Childminder

Childminder

Unique reference number (URN): EY376491 Registered with Ofsted: 13/06/2008 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, including those who are disadvantaged or face barriers to their learning, make rapid progress from their starting points. They settle happily and are eager to take part in activities. Children develop their physical skills through many opportunities to play outdoors. For example, they confidently use play equipment at the local park.

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Achievement Strong standard

Children learn new words and answer questions from the childminder, which helps them to develop inquisitive thinking skills. They develop strong communication skills and are highly confident in using these to make their needs known, as well as to play together.

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Achievement Strong standard

Children develop important self-care and independence skills. They are well prepared for their next stage of learning because they understand routines, follow expectations and have secure early knowledge across key areas.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a warm, purposeful environment with clear and consistently applied expectations for behaviour. Children understand these expectations well, supported by gentle reminders, positive language and meaningful praise. Children thrive within well- established routines that promote their confidence, emotional security and overall wellbeing. The childminder joins children's play naturally, allowing them to lead while sensitively extending learning and modelling positive behaviour. This approach helps children learn to collaborate, share and work together harmoniously. Children thoroughly enjoy each other's company, for instance they laugh as they plan to hide under the table together.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are very warm and trusting. Children develop extremely positive attitudes to learning and take pride in their achievements. They are motivated, and they engage with enthusiasm. The childminder praises children for making good choices, such as helping to tidy away toys. Children know the expectations and quickly learn to manage their behaviour. For example, they know how to share toys with their friends.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance and punctuality carefully and works in effective collaboration with local pre-schools. This ensures that children receive the maximum benefit from their time at pre-school and her setting.

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Children's welfare and wellbeing Strong standard

The childminder has a very warm and calm approach, which supports strong attachments with each child. She ensures that the environment is positive and safe for children to learn. The childminder is very aware of children's individual needs. For instance, she knows younger children need to sleep, so she plans the day around their personal routines. The childminder has an excellent approach to ensuring that children's health, safety and wellbeing are at the forefront of all she does. This helps parents to feel extremely confident in the childminder's care for their children. Care practices are highly responsive; children are treated with warmth and respect throughout their care practices, and their independence is encouraged. Clear boundaries and consistent routines promote security and wellbeing. Children are encouraged to discuss emotions and use facial expressions to communicate how they feel. They are beginning to

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Children's welfare and wellbeing Strong standard

show empathy for others. For instance, when sharing a story, children describe how they would give the dragon a cuddle as he was feeling sad.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy familiar action songs and join in with enthusiasm. This supports their physical health. The childminder actively promotes healthy habits. Children enjoy healthy meals and have plenty of opportunities to play outside.

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Curriculum and teaching Strong standard

The childminder has an ambitious curriculum for all children. She has clear goals for children to achieve before they move on to school. The childminder has a secure understanding of what children already know and can do. She uses high-quality interactions to assess and understand what children know and can already do and adapts her teaching accordingly.

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Curriculum and teaching Strong standard

Children have a love of books and stories, she helps children to think and consider different outcomes to familiar stories. The childminder uses words beyond the basics to build up an abundance of vocabulary for children. For example, children learn the names of sea creatures, such as sea anemone. This helps to ensure that all children develop highly effective communication skills.

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Curriculum and teaching Strong standard

The childminder skilfully embeds mathematics into daily routines and through specific activities. Consequently, children are consistently counting and using mathematical language and concepts throughout their day. This approach is highly impactful.

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Curriculum and teaching Strong standard

The childminder's reflective practice and commitment to self-evaluation enable her to adapt the provision thoughtfully. For instance, to support children's curiosity, she provides activities that help children to express their creativity freely. She ensures that learning is enriched beyond the home environment through outings and visits, which broadens children's social experiences and supports their wider development.

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Inclusion Strong standard

Children experience an inclusive environment where their individual needs are identified swiftly and addressed with care, precision and consistency. The childminder rigorously monitors children's progress in learning and development, which helps her to identify each child's individual needs. She makes very effective plans to close these gaps rapidly. Where additional support is required, the childminder works closely with parents and other professionals to provide tailored assistance.

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Inclusion Strong standard

The childminder seeks out opportunities to extend her knowledge, such as through training. She readily shares her knowledge with parents. This supports children's learning at home and contributes to the progress children make from their starting points. The childminder is clear about the adaptations required in her provision to meet the needs of disadvantaged children. She is aware of external funding she can access to support her to achieve this. The childminder is consistent in her swift response to all children's needs. For example, she supports each child's language by adapting how she interacts with them through comments and questions. Those who need extra support are exposed to new sounds and vocabulary, and those who are more advanced are encouraged to think and expand their sentences. Subsequently, all children are progressing extremely well and thriving.

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Leadership and governance Strong standard

The childminder is highly ambitious for all children and knows what curriculum priorities she wants to focus on. She has an excellent understanding of the strengths of her setting and what improvements she would like to make next. She swiftly makes improvements based on her reflections, which are robustly linked to the children's outcomes. Positive partnership working with parents is a priority and well established. The childminder also makes every effort to maintain relationships with other settings that children attend. These support highly effective information-sharing to support children's wellbeing and learning. A consistent approach enables children to thrive.

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Leadership and governance Strong standard

The childminder promptly seeks specialist support to help when working with children where there are delays in their learning and ensures that strategies are consistently implemented. This guarantees that any barriers to learning are reduced rapidly.

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Leadership and governance Strong standard

The childminder is part of a local childminding group and, together, they identify and share good practice to support their work with children. She consistently implements any ideas and strategies learned to support her practice, and these have a very positive affect on the children. The childminder undertakes relevant continuous professional development to enhance her teaching, leadership and curriculum planning. For example, she attends a range of webinars and online training, which helps deepen her knowledge of child development.

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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

The childminder provides children with a home-from-home environment, giving them the confidence to be themselves. Her warm, caring and nurturing approach ensures that children feel safe and emotionally secure. As a result, children settle quickly and have a true sense of belonging in this happy, respectful and welcoming setting. Children are curious explorers who enjoy their learning and achieve well from their starting points. They engage deeply in activities that capture their interests, such as regular reading using fun, interesting books . These encourage children to join in with familiar stories, strengthens their memory, listening and social skills and acquire a love of books.

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

Children are extremely kind, respectful of each other and highly motivated to learn. The childminder makes sure children have a variety of social experiences that they thoroughly enjoy, such as trips to the beach with other childminders and attending weekly playgroup sessions.

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

The childminder ensures that partnerships with parents are positive, and she works collaboratively with families to support the children's learning at home. The childminder uses effective systems to ensure that all children achieve well. She adapts activities and routines to meet individual needs and ensures that the highly ambitious curriculum remains accessible to everyone. This is inclusive of children with special educational needs and/or disabilities or those with barriers to their learning. As a result, all children feel included and flourish, and they are well prepared for their next stage of learning.

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

By promoting the importance of attendance, the childminder ensures that children have the continuity and routines they need to feel secure and to engage in their learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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About this inspection

The inspector spoke with the childminder and the 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 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 .

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Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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