Childminder

Childminder

Unique reference number (URN): 2750060 Registered with Ofsted: 09/11/2023 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

All children, including those with special educational needs and/or disabilities and those facing challenging circumstances, make rapid and sustained progress in their learning. Children are confident in their communication skills and understand when to persevere to achieve a goal independently and when to ask for help. They demonstrate a wide range of vocabulary and are enthusiastic in their conversations. They 'read and write' stories during independent play and excitedly anticipate what comes next in their favourite books.

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Achievement Strong standard

Children manage self-care tasks competently and develop mature social skills. They chat and sing with older people at local care homes and join events such as breaking the fast, during local Eid celebrations. Children learn to become respectful and thoughtful citizens. They develop stamina and build muscles as they walk up hills to their forest-school area, and as they play outdoors each day. They learn about animals and interesting aspects of their care, such as lambing, hatching chicks and watching a farrier shoe horses. Children are independent in their play and learning and are extremely well prepared for their move on to school and for life.

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Behaviour, attitudes and establishing routines Strong standard

Children learn and play outside in all weathers, and the childminder is skilled at making the most of the opportunities that different weathers and environments present. Children and families learn that different types of weather are not a barrier to experiences, but opportunities to learn something new or to use resources in different ways. The indoor and outdoor environments are very calming, conducive to promoting children's learning and to developing their breadth of experience. Consistent and high expectations mean that children know they are trusted and empowered to follow routines and develop independence.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are secure and responsive. The childminder knows children and their families very well and nurtures them to feel valued from the outset. She helps them to attend regularly, supporting prompt arrival and plans sessions so that children benefit from the whole curriculum offer. Routines and encouragement around expectations are adapted to suit individual needs and to reflect children's age and stage of development. Children behave extremely well and are very mindful of their friends' differing needs. Older children bring their younger friends a blanket when they notice they are tired, for instance. They gently tuck their friends in as they lay down to sleep.

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Children's welfare and wellbeing Strong standard

Routines and welfare practices are consistent, embedded and support children to meet and emulate the high expectations modelled by the childminder. Older children take care of those who are younger or need more support and are very mindful of the needs of others as a result of the consistent, nurturing care and clear boundaries. The childminder and any assistants she may work with, keep their key group of children throughout their journey at the provision. This supports extremely secure attachments, promoting children's wellbeing and emotional development very well. Children and families learn that active play, meticulous hygiene and nutritious food are key to developing healthy lifestyles and habits. They learn about the benefits of rest and enjoy sleep time as they know their afternoon will be more productive and enjoyable as a result. Key routines are adapted to suit children's different needs and stages of development,

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Children's welfare and wellbeing Strong standard

helping all children to get the most from their time at the provision.

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Children's welfare and wellbeing Strong standard

Children learn about their own safety and how to assess and manage risk. They learn to persevere and to become independent learners who know how to keep themselves and others safe. Children learn to manage risk rather than avoid it, understanding that they should listen carefully and follow instruction. They delight in sessions around a fire-pit and outdoor yoga where parents and carers also join. This supports children's emotional regulation as they learn how their feelings connect to their responses, and how to connect breath to movement.

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Curriculum and teaching Strong standard

Teaching is of consistently high quality, inclusive and expertly differentiated for children's differing needs, ages and stages of learning and development. The childminder has excellent oversight of the quality of education and care and continually strives for excellence in her practice and provision. Professional learning is targeted incisively to ensure direct impact on children's outcomes. Assessment informs planning to reflect children's next steps and interests, linking learning and embedding children's understanding very well. The childminder demonstrates an excellent understanding of how areas of learning interlink and how children learn and develop.

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Curriculum and teaching Strong standard

Language and mathematics are a continual focus, helping children develop excellent foundational knowledge to help them thrive in their future learning and in life. Skilled teaching helps children understand mathematical concepts and use contextually-appropriate language as they play. They learn about the relationships between numbers and count with confidence. They develop mature communication and conversational skills.

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Curriculum and teaching Strong standard

Physical development is woven throughout children's experience as outdoor play and learning form core elements of the provision. The childminder helps children and families understand that this is essential in promoting brain development, underpinning all aspects of learning. Children develop their motor skills through activities which are expertly planned to build skills sequentially. The childminder ensures that all children develop emotional intelligence and the personal and social skills that are key for success in life. She has high aspirations for children's abilities from the earliest age and adapts teaching to ensure that all children, including those with barriers to learning or wellbeing, achieve well.

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Inclusion Strong standard

The childminder understands children's needs well and quickly implements strategies to remove barriers and close gaps where possible. She offers thoughtful and inclusive support, using assessment effectively to understand precisely how to target support and any additional funding. The childminder is committed to helping all children to thrive and make rapid progress. They achieve their milestones and are extremely well prepared for school and for life. She gives each child exactly what they need at the right time to promote the best outcomes for them. Children with special educational needs and/or disabilities (SEND) and those at disadvantage are extremely well supported. The childminder identifies and anticipates individual needs, working proactively with other professionals and families. She implements timely and effective support that is consistent with all those involved in the children's care and learning. She makes referrals for further support through her established network of

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Inclusion Strong standard

professional links and actively seeks out professional development opportunities to enhance her knowledge. She continually monitors support, and her own understanding, to ensure it remains effective and impactful as children's needs change. She has a deep understanding of how to approach each child's learning and development. She recognises that some children's learning is best measured in smaller steps, for instance. All children, including those with SEND and barriers to wellbeing, make excellent progress and learn how to use their uniqueness as a strength.

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Leadership and governance Strong standard

Any assistants the childminder works with are extremely well supported in their roles and wellbeing. The culture of respectful professionalism is embedded, and assistants' opinions, skills and work ethic are valued. Professional development is purposeful and incisively focused on impact on children. The childminder continuously reflects on the practice and provision and has ambitious plans underway to sustain improvement, continually raising the bar and improving outcomes for all children.

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Leadership and governance Strong standard

Regular sessions for parents and cares to join, including outdoor yoga, are a highlight for families and children. Parents get a taste of children's experiences and enjoy the wonderful environment the children benefit from each day. Parents feel very involved and included in their children's care and learning. Their opinions are sought out and are valued.

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Leadership and governance Strong standard

The childminder demonstrates a highly-intuitive understanding of the families she provides care for and their individual needs. She works consistently to raise the standards of care and to promote the best outcomes for each child and family. All of her decisions are focused on children and supporting their individual needs to overcome any challenge in their lives. This leads to extremely high-quality care and experiences for all children and targeted support for families.

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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 achieve extremely well and become superbly independent at the calm and nurturing provision. They are confident in their abilities and make rapid progress in their learning. They develop the skills and knowledge they need to thrive in life and to enable a flying start in the next stage of their education. Embedded links with local schools ensure that children are familiar with new staff, expectations and routines at school before they start. They are very well prepared for a seamless transition on to school.

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About this setting

Teaching across the well-planned and sequenced curriculum is of a consistently high standard. The childminder intuitively understands each child's needs and precisely what they need to learn next from their starting points. Teaching is extremely responsive to children's cues and adapted to reflect the events of the day as they unfold. Children delight in finding a spider, for instance. The childminder turns this into a wonderful array of learning opportunities that link children's learning and promote recall of prior experiences. Children with gaps in learning or barriers to wellbeing are extremely well supported to catch up and achieve the best possible outcomes. Support for families boosts this even further, promoting regular attendance where circumstances are challenging. The childminder creates a network that wraps families in care and that they can rely on.

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About this setting

Children feel safe and secure from the youngest age and from the outset of their journey at the childminder's setting. They benefit from a fantastic array of experiences with a focus on outdoor learning and promoting positive emotional and physical health. The childminder knows children very well and uses their emerging interests to support learning and wellbeing in a well-targeted and age-appropriate manner. Children and their families truly feel that they belong and feel included in the development and evolvement of the provision.

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Next steps

Leaders and those responsible for governance 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 disadvantaged pupils/learners, those 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, assistants and children, and reviewed written feedback from 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. Unique reference number (URN): 2750060

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 16:30

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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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