Childminder

Childminder

Unique reference number (URN): 2745726 Registered with Ofsted: 20/11/2023 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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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate positive attitudes to learning and thrive in this happy, homely environment. They participate confidently in both child-led and adult-directed activities. Children are active learners who show sustained concentration, particularly in activities that interest them, and they join in with enthusiasm.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote the importance of regular attendance, helping children to develop positive habits for future learning. She clearly communicates her behavioural expectations to both children and parents. Children understand these expectations and follow them respectfully. They interact positively with their peers, supported effectively by the childminder's highly impactful teaching. She consistently models appropriate language and promotes positive manners and kindness.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes familiar routines that help children feel safe, secure and confident about what to expect. For example, on returning to the setting after a walk, children go straight to select books and explore them independently. She has a solid understanding of each child's individual needs and adapts her practice effectively to support their development.

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Children's welfare and wellbeing Strong standard

The childminder places an emphasis on promoting children's health and wellbeing. She teaches the importance of good hygiene and provides healthy, balanced meals in line with nutritional guidance. Children develop independence in managing their own hygiene, confidently washing their hands thoroughly. They enjoy a varied diet, including a wide range of fruits and vegetables, and talk enthusiastically about their preferences. These experiences help children develop lifelong healthy habits.

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Children's welfare and wellbeing Strong standard

The childminder creates a welcoming and safe environment, building secure and responsive attachments with children. This is achieved through close partnerships with parents from the outset and throughout children's time in the setting. As a result, children feel confident to express themselves, separate from their parents with ease and quickly become engaged in their learning.

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Children's welfare and wellbeing Strong standard

Children benefit from daily outdoor exercise and fresh air, as well as from exploring a well- resourced safe garden. Children demonstrate they have learned how to keep themselves safe as they close gates behind themselves and ensure that they are in sight of the childminder at all times. The childminder supports children in understanding and managing their emotions, helping them identify their feelings and learn to cooperate with others.

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Inclusion Strong standard

The childminder has high expectations for every child and is committed to reducing any barriers to their learning. She emphasises assessing what children know and can do and maintaining detailed records of their progress to monitor and evaluate their development.

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Expected standard

Where any concerns or potential barriers are identified, the childminder responds promptly, adapting her teaching strategies and interactions to meet each child's individual needs. She is proactive in exploring a range of teaching approaches to ensure that children are supported in ways that work best for them. She has been researching self-efficacy to support children with barriers to learning in developing their confidence, independence and belief in their own abilities.

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Expected standard

The childminder establishes children's starting points on entry to the provision through discussions with parents and careful observation. This enables her to develop a well- rounded understanding of each child and their unique needs. Throughout their time in the setting, she works closely with parents and other settings that children attend, sharing information about their progress and offering suggestions to support their ongoing development. When children move on to another setting, the childminder ensures that handovers are detailed to ensure that interventions put in place are continued.

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Achievement Expected standard

Children benefit from a high-quality curriculum and effective teaching across all areas of learning, which support their consistent progress and prepare them well for future learning. They communicate confidently and demonstrate a clear love of books. Older children show an impressive range of mathematical understanding, using mathematical language accurately and purposefully within their play.

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Achievement Expected standard

Children make significant progress from their starting points and develop key skills across the areas of learning. Children demonstrate ample independence. For example, young children confidently carry out many tasks independently. They put on their shoes, take vegetables to feed the animals and wash their hands. They show sustained engagement, curiosity and the ability to apply what they know in different contexts. However, although children's progress is substantial, it is not consistently maximised. Further embedding high- quality teaching would help to ensure that children develop a secure breadth and depth of knowledge and skills in all areas of learning.

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Curriculum and teaching Expected standard

The childminder regularly monitors her curriculum and teaching to identify areas for improvement. She adapts her approach to address any identified areas, including ongoing or emerging barriers to children's learning. Her planning is carefully tailored to be child- centred, taking into account children's interests.

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Curriculum and teaching Expected standard

The childminder places a strong emphasis on promoting children's communication and language through play. She models new vocabulary and engages children in meaningful conversations, skilfully adapting her approach to suit each child's stage of development. She also fosters a love of reading and singing, sharing her enthusiasm through regular routines that include books and songs. Children benefit from daily opportunities to be physically active. They develop their physical skills as they enthusiastically take part in activities, such as transporting water across the garden and persistently pedalling bikes, including up hills. The childminder supports children in cooperating with others and in regulating their emotions. She makes effective use of naturally occurring opportunities to promote kindness, help children name and understand their emotions, and model empathy.

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Curriculum and teaching Expected standard

The curriculum and teaching for children's mathematical development is broad. The childminder encourages discussion about shapes and supports children in recognising them through practical activities, such as exploring shapes in play dough. She ensures that children's understanding is secure before moving them on to the next stage of learning.

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Curriculum and teaching Expected standard

The childminder typically provides a consistently high-quality curriculum and maintains high expectations for what children can achieve throughout the day. She recognises that every interaction is an opportunity for teaching. However, there are occasions where this high- quality practice could be embedded more consistently to further strengthen the overall quality of the provision.

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Leadership and governance Expected standard

The childminder is committed to providing a high standard of education and care. She regularly reflects on and monitors her provision, seeking the views of children and parents to support her self-evaluation. Parents report feeling reassured by the quality of care provided and that their children are happy and eager to attend. They are kept well informed about their child's development and receive guidance to support learning and wellbeing at home. The childminder has established positive partnerships with other early years providers that children attend. These relationships support continuity in care and learning through effective information-sharing.

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Leadership and governance Expected standard

The childminder is proactive with accessing research. To support children with barriers to learning, she has been researching approaches to develop children's self-esteem. She has plans for further training across a wide range of areas that will extend the quality of her provision. There is scope to strengthen her approach to continuous improvement even further. More targeted professional development, aligned with identified priorities, would further enhance her practice and support consistently high-quality outcomes for children.

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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 thriving in the childminder's setting. They demonstrate they are happy. Babies eagerly attempt to join in with songs and show enthusiasm and curiosity as they explore a wide range of activities and experiences. Children confidently recall previous learning and demonstrate their understanding of mathematical concepts. For instance, they can distinguish between a square and a rectangle. The childminder supports this learning effectively by asking purposeful questions, such as 'How do you know it is a rectangle?', to

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About this setting

Type: Childminder check and deepen children's understanding. Children progress well across all areas of learning.

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About this setting

Children engage in conversations with the childminder, building on their social interactions. They demonstrate kindness in their play, reflecting the positive behaviours modelled by the childminder. For example, they care for dolls, and older children pretend to read stories to younger children. This further illustrates the strong love of books that has been fostered. Children who are new to the setting settle very quickly, showing how safe and comfortable they feel in the environment. Their interests are thoughtfully planned for, as the childminder takes a proactive approach by gathering information about each child's likes and dislikes from parents before they begin at the setting.

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About this setting

Children show sustained levels of concentration during activities and use a wide range of vocabulary. Children particularly enjoy playing outdoors, where they challenge themselves physically. Babies show enjoyment and determination as they learn to operate bikes.

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Next steps

The childminder should further develop professional learning that is closely aligned with improvement priorities and the needs of the children. The childminder should continue to evaluative her provision to further improve the quality of teaching and learning.

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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 children's learning, development and care, known as the early years foundation stage. Registration date: 20/11/2023

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 14:30

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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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