Childminder

Childminder

Unique reference number (URN): EY411333 Registered with Ofsted: 30/06/2010 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 feel completely settled and secure. They develop the confidence to explore new things and have a highly positive attitude to their learning. They are fully independent in their play and develop imaginary games that they play collaboratively.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those who face other barriers to learning, make consistent and rapid progress, particularly in their communication and language skills. Older children have excellent language skills. They speak confidently to visitors and are clear and expressive with a wide vocabulary. Younger children quickly develop new vocabulary and clarity of speech.

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Achievement Strong standard

Children are incredibly well prepared for the next stage of their learning, such as pre-school or school. Children are independent and take pride in being responsible for themselves. For example, they manage their personal hygiene and can put on their coats and shoes with ease.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a very calm and positive environment for the children. She has built secure and trusting relationships with children, who clearly enjoy her company. She models calmness, kindness and respect in age-appropriate ways. Children are extremely well behaved and fully understand the childminder's high expectations. The childminder has a solid understanding of the needs and backgrounds of individual children and has highly effective, gentle and innovative ideas to support their behaviour when necessary. As a result, children play extremely well together and discuss and agree on the imaginary games they play. Older children help support younger children and share their resources easily.

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Behaviour, attitudes and establishing routines Strong standard

Independence is a key feature of the provision, particularly through daily routines. Older children take care of their hygiene and personal needs. They delight in the responsibility of helping younger children, such as putting their water bottles on the table for them. The childminder takes every opportunity during daily routines to teach and support children's learning. The childminder has clear procedures for supporting and promoting attendance, which are shared with parents and carers. As a result, attendance is excellent, enabling children to build positive relationships that support their learning. .

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are of the highest priority and are a strength of the setting. The childminder is highly committed to their care and to ensuring that their physical and emotional health and happiness are considered at all times. Parents and carers are incredibly enthusiastic about the care their children receive and comment on how eagerly children greet the childminder. The childminder has very secure and positive relationships with all children. Younger children snuggle on her lap as she reads a story, and older ones have the confidence to ask questions and talk about the book with her. The childminder knows families and children incredibly well and, therefore, can fully meet their individual needs. Children with special educational needs and/or disabilities and those who face other barriers to learning feel extremely comfortable in the childminder's presence. This helps ensure that they develop confidence and make rapid progress. Children learn to manage

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Children's welfare and wellbeing Strong standard

their environment well. For example, while using the toy car outdoors, younger children ensure that it is stable before getting in. The childminder helps children manage their emotions with gentle guidance and stories.

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Children's welfare and wellbeing Strong standard

The childminder is extremely proactive in promoting children's health. For example, she provides healthy snacks and outside play, and she uses specific teaching methods like toothbrushing and daily routines. Children have a solid understanding of how to be healthy and build discipline skills through gentle support. The childminder supports home routines for sleeping and weaning and is highly alert to the risks of allergies and choking.

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Curriculum and teaching Strong standard

The childminder has an incredibly ambitious and highly inclusive curriculum that covers all areas of learning. It is extremely well sequenced and links to previous learning. The childminder continually reviews and improves her teaching to consistently meet the needs of the individual children she cares for. For example, she regularly addresses children's misconceptions as they occur.

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Curriculum and teaching Strong standard

The childminder is highly skilled at tailoring activities to suit children's interests. She carries out regular observations and assessments to inform their next steps for development. Communication and language are a high priority in the setting. The childminder's expert teaching of language, using simple words and structure, supports younger children. Children are explicitly taught mathematical skills and language, such as counting the number of bugs they place into a puzzle. Children have many opportunities to develop their small- and large- muscle skills. They use tweezers and spoons to transfer leaves to different pots, and they run and play in the garden. The childminder is highly effective at teaching children to get along and manage their emotions.

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Curriculum and teaching Strong standard

The childminder adapts activities for all age groups with appropriate challenges for all. She ensures that the correct resources or adaptations are in place to support the younger children and those with special educational needs and/or disabilities or other barriers to learning. For example, during stories, the childminder provides children with resources linked to the story to further support their concentration.

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Inclusion Strong standard

The childminder has an excellent understanding of young children's development. When children first start with her, she gathers information from parents, carers, and other settings if appropriate. The childminder uses this information, along with her observations and assessments, to create a baseline and knows very quickly if a child needs extra support. Therefore, the needs of children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning are identified straight away. To support children with SEND or other barriers to learning, the childminder adapts her teaching, activities and resources so that they can access the same learning as their peers. For instance, during a story about oral health, the childminder provides resources for toothbrushing, which helps the children stay focused on their learning.

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Inclusion Strong standard

The childminder continually monitors children's progress and regularly reviews support to ensure that it remains effective. She works extremely closely with parents, often supporting them with strategies and ideas so that children receive solid continuity of care. The childminder helps parents by directing them to particular agencies for support, and she assists with completing forms and reports. The childminder carefully considers the use of additional funding and ensures that it has a highly positive impact on each child's development and progress. The childminder ensures that her professional development reflects the children she is caring for, ensuring the highest impact on her knowledge and their progress.

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Leadership and governance Strong standard

The childminder understands the strengths of her setting, such as the relationships she builds with children and their families. Parents and carers value the communication and photos they receive. The childminder offers support and advice to them, such as around sleeping or eating. This supports consistency for children, which helps build their security and sense of belonging. The childminder regularly asks for feedback about how she can enhance the provision.

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Leadership and governance Strong standard

The childminder has an ongoing plan to improve support for children with special educational needs and/or disabilities or other barriers to learning. Support and provision are of a very high standard, and the childminder is committed to continual improvement through further training and enhancing her knowledge. The childminder supports any assistants she may work with in their roles and their wellbeing. She ensures that they have the focused training and coaching they need to make continual improvements to their practice.

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Leadership and governance Strong standard

The childminder works with other childminders to organise outings for children. She also has secure links with the local authority and requests regular audits to ensure that her standards remain incredibly high. The childminder has an in-depth understanding of the context of her setting and ensures that her practice reflects this.

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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 incredibly confident and happy in this nurturing and extremely supportive environment. The childminder is highly skilled at building trusting relationships with children, who clearly demonstrate feeling valued and secure. She works extremely closely with parents and families to ensure that children settle quickly. Children greatly benefit from the excellent procedures in place for finding out about their achievements, needs and interests. The childminder uses this information to provide a wide range of stimulating and engaging activities, both indoors and outdoors. For example, children play imaginary games pushing

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Inspector:

their pushchairs around a zoo and talking about the different animals they come across. They show excellent language and social skills as they play together. Children show high levels of concentration and focus in their play. The childminder places great value on children's current interests and expertly fine-tunes her teaching for each child. For example, when playing a collaborative game, she extends it for older children by counting bugs with them.

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Inspector:

Children's behaviour is exemplary. They play together extremely well and have highly positive attitudes towards learning and each other. The childminder has high expectations for and of all children. She gives them lots of praise and encouragement, which successfully promotes their confidence and self-esteem. Children happily share and take turns, and older children help younger ones to participate in their games. For example, they pass resources to their younger friends when they show interest.

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Inspector:

The childminder promotes a love of early reading with interesting stories linked to children's current learning. For example, children clean the teeth of Snappy the crocodile after reading a linked story. The childminder ensures that all children in her care make the best possible progress. She carefully monitors their next steps and achievements and provides extra resources or help if necessary. As a result, the childminder fully meets the needs of all children, including those with special educational needs and/or disabilities and those who face other barriers to learning. The childminder promotes the importance of attendance and punctuality through regular updates.

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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 with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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, an assistant, 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. Clare Eyre

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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