Childminder

Childminder

Unique reference number (URN): 2805326 Registered with Ofsted: 23/10/2024 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

All children, including those who may face barriers to the learning and/or wellbeing make significant progress from their starting points. Children become confident communicators and show understanding of what is said. They follow simple instructions and learn how to manage their emotions, to help them collaborate with each other, share and take turns in play. Children gain increasing control as they learn to safely climb steps to enjoy the thrill of the slide. They run, kick balls and negotiate space as they ride on tricycles in the garden. Children frequently choose books to share with their friends, taking turns to touch and feel different textures on the pages. They repeat the words that describe the textures and start to use them in different contexts. Children compare the size and colour of fruit they eat at snack time and count how many grapes they each have. They thoroughly enjoy their time

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Achievement Strong standard

with the childminder as they gain the skills and knowledge they need to support the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a welcoming environment where children are truly valued. She acts as a consistent and effective role model who is kind and nurturing with high expectations for all children. The childminder establishes secure bonds with children and provides consistent and calm reminders when needed, to help children learn how to behave well. She provides children with clear explanations that help them learn to take turns and to respect each other's rights to play. This ensures that all children, especially those who may face barriers to learning, receive guidance that is appropriately adapted to help them get along with each other. The childminder establishes effective and supportive partnerships with parents. She provides parents with information about how she supports children's behaviour in the setting and collaborates with them to ensure children benefit from a consistent approach. The childminder works with parents to promote the benefits of regular

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Behaviour, attitudes and establishing routines Strong standard

attendance for their children. She prioritises any extra sessions that become available for children who may face barriers to learning. This is welcomed by parents and enjoyed by their children.

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Children's welfare and wellbeing Strong standard

The childminder has children's interests at the heart of all she does. She provides a very nurturing environment that helps children to thrive. The childminder is very respectful towards children and takes steps to ensure their wellbeing and welfare are protected but also empowers children to learn to manage this independently. She builds secure relationships with children and knows them well. She recognises the nuanced changes in children's behaviour that indicate they may be feeling hungry, thirsty or tired. The childminder discusses this with them to help them begin to identify these feelings and decide what they need. Children who may need extra help, such as the youngest or those with special educational needs and/or disabilities receive tailored first-rate care that also recognises their increased vulnerability. The childminder acts as an excellent role model for children to be kind, respectful and compassionate towards each other. She encourages

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Children's welfare and wellbeing Strong standard

children to talk about how they are feeling and supports them to develop strategies that help them begin to self-regulate.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's good health and develops children's understanding of how to follow healthy lifestyles. She encourages children to be active throughout the day, playing games in the garden and through regular outings to local parks.

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Curriculum and teaching Strong standard

The childminder has established a curriculum that is designed to help children gain the key skills and knowledge they need for the next stage in their education. She knows children very well and through regular assessment of their progress in learning, plans precisely for what they need to know next. The childminder places a high priority on supporting children's communication and language development. She effortlessly adapts her teaching to the age and stage of development of each child, ensuring that children who may face barriers to learning receive equal opportunities to learn. The childminder gives children detailed explanations that help them build a wide vocabulary and gain a deep understanding. She very naturally weaves mathematical language and concepts such as number, shapes, space and measure into everyday routines. The childminder ensures all children have plenty of opportunities to practise new skills, as she understands that they benefit from repetition to

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Curriculum and teaching Strong standard

help embed new knowledge. From the start, children build secure bonds with the childminder and learn to share and take turns as they play. The childminder purposefully plans to help children gain increasing control of their bodies and movement. She includes opportunities that build balance, stamina and work towards control and coordination, for example to establish a pencil grip.

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Inclusion Strong standard

The experienced childminder has a secure understanding of typical child development and how to support children with special educational needs and/or disabilities (SEND) and any children who may face barriers to learning and/or wellbeing. She swiftly identifies any possible delays in children's learning and development. The childminder makes highly effective assessments of children's progress in their learning. She quickly and sensitively shares information with parents about what she has noticed. The childminder uses her professional knowledge to adapt and tailor teaching to ensure children have the best support to catch up. She helps parents to access and navigate professional guidance available from external agencies if needed, and any additional funding their child may be entitled to receive. She has each child's best interests at the heart of her practice and is very motivated to reduce any barriers to children's learning. The childminder skilfully plans

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Inclusion Strong standard

appropriate and achievable next steps for children with SEND, collaborating with any professionals that are also involved. Parents notice the progress their child makes and appreciate the childminder's open and informed approach that helps them understand how to help their child at home. The childminder consults with parents to ensure any additional funding entitlement is used to support their child and closely monitors the impact.

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Leadership and governance Strong standard

The experienced childminder has high expectations for all children that attend. She is driven in her work to act in all children's best interests and advocate for them. The childminder has a deep understanding of typical child development and is committed to developing this even further. She makes accurate use of self-evaluation and uses this together with her knowledge of children's interests and individual learning needs to precisely target her plans for ongoing self-development. For example, she has completed training in British Sign Language and continues to use signing with all children to support their communication and language development.

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Leadership and governance Strong standard

Parents are very positive about the childminder. They notice what their child can do and knows as a result of attending the childminder's setting. They say that they feel well informed about what their child is learning and how to help them at home. The childminder works well with other professionals to help her meet children's individual needs and to develop her knowledge. She has established links with other local childminders and organises her work efficiently to ensure that she safeguards her wellbeing and work-life balance.

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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 thoroughly enjoy attending the childminder's setting. The childminder explains the benefits to parents of their child's regular attendance. Children establish secure and trusting bonds with the childminder and are confident to seek reassurance should they need it. Children know what to expect. They are familiar with the routine and settle quickly to their chosen play. Children behave well, showing respect towards the childminder and her home. They seek each other out to play and explore together. Children learn to take turns as they wait for their friend to vacate the slide before they gleefully glide down. This helps them to consider the safety of themselves and their friends. Parents say that they are welcomed into the childminder's home and that they highly value the relationships they and their children have with her. This contributes to the high levels of self-esteem children gain together with a

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

Parents say that they are in awe of the progress their children have made since they started attending. Children are keen to play and engage with the childminder. They are inspired to learn more. Children learn how to mix colours together when painting to have the colour of their choice, in this instance, pink. They show curiosity as they make patterns when they roll plastic egg shapes through the paint. Children stay longer to explore the paint, building concentration and attention skills. They strengthen their physicality by standing to engage in the activity as well as gaining increasing control to use utensils such as paintbrushes. Children especially enjoy looking at books of their choice that the childminder reads with enthusiasm. They snuggle up together, so that they all can see the pictures and take turns to experience different textures in some of the books. Children thrive in the childminder's

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

care. They gain positive attitudes to learning and develop the skills they need to be ready for the next stage in their education.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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 ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder 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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