Childminder

Childminder

Unique reference number (URN): EY394210 Registered with Ofsted: 29/06/2009 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 are incredibly well prepared for the next stage of their learning and make excellent progress. They are confident communicators and share their ideas with others very ably. For instance, through play, children describe how objects feel and what they sound like, demonstrating a vocabulary far beyond their age. They demonstrate an excellent understanding of how to manage their feelings as they share resources and take turns.

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Achievement Strong standard

Children demonstrate impressive independence and confidently learn to manage tasks on their own. For example, they learn to wash their hands independently and are able to express, with assurance, the reasons behind keeping germs at bay. At snack time, they develop practical skills such as buttering their toast. Children then confidently dress themselves with ease, demonstrating increasing self-reliance before heading outdoors to play. Children develop a positive attitude towards learning and persevere when faced with new challenges.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has built secure and nurturing relationships with the children, who demonstrate they are happy and settled in her care. She tailors her practice to meet children's individual needs and quickly adapts to follow children's interests and ideas. The childminder is an excellent role model for behaviour and has high expectations for the children in her care. Children learn to respect each other, share and take turns. They demonstrate behavioural skills exceeding those expected typically for their age. For example, the childminder gives gentle reminders about sharing. Children negotiate between themselves whose turn is next and kindly share toys with each other.

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Behaviour, attitudes and establishing routines Strong standard

Children listen attentively and follow instructions with ease, demonstrating a clear understanding of daily routines. They take genuine pride in helping during tidy-up time. Additionally, they benefit from regular praise from the childminder. This helps children to develop self-confidence and feel valued. Children are very independent and have a positive attitude towards learning. The childminder encourages them to be curious and explore the resources on offer. She encourages prompt and regular attendance with parents and carers and understands the need to follow up on absences quickly. This helps children to attend consistently and settle quickly into the day.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about providing an environment where children feel safe and ready to learn. She ensures that her policies and practices reflect the high priority that she places on children's wellbeing. The childminder is incredibly nurturing and builds secure, trusting relationships with children and their families from the start. Highly effective settling-in procedures support children when starting with the childminder. She works in respectful, close partnership with parents and carers, who share a wealth of information about their children to support the settling-in process. Impressive routines are in place, especially for mealtimes. Children learn to be very independent as they help prepare their meals and snacks and learn the importance of healthy eating. For instance, the childminder is intentional in her discussions with children about what foods are healthy, such as fresh fruits. Children have daily access to the

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Children's welfare and wellbeing Strong standard

childminder's well-resourced garden where they learn to take risks and how to keep themselves safe. The childminder also takes children on regular outings to local parks, playgroups and playgrounds to further support children's physical development. The childminder teaches children good hygiene procedures as children learn to wash their hands independently and how to wipe their own noses. As a result, children learn positive lifelong healthy habits.

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Curriculum and teaching Strong standard

The childminder provides a high-quality curriculum and has a good understanding of how children learn and what she can do to support children to make good progress. She has a deep understanding of different learning styles and patterns of play and uses this to plan a range of exciting experiences for children. The childminder uses assessment effectively to evaluate children's understanding and identify gaps in learning. She uses her observational information to adapt her teaching and ensure that activities are tailored to children's individual starting points to build on their previous learning.

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Curriculum and teaching Strong standard

The childminder's quality of teaching and her interactions are excellent. She is a positive role model for communication, always talking with children, introducing new vocabulary and extending their learning. She adapts her teaching to meet the different needs of the children and is very inclusive. The childminder makes the most of all opportunities to respond to children's curiosity. For example, she provides recycled materials alongside children's other toys to spark their interest. Children delight in exploring different materials and textures and are encouraged to try things out for themselves and explore ideas. The childminder also supports children's early understanding of mathematics as she introduces mathematics concepts during play as children learn to count objects and compare sizes and shapes. She encourages children's love of books as well as having a wide range of high-quality books and story props for children to explore. She skilfully helps children to recall previous learning

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Curriculum and teaching Strong standard

about stories during their play. This high-quality teaching continually strengthens children's knowledge and skills, helping them to be ready for what comes next.

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Inclusion Strong standard

The childminder demonstrates a robust understanding of supporting children that face barriers to their learning, such as disadvantaged children or those with special educational needs and/or disabilities. She closely monitors children's development through detailed progress checks that she shares with parents and carers. The childminder is swift to identify gaps in children's learning or emerging delay. This enables her to put plans and strategies in place to close gaps in children's learning. The childminder is extremely proactive in helping children to make progress in their learning. She is incredibly tuned in to children to ensure they feel fully included in all that the childminder provides. The childminder is highly adaptable to meet children's individual needs. For example, she skilfully applies individual plans to support children who need help in social situations or those developing their self-

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Inclusion Strong standard

regulation skills. The childminder attends high-quality training that supports her to meet the needs of children that may face barriers to their learning, such as by attending regular diversity and inclusion forums in the local authority. This enables her to know exactly how to seek out support should she welcome these children into her provision in the future. The childminder has a very clear understanding of how to make effective use of funding to make a real difference for disadvantaged children.

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Leadership and governance Strong standard

The childminder works closely with parents and carers, building positive relationships that support the children's development and care. From when children start, parents are fully involved in their children's learning, and the childminder shares policies and procedures with them. The childminder also shares a wealth of information with parents through an online application as well as guidance to support them at home on topics such as potty training, choking hazards and online safety. She supports parents to learn about important aspects of child development, such as children's patterns of play. This ensures that parents feel included in their children's learning.

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Leadership and governance Strong standard

The childminder is deeply committed to delivering high-quality practice and holds a clear vision for her setting. She collects a range of feedback from parents through discussions and questionnaires to support improvement. The childminder attends a wide range of professional development courses to further enhance her understanding of children's learning. For example, she has recently attended a course about patterns in play and how children learn, and this has had a positive impact on her understanding of learning styles. The childminder wants to extend her learning to include how she can support children with special educational needs and/or disabilities, children who are known to social care or children eligible for funding even further. She works closely with other professionals, including the local authority, other childminders and local schools, to support the smooth transition when children move on to the next stage in their learning.

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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 thrive at the childminder's provision. They are happy and settled and clearly benefit from nurturing relationships with the childminder that foster contentment and confidence in the children. The childminder knows the children incredibly well, such as their interests, learning styles and how she can support them even further. As a result, all children make excellent progress in their learning. The childminder is also very engaging and guides children through their play, introducing new concepts and ideas while also encouraging them to think of their own ideas. For example, children delight in exploring natural and recycled materials. The childminder is deeply committed to promoting children's wellbeing, ensuring that they flourish in her care. Children thoroughly enjoy their learning, for instance when the childminder follows their lead during play opportunities. This is because the childminder

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

skilfully makes learning fun, motivating children to want to learn even more. Children are curious and demonstrate continued interest as they engage in well-planned activities. The childminder teaches children to move in different ways. For instance, children learn how to throw and catch balls and take turns jumping over objects. This is supporting children's physical development.

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

The childminder manages children's behaviour well, supporting children to resolve conflicts peaceably. She is an expert role model for how to behave. As a result, children learn to share and take turns with resources. Children learn to ask if they would like a turn, and they confidently share toys between them. The childminder gives lots of positive praise, reinforcing children's good behaviour. Children learn how to use resources and explore safely as they think about what they are doing and the impact on themselves and others.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Facts and figures used on inspection

Between activities, children enjoy helping to tidy up and listen well to the childminder. They understand the childminder's very well-established routines.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and parents and carers 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. 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. 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

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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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