Childminder

Childminder

Unique reference number (URN): 2753107 Registered with Ofsted: 30/10/2023 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 learn an abundance of skills to support their future learning. They listen attentively and follow instructions, such as when helping to tidy away toys that they have finished playing with. Children develop an impressive vocabulary. They are highly confident to explain what they know and share their thoughts. Children use positive manners and develop a caring nature towards others. They are extremely capable for their age. For example, young children confidently lead group activities, helping their younger friends to play games. Children are very social and demonstrate their high levels of confidence as they play and learn.

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Achievement Strong standard

Children learn to keep on trying, such as when fixing a trailer on the back of a toy tractor. They show determination, persistence and resilience to setbacks. Children are notably proud of their achievements. They beam with delight and show a very positive attitude to their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes highly effective routines that provide children with a strong sense of security. As a result, children feel safe and confident, with a clear understanding of the daily structure. She has high expectations for all children, encouraging them to take responsibility for tasks such as helping to tidy away toys and supporting routines after mealtimes. She is a positive and consistent role model, supporting children to manage their behaviour effectively. For example, she models appropriate language, enabling children to express their feelings and regulate their emotions from an early age.

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Behaviour, attitudes and establishing routines Strong standard

Children play collaboratively and develop strong, positive relationships with one another. The childminder supports this effectively, helping all children, including those who may face barriers to learning, to develop secure social skills. She teaches children to listen attentively to each other and to value what others have to say, fostering a respectful and inclusive environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of strong partnerships with parents, particularly in supporting good attendance. She implements a well-structured and supportive settling-in process, helping to build trusting relationships with families from the outset. As a result, children benefit fully from the highly stimulating environment and the attentive, nurturing care she provides.

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Children's welfare and wellbeing Strong standard

The childminder supports all children very effectively to build strong bonds and is highly responsive to their individual needs. Children swiftly develop secure attachments, helping them to feel safe and confident in her care. Parents report how their children 'light up' when they mention the childminder at home, demonstrating how secure they feel. The childminder helps children to understand what they have done well through the use of warm, highly effective praise, which boosts their sense of belonging and wellbeing. The childminder thoughtfully teaches children about the importance of rest and exercise. For instance, after a busy morning, she helps children to recognise when they feel tired and need rest. Children's individual needs are well understood, and they settle quickly with their familiar comfort items. The childminder is highly attuned to promoting each child's sense of wellbeing. She labels emotions for children, helping them to recognise and quickly learn to

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Children's welfare and wellbeing Strong standard

The childminder promotes excellent hand hygiene routines, which help children to stay healthy. She is very skilful at motivating children to be independent and confident in all they do.

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Curriculum and teaching Strong standard

The childminder uses consistently high-quality interactions and teaching to support children's learning. She builds on what children know and can do, for example, helping them make links to stories as they dig for hidden animals. Children are highly motivated and take delight in naming the animals they find. Her innovative curriculum provides exciting, meaningful learning opportunities. Children confidently identify wild birds at the window, stomp like elephants, and roar like tigers in engaging songs. Purposeful outings allow them to see firsthand the animals they have learnt about, such as a snow leopard. Through skilful questioning, the childminder develops children's extensive vocabulary as they enthusiastically share their memories.

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Curriculum and teaching Strong standard

She is extremely knowledgeable about making learning fun, which motivates children to engage. Regular activities build secure foundations in mathematics, with children confidently counting, hiding, and recounting objects in games. The childminder adapts her teaching to meet individual needs, using ongoing assessment and close monitoring to ensure all children thrive.

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Curriculum and teaching Strong standard

The childminder supports children's emotional development, helping them identify their own feelings and those of others through stories. She is a positive role model, fostering kindness, such as sharing drinks with peers. Children enjoy being physically active, climbing, crawling, riding, digging, and making marks with chalk. She helps them notice patterns and differences in animals, ensuring all children, including those with barriers to learning, have abundant opportunities to develop physical, social, and cognitive skills.

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Inclusion Strong standard

The childminder demonstrates extensive expertise in supporting children's individual needs, including those who may face barriers to learning. She has established robust and effective systems to monitor the progress of all children, enabling her to swiftly identify when additional support is required. She skilfully adapts her teaching to ensure that every child receives the support they need to succeed. As a result, children make excellent progress from their individual starting points.

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Inclusion Strong standard

The childminder is highly proactive in maintaining and developing her professional knowledge. She actively engages in relevant training to ensure her practice remains at the forefront of high-quality early years provision. Strong partnerships with parents are a key strength. She recognises the importance of collaboration in promoting continuity in children's learning and development. Through this, she is able to quickly address and close any gaps in children's prior learning or experiences, ensuring that all children fully benefit from rich learning opportunities and consistently high-quality teaching.

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Leadership and governance Strong standard

The childminder is an excellent teacher. She is highly reflective in her practice, continuously developing and improving to provide a consistently high-quality setting. She works effectively with her co-childminder to ensure all children's needs are clearly understood and well supported. She has a strong awareness of her strengths and holds ambitious plans to enhance the learning environment further. She thoughtfully plans enriching learning opportunities, ensuring children make excellent progress, build on prior knowledge, explore their interests, and develop new skills in meaningful ways.

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Leadership and governance Strong standard

The childminder continually updates her knowledge and skills, using this to tailor teaching to children's individual learning styles and needs. For example, she has introduced highly engaging resources that align with children's fascinations and patterns of play. She uses observation and assessment to adapt activities so all children can achieve and feel successful. This attention to detail, combined with her warm, nurturing approach, ensures children are motivated, confident, and curious learners. She fosters independence, celebrates achievements, and supports social, emotional, and cognitive development, enabling every child to thrive.

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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 feel very safe in the childminder's care. They readily approach her for warm cuddles, which she gives freely. The childminder knows the children in her care, including those who may face barriers to their learning, exceedingly well. She fully understands their individual needs and how to meet these. The childminder has an extensive setting in process. This helps her to know what support children need from their very first days in her care. She builds extremely close bonds with children, and they flourish in her care. The childminder works very closely with parents to support regular attendance. This helps to ensure children fully benefit from all she has to offer them.

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What it's like to be a child at this setting

Children are highly independent and learn an impressive range of skills. For instance, young children show clear pride in being able to take off their own shoes and store them away. They confidently follow instructions and display a very positive attitude to their play and learning. The childminder has well-established routines in place. Children understand what is expected of them. This helps them to feel secure. All children freely make choices, such as what to choose to eat at snack time. This gives them a voice and helps them to feel valued and included.

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What it's like to be a child at this setting

Children benefit from being in the care of a highly experienced childminder. She is extremely skilful at changing her teaching to engage and motivate them. For instance, when using props to sing songs, she innovatively adds in children's names to the songs. This is very effective for children who laugh with sheer delight. The childminder develops their listening skills extremely well through this highly engaging approach.

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About this setting

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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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.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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