Childminder

Childminder

Unique reference number (URN): 2749700 Registered with Ofsted: 14/11/2023 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 develop substantial knowledge and skills across all areas of learning. They make significant progress from their starting points and are well prepared for their next stage of education, including school. All children develop increasing independence and self-care skills, such as going to the toilet and washing their hands. They confidently express their needs and preferences. Children develop excellent social skills as they interact and engage in conversation with each other and the childminder.

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Achievement Strong standard

Children develop a love of books and enjoy singing their favourite rhymes. They independently select books and show real enthusiasm during storytime. Children engage in purposeful conversations throughout the day, using actions and moving their bodies as they stomp along with the story. They build a rich vocabulary and gain secure foundations for early literacy.

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Curriculum and teaching Strong standard

The childminder has designed an impressive and sequenced curriculum that is inclusive and of consistently high quality. This supports children to learn and thrive across all areas of learning and development. The childminder holds high expectations for what all children can achieve. Her interactions and quality of teaching are highly embedded in her practice.

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Curriculum and teaching Strong standard

The childminder plans purposeful role-play experiences that build on children's interests. She uses these opportunities to extend children's language, introduce new vocabulary and deepen their understanding through skilful questioning and modelling. When children say the 3 bears are hungry, she prompts them to think about what they might eat and links this to the story of 'The Very Hungry Caterpillar'. This leads to a rich and meaningful back-and- forth discussion about healthy foods.

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Curriculum and teaching Strong standard

Children confidently count and compare sizes, using language, such as 'bigger, small' and 'tiny'. Furthermore, as children play, the childminder superbly supports them to talk about similarities and differences about people, and discuss the emotions of how the bears may feel. The childminder weaves learning across all areas, helping children make meaningful connections between stories and real-life experiences. As a result, children communicate confidently, use new vocabulary and think deeply in their daily play and learning.

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Curriculum and teaching Strong standard

The childminder prioritises children's personal, social and emotional development. Children build warm relationships, enjoy each other's company and play cooperatively. Children develop their strength and coordination very well. They confidently cut up their own fruit and build tall towers, strengthening their fine and gross motor skills.

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Inclusion Strong standard

The childminder has embedded a highly inclusive culture. She has completed extensive training to develop her knowledge and skills to support children, who face barriers to their learning. The childminder seeks advice and works in partnership with other professionals,

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Expected standard

such as medical consultants, speech and language therapists and the early years local authority team.

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Expected standard

The childminder demonstrates a commitment to inclusive practice and meeting the needs of all children, including those with special educational needs and/or disabilities (SEND). She swiftly and accurately identifies children's emerging or changing needs. The childminder takes prompt action to ensure children receive the right support. For example, she recognises when children will require a care plan, makes specific adaptations and works in close partnership with other professionals to support children's transition back into the setting.

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Expected standard

The childminder is clear about how she will reduce barriers to learning and enhance opportunities and experiences for children with SEND, disadvantaged children or those who face barriers to their learning and/or wellbeing. She implements approaches to support children with SEND effectively. The childminder ensures children's progress is closely monitored and next steps are precisely targeted. Her highly responsive practice enables all children to continue to thrive, make progress and participate fully in the life of the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children's behaviour and attitudes to learning. Her calm guidance promotes positive social interactions. Children use positive manners, learn to cooperate, help to tidy up and resolve minor conflicts independently. For example, when children share toys, they naturally say please and thank you. They copy the childminder's words and have a gentle approach, when they request toys they would prefer to play with.

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Behaviour, attitudes and establishing routines Expected standard

All children learn to persevere at tasks and have a 'can-do' attitude. For example, as children play with vehicles and garages, they match the correct keys to the plastic garage doors. They keep on going until they are successful with the correct key. The childminder adapts her teaching to consider children's age and stage of development and individual needs. She offers praise to celebrate children's efforts. Older children lead dance and yoga sessions for the younger children and proudly demonstrate poses, saying 'Namaste'. As a result, all children work well together and show kindness and respect.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to recognise and manage their feelings through discussion. She has newly introduced strategies to help children to regulate their emotions, such as blowing bubbles. However, the childminder is yet to consistently embed these strategies through her daily practice to help all children manage their behaviour consistently. The childminder works closely with families to ensure children attend regularly.

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Children's welfare and wellbeing Expected standard

All children form warm attachments with the childminder. The childminder has created a safe learning environment, which helps children to explore with confidence and independence. The childminder meets children's individual care practices with a sensitive and gentle approach. Children seek comfort from the childminder when they get upset. They go to her for cuddles and reassurance. The childminder supports children to talk about why they are sad and uses stories to help children express their emotions. This helps to support children's wellbeing and emotional security.

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Children's welfare and wellbeing Expected standard

All children enjoy visiting places of interest, such as parks, farms and nature reserves. The childminder uses these experiences to broaden children's experiences and promote active lifestyles. Children mix with other children and childminders at playgroups to further enhance their social development.

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Children's welfare and wellbeing Expected standard

The childminder supports children to learn about the importance of personal safety. She talks to children about being safe with hot water and explains when they see the steam it means how hot the water is. The childminder further explains when hot water meets cold air it makes steam. This enhances children's knowledge and understanding of keeping themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy eating. Children independently wash their hands, saying how important it is to get rid of germs before they eat. Children request bananas and apples for their snack, which they cut up with close supervision. They enjoy nutritious lunches provided by parents and carers. The childminder works in partnership with parents and carers to support children's daily routines, such as toileting and feeding.

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Leadership and governance Expected standard

The childminder is passionate about the care and education she provides for all children. She works in partnership with parents and carers, offering regular check ins and catch ups. Parents value the communication they receive from the childminder. They say this gives them an insight into their children's development, next steps and ideas of further supporting their children at home. Parents report that the childminder creates a nurturing, safe and loving environment in which their children can thrive. They appreciate the support they receive as families and say the childminder offers 'kindness, understanding and a listening ear'.

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Leadership and governance Expected standard

The childminder knows her key strengths and areas for improvement for her setting. For example, she has recently accessed training to help upskill her expertise to better support children's individual and emerging needs. This has helped to enhance the quality of her teaching. The childminder has also identified key areas for development for the outdoor provision she provides for all children. However, she is yet to implement her plans that have been identified through her self-evaluation, such as to enhance the outdoor curriculum even further. The childminder has formed effective partnerships with local schools and other professionals. This helps to support children's continued care and education, and prepares them for their move to school.

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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

All children, including those who face barriers to their learning and/or wellbeing, flourish from their starting points in this warm, nurturing and safe home-from-home environment. They form secure and trusting attachments with the childminder. Children confidently express their needs and preferences. They engage positively in activities and enjoy their learning. Children naturally seek the childminder for comfort and cuddles, demonstrating secure emotional security. This responsive and sensitive care supports all children's wellbeing. It helps them to feel settled, valued and ready to learn. All children benefit from a consistent,

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About this setting

Unique reference number (URN): 2749700 inclusive and high-quality curriculum. The childminder has an excellent understanding of what children already know and what they need to learn next. As a result, children develop detailed knowledge and skills they need for future learning and development.

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About this setting

The childminder skilfully plans experiences that reflect children's interests and uses play and daily routines to extend their learning. She superbly builds children's mathematical understanding and increases their communication and language skills as she plays alongside them. For example, when children explore the story of 'Goldilocks and the Three Bears', the childminder encourages them to count the bears and compare the different-sized chairs. All children confidently use new vocabulary, such as 'big, small' and 'medium', through their interactions with one another. Older children strengthen their language and literacy development, and deepen their understanding of key concepts. The childminder promotes children's attendance successfully. The childminder has robust monitoring systems in place and shares clear policies with parents and carers. She regularly checks in with families and offers timely support where needed.

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Next steps

The childminder should consistently embed behaviour strategies to help children to increasingly manage their feelings and behaviour. The childminder should implement the priorities identified through her self-evaluation ensuring planned actions, such as enhancing the outdoor curriculum even further, are fully implemented.

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About this inspection

The inspector spoke with the childminder and children and took account of parents' and carers' views 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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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