Childminder

Childminder

Unique reference number (URN): 2765768 Registered with Ofsted: 08/01/2024 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 make excellent progress across all areas of the curriculum. They are extremely polite, well mannered and kind to one another. For example, children thank staff for help without prompting and they ask after each other's wellbeing. Children become confident communicators at the setting. They develop a rich vocabulary and converse effectively with each other and adults. Children who have speech and language difficulties progress well from their starting points.

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Achievement Strong standard

Children become confident in taking care of their own personal needs. For example, older children put their own shoes and coats on, and younger children feed themselves using cutlery. They become proficient in other important life skills, such as tidying up, preparing lunch, cooking and gardening. Children develop a strong self of self at the setting. They are confident and express themselves freely using language, movement and art. Children leave the setting as confident and curious learners, who are extremely well prepared for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children learn and develop positive attitudes and behaviours in this well-organised and harmonious environment. Clear and consistent routines support children to understand and anticipate the daily flow of the setting. This helps them to feel calm and emotionally secure. All children attend well and are punctual and so are forming excellent habits that will support later learning.

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Behaviour, attitudes and establishing routines Strong standard

There are high expectations for children's behaviour that are embedded within the setting. Older children understand and model exemplary behaviour and staff support younger children to successfully achieve the expectations. For example, older children listen and engage attentively during group sessions while staff support younger children to join by encouraging and engaging them. This means that staff consistently enable children's best possible behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Staff model respectful and positive relationships. They consistently encourage and support children to collaborate and get along with each other. They plan group activities that promote sharing and teamwork. Children are respectful and kind to one another. For example, they call each other by name as they interact positively throughout the day and when a child trips over another helps them up. This helps children to interact well socially and build positive relationships with others.

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Children's welfare and wellbeing Strong standard

Children's happiness and wellbeing are at the heart of everything the staff do. Staff develop warm and secure bonds with the children and they laugh together frequently. For example, children embrace staff, ask them questions and approach them for help when they need it. This shows that children enjoy being with the staff and feel very safe and comfortable in the setting. The childminder knows and understands the children in her care extremely well. She

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Expected standard

learns about and responds to their interests and keeps herself updated on their home experiences. This means that she can adapt her teaching and provision to meet the needs of all children.

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Expected standard

Developing children's emotional wellbeing is a priority. For example, staff talk to children about feelings using books, felt faces and emotion cards and stones. This helps children to recognise, express and manage their emotions, which leads to a secure sense of emotional wellbeing.

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Expected standard

The childminder promotes healthy attitudes and lifestyles. Daily outdoor learning and walks to the park, whatever the weather, provides children with plenty of fresh air and exercise. The childminder uses appropriate guidance to ensure she provides the children with a healthy and nutritious diet. Parents report that children eat a more varied diet at the setting. Sleep, hygiene and mealtime routines are highly effective and tailored to the needs of children at different stages of development.

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Curriculum and teaching Strong standard

The childminder offers a rich and varied curriculum that covers the 7 areas of learning and development. The curriculum focuses on events and the seasons. For example, activities are planned around British Science week, Mental Health Week, World Book Day and Wild Art Day. This helps to expand children's interests. The childminder is highly responsive to and led by children's interests and fascinations. Outdoor play is integral at this nurturing setting as this is where children develop crucial physical, personal, social and emotional skills.

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Curriculum and teaching Strong standard

The childminder uses effective teaching techniques. She links new information to prior learning and children's experiences, models and presents clear examples for new concepts, and provides opportunities for children to practise and build on their new learning. For example, before planting seeds outdoors children talk about the plants in the environment, their experiences of growing plants, watch an informative video clip of a seed growing into a plant and they practise planting seeds and caring for them. This supports children to know more, to remember and do more.

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Curriculum and teaching Strong standard

Children enjoy learning new words. The childminder introduces new words, such as 'seed, trowel, compost' using objects and word cards to explain and demonstrate their meaning and the children repeat the words in new contexts. Children and staff use mathematical language, such as colour, shape and numeral names, throughout play. This helps children to widen their vocabulary across the curriculum.

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Inclusion Expected standard

The childminder recognises each child as being unique. She celebrates children's important events, such as birthdays and graduations. This shows children that they are valued and supports them to feel a strong sense of belonging within the setting. The childminder creates an inclusive environment for all children. Children learn about people through stories and celebrations from a wide range of cultures and religions. For example, they complete activities and hear stories that enable them to learn about Diwali, Easter, Holi and Lunar New Year.

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Inclusion Expected standard

The childminder identifies children's needs through closely observing them. If a child is identified as having a barrier to learning, the childminder works with families to ensure children receive the support they need. She typically puts strategies into place, monitors their progress, reviews the support and assesses its impact. The childminder knows how to seek advice from specialist professionals to strengthen support for children's specific needs. She adapts teaching depending on the age and stage of each child. This means that teaching and learning are developmentally appropriate for each child.

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Inclusion Expected standard

The childminder makes parents aware of the additional funding their child may be entitled to. Although she currently has no experience of receiving additional funding, she is aware of how to use it to improve the education of children.

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Leadership and governance Expected standard

Overall, the childminder understands what quality teaching and provision looks like. She securely identifies areas of strength in her practice. However, she is less confident in recognising areas for future improvement in order to build on the quality of her provision even further. The childminder provides her assistants with regular constructive feedback and training to ensure effective teaching and practice is embedded across the whole setting. However, professional development opportunities are not always precisely matched to improvement priorities and the individual needs of staff. This impacts staff's potential to promote the very best possible outcomes for children.

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Leadership and governance Expected standard

Staff feel valued, that their workload is manageable and that they are well prepared to do their role. Parents feel that their children are receiving the best start at the setting. They report that their children love attending and that they are thriving at the setting. They feel that they are kept well informed of what their children are doing. They feel that their children are making excellent progress, particularly in their confidence, language development and social interaction. All parents would recommend the setting to others.

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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 thrive at this nurturing and homely setting. They are extremely settled and happy as they explore the childminder's home. Children develop warm and close bonds with the childminder, her assistants and each other. Everyone in the setting treats each other with kindness and respect.

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

Children's wellbeing, independence and curiosity are supported well. The childminder has extensive knowledge and experience of working with young children. She continually observe children to assess what they know and can do and plan for their next steps. The childminder plans a wide variety of exciting and stimulating activities that children are eager to participant in. Staff use their in-depth knowledge of each child and their interests to further shape the curriculum. This motivates children to learn and helps them to make the best possible progress.

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

The children benefit from consistent and predictable routines. They anticipate and eagerly engage in daily healthy mealtimes, music and movement sessions and nursery rhyme and story times. Children learn outside every day for extended periods of time. They plant seeds, paint plant pots, pour and transport water, climb slides and role play. This supports them to develop knowledge and skills across all areas of learning and development.

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

Children are supported to develop a love of reading. The childminder provides a cosy and inviting reading teepee and links learning to high-quality books. For example, children act out the story 'We're Going on a Bear Hunt' by walking through sensory trays filled with mud, water and sand. Children then re-visit the story, learning and joining in with the story language and repetitive phrases. This builds language and strengthens children's understanding of books.

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

Children have plenty of opportunities to express themselves creatively. For example, they frequently create large scale art together and discuss their feelings about their creations. They enjoy daily music and movement sessions, where they dance, twirl and freeze to the music. This helps children to develop high levels of confidence and self-esteem. This prepares them well for their next stage in learning.

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Next steps

The childminder should strengthen the procedures in place for evaluating teaching and practice to ensure the provision improves to the highest level. The childminder should ensure that professional learning opportunities are precisely matched to improvement priorities to promote the very best possible outcomes for children.

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About this inspection

The inspector spoke with the childminder, assistants, 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 : 08:00 - 16:00

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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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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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