Childminder

Childminder

Unique reference number (URN): 301156 Registered with Ofsted: 19/08/1992 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 achieve extremely well in their learning and are particularly well prepared for starting school. This includes children with special educational needs and/or disabilities. Children retain knowledge easily and confidently explain what they have learned to adults. They remember precise detail about facts the childminder has shared with them, and this supports their knowledge extremely well.

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Achievement Strong standard

Children communicate with ease. They use their exceedingly well-developed language skills to convey their wishes, ask questions and form positive relationships with their peers. Children confidently recall previous activities they have completed and remember favourite trips they have enjoyed. Children develop a secure love of reading. They become thoroughly absorbed in stories and enjoy looking at text and pictures with the childminder.

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Achievement Strong standard

Children become exceedingly independent. From a young age, they learn how to manage with dressing and undressing routines, wiping their noses and making confident choices. These skills build their independence, competence and ability to take care of their own needs, ready for starting school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes regular patterns of attendance for children from the moment they join. This means all children access the full programme of learning and benefit from the extensive range of high-quality activities and outings. The childminder has high expectations of children. She provides exceedingly well-planned and consistent routines, so children feel particularly safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is especially kind and caring and interacts with children sensitively. She uses her extensive knowledge of understanding children's behaviour to help children recognise their different emotions. The childminder works extremely diligently to help children express how they are feeling. Together, they identify simple coping strategies to manage when children become overwhelmed. These strategies are highly effective and provide children with confidence to quickly regulate how they feel.

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Behaviour, attitudes and establishing routines Strong standard

Children build very deep and trusting relationships with the childminder and her assistants. They willingly invite adults into their play and look to them for guidance and praise. Children delight in receiving a 'high five' in recognition of their achievements. They happily follow instructions, such as tidying away the toys, as they know the next exciting activity is about to happen.

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Behaviour, attitudes and establishing routines Strong standard

Children develop very positive attitudes towards learning. The childminder has a very engaging and creative teaching style. She places children at the heart of all she does. This means children engage in activities particularly well and benefit from them greatly.

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Children's welfare and wellbeing Strong standard

The childminder places a high priority on ensuring that children follow routines that are consistent with those from home. She offers an extremely personalised programme of settling-in sessions, which is matched precisely to what each child and family need.

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Children's welfare and wellbeing Strong standard

Sleeping children are frequently checked. The childminder is very caring when children are known to be slightly under the weather. Younger children are gently helped to wipe their noses, and the childminder helps children learn to manage this independently. Toilet training routines begin as soon as children are ready. The childminder works extremely closely with parents and carers to agree how to support this successfully at home. This means children become increasingly independent in their personal care routines from a young age.

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Children's welfare and wellbeing Strong standard

Children develop an excellent awareness of safety. Children patiently wait their turn and clearly understand the routines created by the childminder to ensure their safety. For instance, children know they must be sitting down when using scissors.

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Children's welfare and wellbeing Strong standard

Children form exceedingly secure attachments to the childminder and her assistants. Babies hold their arms up to be cuddled, and adults respond immediately. All children receive comfort, reassurance and positive attention throughout the day, which helps them to feel especially safe and secure.

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Curriculum and teaching Strong standard

The childminder has skilfully and successfully created a rich programme of learning that is personal to each child. Children's language skills are particularly planned for well. The childminder draws on her extensive knowledge by using a wealth of activities to encourage children's early development of words. Children quickly become confident communicators and use their language skills highly effectively to support their learning. This is particularly evident for children who are learning English as an additional language.

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Curriculum and teaching Strong standard

The childminder knows exactly when to interact with children to support, enhance and extend their learning. She observes children closely and enables them to explore and develop their curiosity. For instance, she notices when babies show fascination with balls. She then introduces a range of different balls and initiates a game rolling the ball backwards and forwards. Babies squeal with excitement as the childminder says '1, 2, 3, go' and rolls the ball back to babies. This individual attention and interaction help to build babies' awareness of turn-taking and the to-and-fro pattern of communication. Babies focus for long periods and attempt to copy the numbers as they roll the ball back, showing how meaningful these interactions are.

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Curriculum and teaching Strong standard

Mathematics is successfully woven into everyday activities, including mealtimes. This enables children to practise these concepts throughout the daily routine. Children become exceedingly competent in using their extremely well-developed mathematical skills to problem-solve, count, sort and recognise different shapes and sizes.

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Inclusion Strong standard

The childminder values every child and celebrates their unique qualities and characteristics. Every child is warmly welcomed into her home. Children actively learn about each other in an extremely positive, inclusive way. This helps children to develop an excellent sense of identity and feel valued and listened to.

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Inclusion Strong standard

The childminder uses her in-depth knowledge of every child to quickly identify if they need additional support with their learning. She works sensitively with parents and carers to agree next steps and to seek professional help at an early stage, if needed.

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Inclusion Strong standard

The childminder is fully committed towards adapting her service so that she can fully meet the needs of every child. For example, she completes extensive further training and reads widely on specialist areas. This supports her to enhance her teaching and the strategies she uses for individual children. For instance, the childminder has completed additional training to help her recognise the specific needs of children who may have attention deficit hyperactivity disorder. She uses the knowledge she has developed in this area extremely well. This enables her to fully understand, and provide for, each child's personal learning needs. This contributes fully towards ensuring that every child achieves particularly well from their individual starting points.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership and oversight of the service she provides. She directs the work of her assistants incisively and does not compromise on the quality of provision she offers. The childminder's attention to detail on maintaining consistency of practice throughout the daily routine is clear to see. Mealtimes are organised with precision, and children's opportunities for learning are seamlessly woven into all aspects of the day. The childminder values mealtimes as a social time of the day and uses the opportunity to engage in deep levels of discussions with children. This helps to strengthen children's language skills and their ability to engage in conversation with adults.

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Leadership and governance Strong standard

Relevant adaptations are made throughout the daily routine to fully support children's individual learning needs, including children who may face particular barriers to their learning. This means every child is continually included and their personal learning needs are always prioritised. The childminder delivers a particularly well-sequenced curriculum that fully reflects children's interests, stages of development and learning styles. Activities are extremely purposeful, skilfully planned and precisely focused on building children's extensive range of skills over time.

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Leadership and governance Strong standard

The childminder and her assistants frequently reflect on their practice and consistently make changes and improvements that further improve children's experiences and the progress they make. For instance, they complete extensive additional training to strengthen their teaching practice. This has a significantly positive impact on the quality of provision.

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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 benefit from an extremely positive start to their learning in this setting. The childminder consistently plans for each child's differing needs, characters and care routines exceedingly well. Children show how safe and secure they feel as they move around the childminder's home with ease and find their favourite things to explore. The childminder offers an especially homely and nurturing environment, where children are viewed as members of her family.

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Inspector:

Jo Caswell Children make progress in their learning from the moment they start. Any child who may have potential barriers to their learning and/or special educational needs and/or disabilities (SEND) is identified at the earliest stage. All children, including those with SEND, are fully included. The childminder skilfully adapts her teaching to ensure that every child's learning needs are consistently planned for highly effectively. This ensures that every child achieves especially well from their individual starting points.

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Inspector:

Children become extremely confident and independent learners. They show real motivation to learn as the childminder skilfully plans activities based on what children are interested in. For example, as children learn about Spring and animals hatching from eggs, they are fascinated to learn that crocodile babies hatch from eggs. Children recall this information with confidence and show the extensive level of knowledge they have retained.

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Inspector:

The childminder empowers children to develop an extremely positive 'can-do' attitude. For instance, when children complete trickier jigsaw puzzles, they show real determination and perseverance to keep on trying. Children know that the childminder and her assistants are there to support them and confidently ask for help, if they need it. This helps children to build trust in adults and supports the fast levels of progress they make. Children approach activities with interest and determination. These skills support them very well for future learning and their onward journey to school.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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 and her assistants 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.

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About this setting

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