Childminder

Childminder

Unique reference number (URN): 2776947 Registered with Ofsted: 23/07/2024 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 thrive in the childminder's care. They develop an extensive range of skills as they play and learn. For instance, children develop a 'can-do' attitude to tasks. They persist on trying as they play, showing superb determination to work out how to open latches and locks on puzzles. Children take clear pride in their achievements.

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Achievement Strong standard

Children hear many words as they play. They develop high levels of confidence and an impressive vocabulary. Children are very eager communicators, willing to share what they know. They are highly independent, clearly showing they know the routines and high expectations the childminder has for them. Children learn to listen and to follow instructions. They play cooperatively, taking delight in each other's company. Children learn to take turns and share resources, such as when playing with ride-on toys outdoors. They develop an impressive skills set to support them to move on to the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has an extremely well-embedded routine that supports the smooth running of his setting. This helps children know what to expect and supports them to feel secure in his care. The childminder is a very positive role model for children. He helps them to learn when to use manners appropriately, such as when thanking him for their meals. Children's behaviour is consistently exemplary.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds very positive bonds with all children. This helps them to feel safe and welcomed. The childminder supports all children, including those who may face barriers to their learning, to develop extremely good social skills. He helps them to play collaboratively and develop secure friendships. The childminder models words for children to use to communicate with their friends, such as how to ask for toys. Children thrive as they play with each other in the childminder's company. They show very positive attitudes to each other, the childminder and their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder develops strong partnerships with parents. This supports them to bring their children to his setting on time so they fully benefit from his superb support and teaching.

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Children's welfare and wellbeing Strong standard

Children benefit greatly from the childminder supplying a wide range of nutritious meals and snacks. They try many new foods and develop skills, such as self-feeding, from a young age. The childminder promotes a very healthy and active lifestyle for children. They learn about good hygiene habits and being active outdoors, enjoying the fresh air every day. Children take part in highly exciting cooking activities, developing an understanding of how to prepare food and make healthy choices.

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Children's welfare and wellbeing Strong standard

The childminder readily identifies where children may need adaptations to the daily routines. He is highly responsive to children's individual needs, such as making sure young children have the rest they need, when they need it. Children thrive in his highly attentive and personal care. He supports their emotional wellbeing very effectively.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled at developing children's understanding of their own needs. For instance, he helps children to recognise when they are tired after playing and need to rest. He offers them an abundance of warm praise and encouragement as they play and learn. This helps children to understand what they have done well.

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Curriculum and teaching Strong standard

The childminder plans a highly ambitious curriculum for children. He ensures his teaching is consistently excellent, supporting children's learning incredibly well. The childminder is highly reflective of his teaching, continually changing and adapting to further develop and enhance what he offers to children. For example, the childminder has plans to renovate his outdoor learning space to provide an even more stimulating learning environment for children.

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Curriculum and teaching Strong standard

The childminder helps children to develop an extensive vocabulary. Children hear many new words, such as learning the names of animals as they play. The childminder has extraordinarily high aspirations for children. He teaches them about primates, for example, naming gorillas, lemurs and humans as being part of the same family. The childminder helps children to make strong links to prior learning, continually developing what they know and can do. For instance, children learn to count very securely to five before moving on to ten, and beyond. He is highly skilled and children thrive through his teaching.

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Curriculum and teaching Strong standard

Children develop excellent physical skills. The childminder provides ample opportunities for children to be physically active. He plans activities to help them learn new skills, such as climbing, reaching and throwing purposefully. Children clearly relish in digging for toy animals hidden in soil. They delight in turning on the water tap to wash their animals thoroughly before attempting to uncover more. The childminder builds highly effective relationships with parents to support their children's learning at home. He readily shares information with them and plans activities for children in the setting to support them to learn skills, such as self-feeding. Children have superb support for their physical development.

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Curriculum and teaching Strong standard

The childminder very effectively supports children's understanding of the language of emotions. He helps them to understand their feelings and the emotions they can see on others. For instance, when sharing stories, the childminder helps children to identify what characters may be feeling. He helps children know what they have done well through warm praise. Children are very caring towards each other. They have excellent support to develop their emotional understanding, and for their wellbeing.

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Curriculum and teaching Strong standard

Children learn about mathematics in all they do. The childminder skilfully introduces children to mathematical concepts to give them a secure foundation on which to build future learning. Through thoughtful interactions with the childminder, children learn to count, recognise more or less, and understand quantity as they play.

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Curriculum and teaching Strong standard

The childminder ensures he has a secure understanding of what children know and can do. He makes regular, accurate assessments of children's progress. This means he can swiftly identify when children may need extra support, which he quickly provides. All children, including those who may face barriers to their learning, make excellent progress.

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Inclusion Strong standard

The childminder has a very secure understanding of inclusion and how to meet children's individual needs. He is highly experienced in adapting his teaching to meet these needs. The childminder forms strong partnerships with parents to find out exactly what children know and can do when they first join his setting. He swiftly identifies when children may need additional support for their learning, or if there are any gaps in their experiences. The childminder makes plans to close gaps rapidly through changes and adaptations to meet children's individual needs. He accurately monitors the progress they make, ensuring that all children have the correct support at the right time.

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Inclusion Strong standard

The childminder has an extensive knowledge of supporting children's individual needs. He continually updates this to ensure he remains able to consistently deliver high quality support to all children, including those who may face barriers to their learning. This means that all children flourish and make excellent progress from their individual starting points.

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Leadership and governance Strong standard

The childminder is an inspiring role model for children and other childminders. He has extremely high standards for his teaching and children fully benefit from being in his care. The childminder is highly ambitious and aims to develop meaningful professional links with other local childminders to support each other and share best practice. He builds very effective community links, helping children to develop a sense of belonging in the area. They benefit from knowing who lives locally and see many different people and places.

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Leadership and governance Strong standard

The childminder is an inspiring teacher. He continually develops his skills and knowledge further, enhancing what he offers to children. The childminder has a very secure understanding of his strengths and what he could do to improve even further. He is proactive in seeking out new knowledge, such as through training. The childminder works extremely well with is co-childminder to provide consistently high quality support and learning opportunities for children.

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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 show they enjoy their time with the childminder. He is highly responsive to their needs, carefully adapting his teaching and practice to effortlessly meet these. As a result, children make superb progress in their learning. The childminder places a high focus on making sure the settling in process is thorough, finding out extensive information from parents to help children to quickly feel at ease. He tailors his approach to children's individual needs, swiftly building strong bonds and developing positive partnerships with parents. This helps everyone to feel welcomed and valued. The childminder supports

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About this setting

Type: Childminder regular attendance through these partnerships with parents. The childminder ensures children's wellbeing is at the forefront of what he does. All children, including those who may face barriers to their learning, thrive through secure attachments with him.

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About this setting

The childminder readily identifies when children may need extra support or adaptations for their learning. He carefully assesses children's progress to ensure any gaps in their learning are swiftly noted and effective plans put in place to close these. Children show they thoroughly enjoy their learning with the childminder. They laugh with delight as they play. The childminder is highly attuned to what children enjoy and knows their preferences very well. He uses this knowledge to skilfully plan activities that engage children. Through this approach, they are highly motivated to play and learn.

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About this setting

Children are extremely confident and independent. They are curious leaners, thrilling in the wide variety of activities and opportunities the childminder plans for their learning. They are very well supported to develop a wide range of skills in readiness to move on to the next stage of their education.

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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 for all children.

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About this inspection

The inspector spoke with the childminder 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 the children's learning, development and care, known as the early years foundation stage. Registration date: 23/07/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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