Childminder

Childminder

Unique reference number (URN): 122388 Registered with Ofsted: 28/01/1997 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 make rapid progress through all areas of learning within the curriculum. Children become extremely confident communicators. They learn new words daily, building an extensive vocabulary. This supports them to further build on all other areas of learning, including their social and emotional skills. In turn, children are very well prepared to start school. They are resilient and confident individuals who persevere with mastering new skills. They learn how to care for themselves and build independence. They master skills such as cutting their own fruit up, pouring water from a jug and dressing themselves.

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Achievement Strong standard

All children make excellent progress from their starting points, including those that may have barriers to learning. This is due to the highly effective and well-sequenced curriculum and teaching.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a positive and inviting environment where children know what is expected of them. She has high expectations of all children's learning and wellbeing. Children are extremely well behaved. For example, they listen to the childminder, help tidy away toys and look after their toys and belongings. The childminder works hard to consistently model good manners and social skills, and children learn many new skills from her. For example, they are polite, they listen and they are kind to others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder draws on her expertise to provide many strategies for teaching children how to interact with others. For example, she supports children to develop turn-taking skills through a range of resources, reassurance and praise. Children are learning to find their place in the world alongside their friends. They form close bonds with other children and the childminder, and they enjoy spending time together. The childminder truly understands how to support children at each stage of development, and strategies and teaching are tailored to meet the learning needs for each child at their individual age and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of regular attendance, and she actively promotes this with all families.

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Children's welfare and wellbeing Strong standard

The childminder knows each child and their family very well. She spends time gathering information about the children's care needs and routines before they start at the setting. She tailors her setting and the day to ensure every child's routine is as consistent as possible with their routine at home. Relationships are a key part of successful settling into the setting, and the childminder works hard to build attachments with children. As a result, both children and their families feel safe, secure and content at the setting. This supports positive outcomes for all children's learning and wellbeing, as they feel emotionally secure. The childminder prioritises this emotional security, and she understands the importance of teaching children to recognise their emotions. She spends time talking to them about how they are feeling, and she builds this into children's play. Children feel confident to express

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Children's welfare and wellbeing Strong standard

There are many opportunities for children to learn about their physical health. For example, children learn about healthy eating at snack time, including how fruit is healthy. They learn why it is important to brush their teeth after eating. Children also learn about safety. For example, they learn how to chop fruit safely and what size it should be to avoid choking. They learn about road safety, including what traffic lights mean and how to stay close to the childminder while out and about.

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Curriculum and teaching Strong standard

The childminder has created a highly ambitious curriculum that includes all areas of children's development within the early years foundation stage. She skilfully evaluates the impact of the curriculum on children's development and makes necessary changes. Learning activities are meticulously planned to suit children's individual learning needs. For example, the childminder works with parents and other professionals to share information on each child's development. She uses this information to provide a range of carefully chosen activities and resources that allow children to master next steps in learning swiftly.

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Curriculum and teaching Strong standard

The childminder uses her expert knowledge and experience to provide high-quality teaching and interaction with children. She promotes children's communication and language. For example, she asks questions that support children to think and find answers and solutions. She understands that every moment is a teachable one, and she immerses herself into teaching children new knowledge and vocabulary, including a wider range of mathematical language.

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Curriculum and teaching Strong standard

Children's social and emotional skills are nurtured with patience and kindness. The childminder provides many opportunities for children to build social skills. For example, they frequently meet with a group of other childminders and children. There is an abundance of opportunity for children to build physical skills.

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Leadership and governance Strong standard

The childminder leads her setting to a very high standard. She is dedicated to ensuring that all children in her care receive high-quality care and education. Families speak highly of the childminder, and they appreciate the truly supportive partnership that she fosters. The childminder has a wealth of experience in caring for and teaching children, and she ensures she utilises this fully every day. She frequently evaluates her own practice and undertakes a wealth of targeted training to stay up to date with new guidance and information. For example, she has recently attended training on recent updates to the early years foundation stage. This allowed her to evaluate safer sleep and eating within the setting.

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Leadership and governance Strong standard

The childminder has a clear, focused and accurate understanding of all strengths and priorities for development in her setting. She confidently speaks about her experience and knowledge as the underpinning strength of her setting. Any minor inconsistencies in the childminder's knowledge in relation to inclusion do not impact on the childminder's leadership. Her wish for all children to have the very best start in life shines through in

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Expected standard

everything she does and says. The childminder has made fantastic progress and has successfully developed all areas of her setting to a high standard.

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Expected standard

The childminder highly prioritises children's individual needs, ensuring that all children are making swift progress in their learning and development.

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Inclusion Expected standard

The childminder has a clear understanding of how to support children with barriers to learning. She monitors children's development to ensure they are progressing at the correct stage for their age. She evaluates the impact of her teaching and children's ability to master next steps in learning, to ensure progress is made swiftly. She knows what to do if children are showing possible signs of special educational needs and/or disabilities (SEND). She articulates how she would support any children that receive any additional funding to support their development and wellbeing. She identifies that she has had little opportunity to care for children in receipt of additional funding or those with SEND. This is an area that she would like to broaden her knowledge on. She has identified that she needs to broaden her knowledge in this area in order to take swift and effective action when adaptations are needed.

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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 positively thrive in this nurturing and fun setting, full of awe and wonder. They make full use of the abundance of play opportunities as they build their knowledge and skills across all areas of their development. They arrive full of excitement and ready to play and learn. Children develop a love of learning through a wide range of experiences and activities. For example, they delight as they dig through mud and natural materials to find dinosaur figures. They learn dinosaur names and a range of new vocabulary.

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

Children make secure attachments with the childminder quickly with her warm and approachable manner. They are extremely well cared for. They thoroughly enjoy time spent with the childminder. For example, they thoroughly enjoy a story while they nestle into the childminder's arms. They laugh excitedly with the childminder as they play games together including football and basketball.

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

Children make many trips to places of nature and historic sites. For example, they frequently visit Hampton Court Palace. They enjoy visiting local woodlands, play parks and the library. They develop knowledge of the local area around them as they explore and immerse themselves in the world around them. Children have a range of opportunities to meet other children and develop their social skills as they attend local groups. These skills support them when they start school.

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

Children feel safe and secure and are flourishing in their physical and emotional wellbeing. They rapidly build confidence and independence. For example, younger children can locate their own belongings, and they persevere with putting their own wellies on.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Next steps

The childminder should broaden her knowledge, understanding and skills to swiftly identify and adapt her teaching to make a demonstratable difference to children with special educational needs and/or disabilities.

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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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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