Childminder

Childminder

Unique reference number (URN): EY409534 Registered with Ofsted: 12/05/2010 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 positive progress from their starting points across all areas of learning. All children are very well prepared for the next stage in their learning. For example, children are extremely confident and independent learners. They make consistent progress through the curriculum. which focuses on their personal, social and emotional development. This helps children feel safe and confident in their learning. Children enjoy including others in their play and show kindness and respect for the other children and the childminder. They work cooperatively taking turns.

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Achievement Strong standard

Children are developing remarkable listening and attention skills. They are highly engaged when listening to stories and also when singing traditional nursery rhymes using well- resourced props. These activities support early literacy skills and help children develop a love of reading. This continued progress prepares them effectively for their next stage of learning. Children with special educational needs and/or disabilities also make sustained progress because well-planned, individualised interventions effectively reduce barriers to learning and enable them to thrive.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forms caring and trusting relationships with the children. She consistently removes barriers to learning and gives children the time they need to express their thoughts and feelings. The childminder has a thorough knowledge of each child's individual needs and preferences. She addresses these needs as they arise, for example by sourcing a baby wipe warmer for a child who gets upset with cold wipes. The childminder models positive behaviour and adapts her high expectations to suit the needs and stages of the children. There is a clear culture of kindness and respect in the childminder's home. This is reflected in children's behaviour with each other throughout the day. Children enjoy celebrating each other's achievements.

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Behaviour, attitudes and establishing routines Strong standard

Children display excellent behaviour with a 'can do' attitude to learning. This is aided by embedded routines. For example, when the childminder tells children, 'It's after 10 o'clock. What does that mean?', children respond with, 'The neighbours are awake so we can play out.' Children then happily retrieve their coats and shoes, and begin to attempt to put these on independently. The childminder provides an abundance of praise as children happily cooperate with their care routines and transition between activities and mealtimes. The childminder shares her expectations about children's punctuality and attendance with parents. This ensures that all children benefit fully from their time in her care.

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Children's welfare and wellbeing Strong standard

The childminder places high importance on the welfare and wellbeing of the children and puts this at the heart of her practice. She has fostered a culture of respect, kindness and consideration in a highly nurturing and safe environment where all children feel valued and flourish. Children enthusiastically join in with positive affirmations, and their faces beam as they receive praise throughout the day. Children demonstrate loving, established relationships with the childminder, who gives them lots of encouragement and reassurance. She knows children very well and can recognise their needs, such as being tired earlier than usual or feeling shy because a visitor is in the room.

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Children's welfare and wellbeing Strong standard

The childminder follows safe sleep and safer eating guidelines, with a good understanding of allergy awareness. She encourages children to eat fruit and vegetables by linking the colours of the food to the benefits to the body. For example, a child says that orange is good for seeing in the dark and red is good for your heart.

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Children's welfare and wellbeing Strong standard

Children enjoy daily yoga with the childminder and then practise exercises. Children discuss how they feel calm after yoga and they are regulated to begin the day. Children benefit from fresh air and exercise daily. This is extended by walks to the local park to refill the book locker that they have installed there for other children to enjoy. The childminder adapts resources for children with special educational needs and/or disabilities to ensure that they are also able to develop their physical skills.

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Curriculum and teaching Strong standard

The childminder has a thorough knowledge of child development. Communication and language are given high priority in the curriculum. She models new words and explains the meaning. She has meaningful interactions with children. She skilfully provides opportunities for children to develop their independence and resilience, such as attempting to put on their own coats and shoes before playing out.

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Curriculum and teaching Strong standard

The childminder adapts teaching according to the needs of children with special educational needs and/or disabilities to ensure they are able to access the same curriculum, for example by creating bespoke books for children. She considers children's previous learning and is actively assessing throughout every activity. For example, when the children play the instruments in time to the beat, the childminder updates her assessment records as soon as she sees new learning in action.

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Curriculum and teaching Strong standard

The childminder uses every opportunity to integrate mathematical vocabulary and concepts. During lunch preparation, children are exposed to concepts such as weight and capacity. For example, while filling cups with water, the childminder says, 'This one has more in. Is it heavier? Lift both of them up. Which one is lighter? Can you fill it up nearly to the top? Do we need more?' This continuous exposure to mathematical language ensures that children have the vocabulary to link to practical understanding.

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Inclusion Strong standard

The childminder has created a highly inclusive setting where all children can flourish. She knows what is typical of children in her setting and swiftly identifies children who require additional support. The childminder's expectations for children with special educational needs and/or disabilities (SEND) are very high. Children with SEND make excellent progress alongside their peers as they feel respected, included and confident to be themselves.

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Inclusion Strong standard

The childminder applies her specialist training and knowledge effectively, using a graduated approach to tailor interventions that meet each child's individual needs. She understands the complex and diverse barriers some children can face that impact on their achievement. The childminder uses additional funding thoughtfully. She considers the specific needs of each child, with a focus on developing wellbeing and confidence. This helps to break down barriers to their learning.

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Inclusion Strong standard

The childminder collaborates closely with the settings children are moving on to. She ensures that they have a thorough understanding of each child's individual needs and the effective strategies she is using at her setting. She works with external professionals when appropriate to ensure consistency and shared support. The childminder holds regular discussions with parents and carers, sharing progress updates, next steps and strategies that work in the setting. She has been proactive in creating exciting resources in order to break down barriers to learning. She encourages these to be shared at home to inspire children's love of learning. Working collaboratively with all parties has a significant impact in ensuring that no child is disadvantaged by their circumstances.

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Leadership and governance Strong standard

A secure culture of continuous improvement underpins the childminder's practice. She is proactive in developing her knowledge of early years education and engages in professional development to inform this. The childminder is well prepared to meet the diverse needs of all children in her care. She adapts resources and provision to give all children equal opportunity to access early education. This ensures every child can take part and make rapid and consistent progress. The childminder promotes children's social development through varied outings. They visit a wide range of amenities in the local community, broadening children's social interactions. These activities offer valuable opportunities to reflect on practice to inform future planning.

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Leadership and governance Strong standard

The childminder has established strong relationships with parents and ensures that they are updated on all aspects of their child's care. She has a detailed and perceptive analysis of the context of her setting and has initiated several community projects. These include establishing 'Friends of Saxon Park', creating a book locker in the park to share a love of books. She also leads a local toy appeal for disadvantaged children. The childminder shares her strong practice with local childminders and works effectively to support those new to the role.

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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 are extremely well cared for in this safe, nurturing and inclusive environment. Children are happy and settled, as they have secure attachments with the childminder, who quickly identifies any barriers to learning. She responds promptly and considerately to their individual needs. This means that children feel emotionally secure and explore activities with confidence. Children are motivated, enthusiastic and deeply engaged in all activities that the childminder carefully plans to be adaptable to all ages and developmental abilities.

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Inspector:

Sue Heathcote Children participate in small-group activities with the childminder for a prolonged period. They remain captivated as they sing and keep the beat with instruments. Children then continue to sing their favourite nursery rhymes, with some choosing to stand up and sing solo to the group. Children cuddle around the childminder as she reads them their favourite stories. They eagerly listen and join in with the repetition of their favourite parts of the text and identify features of pictures while naming sea creatures.

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Inspector:

The childminder engages consistently in supporting the children's play and learning. She observes children closely and offers individual support to extend their thinking and language with consideration to each child's unique learning journey. The childminder consistently models language by narrating children's play, asking open-ended questions and engaging them in conversations. She uses and explains ambitious vocabulary, such as 'intrigued' and 'curious'. The childminder uses every opening as a teaching opportunity, for example encouraging the children to problem-solve when the outdoor toys were wet and they wanted to play on them.

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Inspector:

The childminder delivers a curriculum with wellbeing at the heart of her practice. Children practise daily yoga and positive affirmation, and they enjoy receiving praise from the childminder and their friends. Children are kind and thoughtful as they play alongside each other. The curriculum sets high expectations, and the children thrive in it. They gain important skills that support their independence and their growing confidence.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Knowsley Metropolitan Borough Council

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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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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

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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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