Childminder

Childminder

Unique reference number (URN): 2746421 Registered with Ofsted: 09/10/2023 Registers: EYR, CCR

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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 show they are extremely well prepared for the next stage in their development. Toddlers quickly learn how to negotiate obstacles. They develop physical confidence as they become increasingly more mobile. Older children extend their expertise as they use resources, such as the climbing wall in the garden. Children gain the skills to control the muscles in their hands and the coordination and energy to engage in active play. Older children become highly articulate, engaging in conversations with confidence. Younger children examine minibeasts on a tray, and practise using words, such as ladybird, caterpillar and bee, in context. All children gain the confidence and knowledge they need to prepare for their future move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Children are polite, confident and kind. The childminder sets consistently high expectations and has established clear routines and rules for children to follow. As a result, children feel secure and behave extremely well. The childminder recognises the importance of promoting regular and punctual attendance to provide consistency, enabling children to benefit fully from the learning opportunities she provides. They demonstrate positive engagement, enjoyment of learning and growing independence. Children's emotional wellbeing is promoted incredibly well, enabling them to understand and manage their different feelings.

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Behaviour, attitudes and establishing routines Strong standard

Children of different ages and abilities collaborate, take turns, share resources and show empathy. They play productively together. For example, as they look for caterpillars in the garden, they congratulate each other when they find something. During outdoor play, children play amicably and share resources. They remind each other that 'caring is sharing' and resolve minor disagreements confidently, with sensitive adult guidance where required.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an extremely positive role model. Consequently, children learn to be polite, well mannered and caring. The childminder's positive reinforcement and clear instructions help children to learn. She urges children to always try their best and encourages less confident learners through frequent praise and by example. Children's behaviour, confidence and attitudes to learning reflect the setting's consistently high expectations and inclusive, nurturing nature.

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Children's welfare and wellbeing Strong standard

Children's ongoing welfare is a high priority for the childminder. She has a secure understanding of how to ensure that children are safe as they sleep and how to minimise the risks to young children of choking when eating. Older children gain important habits for healthy lifestyles and become very independent. For example, older children independently wash their hands thoroughly before eating and after using the toilet.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about children having meaningful experiences of the world around them. She plans a wide variety of trips and visits outside of the setting, for example to the zoo and local woods. The childminder is highly aware of children who may face barriers to learning and ensures that all children gain a sense of belonging and thrive in her care effectively. She supports children to recognise, express and manage their emotions. Children are taught to think about how to manage their own risks suitably and safely. For instance, the childminder has taught toddlers to use steps into the garden safely.

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Children's welfare and wellbeing Strong standard

The environment is inclusive, safe and organised to promote children's independence and emotional wellbeing. As a result, children flourish physically, socially and emotionally. They develop the confidence and resilience needed for future success.

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Curriculum and teaching Strong standard

The childminder assesses children's learning meticulously and tailors a curriculum that consistently targets their next steps and ongoing progress. Activities and resources are organised extremely well. They follow children's interests, while allowing them the opportunity to use their imagination and test their own ideas. Children decide to mix different coloured water and carefully fill containers to see what will happen, for instance.

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Curriculum and teaching Strong standard

Children develop admirable language and literacy skills, as the childminder promotes language expertly. Children sing songs and listen intently to stories. The childminder uses tone, pitch and expression to capture their attention and build their vocabulary. Children talk with confidence and share their ideas. During play, children recall stories they have read. For example, while playing in the garden, they excitedly find caterpillars and recall 'The Very Hungry Caterpillar' story. Children also develop mathematical and numeracy skills. For example, they measure quantities and count ingredients when they make play dough.

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Curriculum and teaching Strong standard

Children display extremely high levels of independence as they access activities. They pursue their own interests and are engrossed in their work. Children have free access to a wide range of resources, indoors and outdoors, that support all areas of learning. They climb on the climbing wall, use steps, balance, draw with multi-coloured chalks and explore the garden enthusiastically.

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Inclusion Strong standard

The childminder has a clear understanding and experience of supporting children, who may need additional help to reach their full potential. She is confident in working with her local authority to secure additional support for those who need it. She understands how to make swift referrals and works in partnership with other professionals where required. This means that the early identification of children with special educational needs and/or disabilities (SEND), or those who require additional help, is well supported.

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Inclusion Strong standard

The childminder gains a thorough understanding of each child's needs through meticulous assessments and highly effective settling procedures. These allow her to identify emerging gaps in children's development quickly and put targeted support in place to narrow and close them. The childminder seeks prompt advice if she has any concerns regarding a child's development. She knows what is typical of each child at her setting and communicates this effectively with parents to agree on any areas of concern. She undertakes additional SEND training, even if she has no children with SEND on roll. This keeps her up to date with specialist knowledge and helps her to prepare her provision to support children with additional needs if required.

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Leadership and governance Strong standard

The childminder is passionate about ensuring that her practice is of consistently high quality for all children in her care. She has an accurate understanding of the setting's strengths and priorities for improvement. For example, the childminder is currently considering the ways she can give children a better understanding of how to care for the environment. She ensures her professional knowledge remains current to help her swiftly identify when children may require additional support. This includes support for children with special educational needs and/or disabilities. The childminder provides thoughtful guidance and training for any assistant she may work with, promoting their wellbeing and professional confidence effectively.

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Leadership and governance Strong standard

Parent and carer partnerships are robust and have a very positive impact on the outcomes for children. The childminder provides regular communication about children's progress and next learning steps. Discussions ensure that she is aware of what is happening in children's lives. She provides regular feedback and, when appropriate, advice so that children benefit from care and teaching that is consistent. Parents speak highly of the childminder, commenting on how much their children love attending the setting.

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

Children delight in attending this warm and extremely nurturing environment, where they thrive. They settle quickly because routines are well established and the childminder is vigilant and responsive. Children benefit from the care of the highly experienced childminder, who spends time getting to know them extremely well. The childminder ensures that her curriculum planning meets the needs of all children in her care. She adjusts activities and interactions to meet children's individual needs. The childminder quickly identifies and addresses barriers to children's learning and wellbeing. She uses signing with babies and toddlers during routines, allowing them to interact successfully. This ensures that all children are fully included and able to participate confidently. For example, as they make play dough, toddlers stir ingredients while older children recall what they need to add next from when they have taken part in this activity before.

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

All children benefit from purposeful interactions that effectively support their learning and development. The childminder skilfully extends children's language by modelling vocabulary and encouraging them to explain their thinking, helping them verbalise their ideas. This also aids their problem-solving skills and allows them to follow routines independently. Children display impressive levels of concentration and perseverance as they master and consolidate their skills. For example, older children develop an awareness of safety, as they carefully use knives to spread butter on toast. Toddlers focus intently as they use their learned skills to negotiate steps in the garden, determined to reach their goal.

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

The childminder teaches children to respect one another and play together from a very young age. She sets effective and consistent boundaries for children's behaviour. As a result, children show care and consideration towards each other as they play. The childminder praises and encourages children consistently. This increases their self-esteem and emotional wellbeing and contributes to their very positive behaviour.

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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 to the childminder, an assistant 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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Our grades explained

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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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