closely with parents and carers to progress self-care skills. This offers a highly consistent approach to developing children's toileting skills, for example. The childminder provides children with nutritious food and drinks, often introducing new items to develop their tastes. Older babies gain excellent skills.

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Children's welfare and wellbeing Strong standard

They coordinate their movements to use an open cup for their milk. They love the special cup the childminder provides, with cows on it, to inspire them to persevere with this. Children spread toppings on their crackers. They learn about hygiene practices, washing their hands and cleaning up, conscientiously putting things in the bin and learning about safety practices. Children learn about their local community and the wider world. The childminder takes them on walks to develop children's strength, stamina and resilience.

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Curriculum and teaching Strong standard

The childminder forms her curriculum carefully around children's learning needs and changing interests. She closely monitors their development, undertaking regular in-depth assessments. She takes note of their achievements and promptly outlines next steps in their learning. She makes clear plans to help children achieve these. She works closely with parents and carers and all those involved in children's care and learning to provide a highly targeted and consistent approach to support each child, including for those children with learning barriers.

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Curriculum and teaching Strong standard

The childminder is a skilled teacher. She notices ways she can adapt activities to help children achieve their next steps in learning, being very reflective of what she provides. She extends children's play and presents challenges in inspiring ways, motivating children extremely effectively. For example, she teaches children mathematical terms and names of shapes. She uses these with children as they explore, painting water on the paving outside, for instance. Children enjoy exploring making marks on a large scale and develop their physical coordination. The childminder also encourages them to count different sets of animals, then combine these together, promoting their understanding of number well. The childminder offers children lots of individual attention and uses clever questioning and stimulating discussion to support their communication to very high levels. She recasts speech skilfully, offering clear, full words to sensitively correct their language. Older babies

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Curriculum and teaching Strong standard

thrive on this and develop their confidence and personal development from this to high levels. They rapidly develop their understanding and instantly start using the correct animal names. Children make excellent progress and gain skills rapidly.

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Inclusion Strong standard

The childminder has lots of experience of supporting children with special educational needs and/or disabilities, and she has undertaken focused training to provide for their needs. Many still attend her provision before and after school. She works hard to provide an inclusive provision, ensuring all children's needs are carefully identified, assessed, considered and supported. She is mindful to adapt areas and her support around their individual needs. She teaches children to be accepting and learn empathy for others and to value how each person is unique. The childminder closely assesses children's development, mindful to focus on any gaps or areas they are struggling to achieve. She liaises with parents and carers, and all those involved with children's care and learning. This helps ensure that children receive a highly consistent approach. She appreciates the importance of gaining help for children from

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Inclusion Strong standard

outside agencies and implementing additional approaches to support children's changing needs as they develop. This includes for those who may have barriers to their learning. She understands how to use additional funding in a productive way. The childminder provides resources and activities to supplement the experiences they receive at home and help close any gaps in their development.

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Leadership and governance Strong standard

The childminder focuses closely on continuing to develop her provision and supporting the differing needs of children in the best way possible. She is dedicated and highly reflective, constantly striving to consider the effectiveness of her approach and to enhance her provision. She is highly qualified and experienced, understanding the value of continuing to gain further knowledge. She links with local authority advisors and other childminders to gain new ideas. She undertakes training and has recently completed an early years mathematics development course at a local school. This is helping her to extend her support for children's mathematics skills, particularly by offering targeted challenges and interesting practical activities, for instance.

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Leadership and governance Strong standard

The childminder supports any assistants that may work with her suitably. She ensures they undertake mandatory training, such as first aid and safeguarding, and additional, focused training to suitably build their knowledge and practice. The childminder liaises closely with parents and carers on all aspects of children's care and learning. She develops a consistent flow of information. She also links with all others who care for children, such as children's grandparents and staff at other settings children also attend. She shares key tips and what she is currently working on with them. She feeds information she receives from parents and others involved in children's care into her curriculum and teaching focus. This fosters a highly consistent approach across all aspects of children's lives. Children benefit from this considerably and develop excellent skills and knowledge, above what is expected for their

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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 build secure bonds with the childminder and benefit from her very caring and understanding manner. They very much enjoy her company and learning in her provision. Children confidently select the resources and toys the childminder sets out to support their interests. They keep busy and are happy in her home, maintaining focus and attention as they play and learn. Older babies show particularly high levels of confidence and a well- developed sense of belonging for their age. Parents and carers value the childminder's

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Inspector:

Rachel Parker incredibly warm and patient nature and that she creates a nurturing, safe place for their children.

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Inspector:

The childminder focuses on children's exploration, picking up on their interests quickly. She makes the most of all opportunities to challenge their thinking and develop their skills. She takes time in her routines to develop practical and relevant ways for children to learn. The childminder introduces new foods and uses them in innovative ways to promote learning. Children are fascinated as they feel the weight of a whole melon and talk about the shape, comparing it to a ball. The childminder skilfully extends children's understanding, teaching them new words, such as 'sphere'. Children enjoy cutting up this interesting new fruit for their snack and trying some. They develop confidence with new experiences, including older babies. They persevere with challenges and do things for themselves. The childminder offers timely tips, encouragement and targeted praise. Children thrive in the childminder's

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Inspector:

provision and progress their skills rapidly to very high levels for their ages.

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Inspector:

Children love to be active and out in the fresh air. They excitedly explore the childminder's garden and learn about nature, finding flowers and spring buds. They learn about the diverse world in which they live on trips locally and into a nearby city, for instance. They visit a local library to foster their interest in books and attend sessions at nearby specialist schools and playgroups to develop their social skills and confidence in new situations.

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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 children, including those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered the written views of parents.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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