Childminder

Childminder

Unique reference number (URN): 2791618 Registered with Ofsted: 03/07/2024 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 demonstrate the wide range of skills that they learn. They are confident communicators and use a wide range of language. They point out colours, adding that the colours are 'light' or 'dark'.

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Achievement Strong standard

Outdoors, children demonstrate their physical skills. They balance, jump and skilfully pedal wheeled toys. They are increasingly independent as they make choices during play. Children wipe their noses and wash their hands. They chop their own fruit and ask for more milk and more fruit. They say 'please' and 'thank you'. They use cutlery with confidence.

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Achievement Strong standard

Children with special educational needs and/or disabilities make rapid progress from their starting points. They develop their vocabulary and build positive relationships with their peers. They develop confidence in playing alongside other children, developing their social skills. All children are extremely well prepared for school when the time comes.

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Curriculum and teaching Strong standard

The childminder carefully considers her curriculum to ensure that it always meets the needs of all children. This includes children with special educational needs and/or disabilities so that they make excellent progress in their development. Highly purposeful interventions focus on the right areas for development and what the childminder wants children to learn next.

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Curriculum and teaching Strong standard

The childminder consistently promotes children's mathematical development. She introduces a wide range of mathematical vocabulary and concepts that help children to develop their skills. She teaches them positional language and explores concepts of weight, space and measure. This is intertwined into a wide array of activities so that this is fully embedded.

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Curriculum and teaching Strong standard

Thoughtful consideration is given to promoting the development of children's communication and language skills. The childminder is thorough in her approach to creating a language-rich environment where children hear words that help them to build an extensive range of vocabulary. The use of books, stories and rhymes enhances this further.

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Curriculum and teaching Strong standard

High priority is given to developing children's physical skills. The childminder provides many opportunities for children to develop their small-muscle skills. For example, they carefully concentrate as they try to fit small objects into corresponding holes.

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Inclusion Strong standard

The childminder demonstrates the tangible impact that she has on the experiences and development of children with special educational needs and/or disabilities (SEND). She precisely focuses on children's needs to ensure that she is providing the best possible high- quality learning that helps children with SEND to thrive and enjoy their time with the childminder.

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Expected standard

There are highly effective partnerships with parents and other professionals that support her to provide learning that consistently meets the needs of children with SEND. She regularly reviews children's progress and plans further opportunities and learning to help them to make even further progress. When children are identified as having barriers to learning, swift referrals for additional support ensure that all children receive the right support when they need it.

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Expected standard

Additional training focusing on supporting children's communication and language development has a noted impact on children's development. The childminder shares these strategies with parents so that they can do these at home. This contributes to the rapid progress that children with SEND make from their starting points.

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Expected standard

The childminder works with parents to consider how additional funding can be used to support children's learning and ensure that it is used to help children continue to make progress.

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Leadership and governance Strong standard

The childminder consistently and thoroughly reviews her practice. She is fully aware of her own priorities for development and where her strengths are. She knows the children extremely well and uses her evaluations to finely tune her curriculum. In addition, training and development opportunities are precisely focused to match her priorities for development. Consistent and ongoing professional development undertaken by the childminder and her assistant has a positive impact on children's ongoing development. For example, focused development opportunities that enhance their practice to support children with special educational needs and/or disabilities contribute to the rapid progress that children make.

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Leadership and governance Strong standard

The childminder has identified that children would benefit from further enhancements to her outdoor provision so that she can promote even more learning across all areas of the curriculum outdoors. She has identified this as a result of knowing the needs of her current cohort of children and their prior experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally supports children to learn what is expected of them. They tidy up their toys and share with their peers. The childminder uses praise well to encourage children to continue to do what is expected of them. The childminder consistently supports children to develop positive relationships with each other. They promote kindness, turn-taking and sharing across all activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder responds to children's behaviour in a sensitive way. She is responsive to their needs and adapts her response appropriately. Children typically demonstrate positive behaviour. The childminder recognises when barriers to learning that children have may impact on their behaviour and responds appropriately. The childminder promotes good attendance. She provides information to parents about the importance of attending regularly, so that children benefit from the learning provided. All children have regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to focus and engage in learning. She asks thoughtful open- ended questions to help children to think independently and remain interested in their learning. She ensures that adults and children build positive relationships so that children can ask for help when they need it.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/or disabilities, build positive relationships with the childminder. These relationships are built on trust and a feeling of safety. Care routines support children's emotional wellbeing and further develop security and self-esteem.

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Children's welfare and wellbeing Expected standard

The childminder helps children to understand and regulate their emotions. She uses books and stories to help children to relate to feelings and what might make them feel that way. Children go to the childminder for cuddles and reassurance that is readily offered.

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Children's welfare and wellbeing Expected standard

The childminder provides many opportunities that promote children's overall physical health. They benefit from fresh air and access to open outdoor spaces where they learn to climb, run, jump and be active. She talks to children about the importance of being active.

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Children's welfare and wellbeing Expected standard

The childminder promotes good oral health and hygiene. Children enjoy these activities. The childminder should enhance this further by being clear with children that they are doing these activities to promote their good health and wellbeing so that children can consistently and independently make their own healthy choices.

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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 have a positive sense of belonging through the caring and nurturing relationships that they build with the childminder and each other. This helps them to feel safe and secure and to engage in the interesting and exciting opportunities available to them. The childminder designs a curriculum that meets all children's needs. Children with special educational needs and/or disabilities benefit from learning and experiences that are tailored specifically for them. For example, furniture is carefully arranged to provide access at child level. These additional enhancements and adaptations are well thought out so that all children can access the whole curriculum.

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

Children enjoy exploring a light box with interesting objects. The childminder uses this as an opportunity to promote language. As children explore, she uses words such as 'squishy' and 'bumpy'. The childminder demonstrates how to do new things that have been introduced. For example, she demonstrates how to push and pull bendy objects to make them bigger or smaller. Children watch and have a go themselves, mastering this skill after a few minutes.

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

The childminder shares books with children. They enjoy 'Superworm', and children recall the name of the character in the book. They sit and listen as the childminder leaves gaps in the story for children to fill in. Children recall that honey is sticky. This story is linked to several other skills that children are learning and helps them to fully embed their knowledge.

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

The childminder promotes good attendance through consistent messages to parents, and children typically attend well.

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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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Next steps

The childminder should further strengthen opportunities for children to consistently make healthy choices and understand why this is important.

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About this inspection

The inspector spoke with the childminder, her assistant, the children and parents 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.

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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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