Childminder

Childminder

Unique reference number (URN): 2736278 Registered with Ofsted: 19/09/2023 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with barriers to their learning, make excellent progress and are very well prepared for their next steps. Children understand the daily routine. They independently put on their coats when it is time to go outside and wash their hands at the sink before lunch. They have a thirst for knowledge and are curious learners. They ask questions and listen carefully. They are resilient and attempt trickier tasks by themselves before asking for help. They have a positive attitude to learning and demonstrate sustained focus, spending extended periods of time to complete challenges. For example, they dig and scoop in the sand, attempting to fill all 4 holes up to the top with sand without giving up on their goal. They confidently access the resources in the setting and take turns with equipment. They talk about what they are making. For example, when mixing different- coloured dough, they say, 'I'm making rainbow dough.' All children, including those who

p.2

Achievement Strong standard

speak English as an additional language, thrive from the language-rich environment the childminder provides.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has established an extremely enabling environment where children feel safe and secure in her home-from-home setting. She has high expectations of all children and is consistently a positive role model. As a result, children are extremely well behaved and show genuine kindness to each other. Children are well supported to get along with each other, and they make great friendships. The childminder intervenes swiftly if there is any disagreement and explains to children how to resolve the conflict. She is patient and gives children time to respond. This practice supports children to manage their feelings and cooperate in harmony with one another. The childminder offers children explicit praise for their behaviour to support their understanding of being sensible.

p.2

Behaviour, attitudes and establishing routines Strong standard

The children take pride in carrying out the daily routines. For example, after playing outdoors, they independently take off their own shoes and hang their coats up on hooks. The childminder has warm and loving bonds with the children built on responsive interactions. This enables children to have a wonderful attitude to learning, eagerly participating in activities and confidently accessing learning opportunities independently. Children focus on tasks and show superb concentration for their young age. The childminder has trusting relationships with families, which supports her to share the importance of attendance in preparing children for school.

p.2

Children's welfare and wellbeing Strong standard

The childminder goes above and beyond to ensure that all children have excellent health and wellbeing. For example, she recently visited the local dentist with the children to support their understanding of having healthy teeth. She shares guidance and strategies with parents on how to keep young children safe online. She takes children on outings to farms to pick their own fruit and vegetables. This encourages children to try new foods. In the childminder's role-play kitchen, a picture menu of healthy options is used to promote positive food choices for children to access during restaurant play. The childminder supports children to recognise different emotions and promotes discussions on how they are feeling using mirrors. The childminder offers reassurance, praise and encouragement as children play. This creates a secure foundation for confidence, resilience and positive relationships with peers and adults, which supports children to flourish.

p.2

Children's welfare and wellbeing Strong standard

The childminder ensures that all children's individual needs are met by getting to know the children very well and collecting detailed information from parents. She has completed extra training on how to support allergies and adapts mealtimes to ensure that feeding routines are safe to support children's individual needs.

p.3

Curriculum and teaching Strong standard

The childminder offers a varied, ambitious curriculum where children have consistent opportunities to develop their interests. She offers a thoughtful balance of free play and planned focused learning activities that promote children's learning and development. She uses high-quality interactions to extend children's knowledge. For example, when using pretend dentist tools, the childminder shares that the dentist's mirror is used so they can see all their teeth, at the front, back and middle. These conversations support children to understand new concepts.

p.3

Curriculum and teaching Strong standard

The childminder knows the children extremely well. This allows her to tailor learning experiences to children's abilities. This supports all children to make excellent progress from their individual starting points. The childminder adjusts her teaching to ensure that children who are less confident than others are engaged sensitively. She narrates children's play, uses gestures, introduces new vocabulary and encourages children to repeat words and phrases. Children who speak English as an additional language receive highly effective support.

p.3

Curriculum and teaching Strong standard

The childminder skilfully supports children's learning of mathematics from an early age during meaningful tasks, such as counting toys back into the box at tidy-up time. Children's physical development is promoted through the childminder's well-resourced outdoor area. Creativity and emotional development are prioritised through activities such as painting, making music and role play.

p.3

Inclusion Strong standard

The childminder has established a highly inclusive culture where all children, including those with special educational needs and/or disabilities or who speak English as an additional language, are able to thrive. For example, she uses audio books that repeat key words in both languages to make sure that children develop a secure sense of belonging and inclusion.

p.3

Inclusion Strong standard

The childminder recognises that funding should be directed towards supporting the needs of every individual child, ensuring that resources are used effectively so that every child can reach their full potential. She has a robust procedure of observing children to identify any gaps in learning and development. This supports her to provide carefully considered adaptations to make certain that all children experience success. For example, she recently purchased a light box to support children with barriers to learning with their recognition of shapes and colours.

p.3

Expected standard

The childminder works closely with parents to let them know about support and workshops that the local authority offers. She keeps parents involved in their children's learning, such as through regular conversations about progress and development. She demonstrates very clear understanding of the importance of working with external agencies where needed to support children's learning even further. Parents feel their children with medical and/or health needs are very well cared for and safe in the childminder's provision. They share that the understanding and kindness received from the childminder has made a positive impact on their family.

p.4

Leadership and governance Expected standard

The childminder is extremely passionate about providing the best care for the children at her setting. She works in close partnership with parents. The childminder keeps parents informed of their child's progress and encourages parents to share relevant information about children's experiences outside of her setting. The childminder provides parents with well-considered help to precisely target children's continued development at home.

p.4

Leadership and governance Expected standard

The childminder reflects on her provision by considering how engaged and happy the children are. She asks for feedback from parents to support her with areas of development. The childminder recognises that training should be precisely matched to her priorities for improvement to sharpen her practice even further.

p.4

Leadership and governance Expected standard

The childminder makes decisions in the best interests of all children, including those with special educational needs and/or disabilities and those who face other barriers to learning. She adapts the provision to meet children's individual needs and ensures that support is timely and appropriate. She works in close partnership with other local childminders to share good practice and has developed a support network.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy their play and explore the environment, showing high levels of focus. For example, young children concentrate on painting a flag with different colours and share their achievement with the childminder. The childminder ensures an excellent balance of child-led play and planned activities. She skilfully extends children's knowledge through high-quality conversations. All children behave well and have made positive relationships with others. They follow securely embedded routines and consistently listen and follow instructions. The childminder is a positive role model and teaches children to develop skills to play with others and understand how their actions make others feel.

p.5

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

Children are offered a rich variety of learning experiences, such as feeding the ducks or visiting animals at the zoo. She supports children to develop healthy habits from a young age by supporting their understanding of the dentist and healthy eating. The childminder also takes children to playgroups within the local area. These opportunities help children socialise as part of larger groups, which helps them prepare for school.

p.5

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

The childminder supports all children to develop independence, resilience and confidence. For example, children confidently use the climbing frame and slide in the outdoor space or push themselves along in ride-on cars. Children with special educational needs and/or disabilities or other barriers to their learning achieve well. They benefit from the consistent high levels of tailored support they receive. The childminder ensures they have everything they need to learn and succeed. She ensures that children are well cared for by getting to know them exceptionally well. Her close partnership with parents ensures that all children, including those with barriers to learning, thrive. The childminder tracks children's attendance

p.5

Facts and figures used on inspection

and follows up when they are absent to ensure that children are safe and fully benefit from their education.

p.6

Next steps

The childminder should strengthen her professional learning so that it is precisely matched to the areas of development that she has identified. The childminder should ensure continued improvement in her successful work to provide commendable levels of support and highly responsive teaching, to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke with the childminder and reviewed parents' written feedback.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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 .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8