Childminder

Childminder

Unique reference number (URN): 2784986 Registered with Ofsted: 09/05/2024 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 demonstrate that they have the knowledge and skills that will support them in future learning. They are very settled and attentive. Even the youngest children listen closely to instructions and follow them precisely. Children are confident communicators. They happily engage others in their play and use language in context. For example, they talk about 'magical narwhals' swimming up and down in the water during imaginative play. Children as young as 3 years of age recognise letter shapes from their name and are able to think of words that begin with the same letter. Children relish exploring resources and are very active learners. They use lengths of pipe to investigate how fast vehicles can move through it, they enjoy grouping items together and placing things in size order and giggle with delight as they decide to play 'pirates' and use telescopes to search for ships. All children are fully

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Achievement Strong standard

engaged and show a love for exploration and learning throughout all areas of the early years foundation stage.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has the highest expectations for all children in her care. She consistently promotes positive behaviour, is a positive role model and has clear boundaries in place. She quickly attends to any disputes that occur, gets down to the child's level and talks to them about what they could do next time. Children are very open to this approach and older children, in particular, are able to adapt to this. For example, children ask each other if they can play with a toy after their friend has finished playing with it. Children have built warm attachments with the childminder and invite her into their play with enthusiasm and excitement. Children demonstrate that they have extremely positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently supports children to understand the needs of others and celebrate their accomplishments. For example, she asks if everyone can give a child a clap as they attempt something for the first time, while telling them how proud she is of them. Children smile broadly and show genuine care and consideration for their peers. Children use a visual timetable to support them to understand routines throughout the day. They independently give each other gentle reminders. For example, as children prepare for lunch they remind each other to wash their hands because they will have 'germs' on them. Children who are not yet 3 years of age are able to follow a set of pictures showing them how to wipe their nose and place tissues in a bin. The childminder offers constant praise and encouragement, which supports children's confidence and wellbeing. The childminder understands the importance of attendance and will telephone parents or emergency

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Behaviour, attitudes and establishing routines Strong standard

contacts to promote attendance and check that children are safe if they do not arrive as expected.

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Children's welfare and wellbeing Strong standard

The childminder places children's wellbeing at the centre of her practice. She understands that children need to feel settled and secure before they can fully engage in learning opportunities. She follows routines from home as much as possible and is extremely thoughtful in her approach to provide high-quality care practices. As she changes younger children's nappies she gently sings to them and talks with them about their day, this helps children to feel relaxed and secure. Some children are in the early stages of toilet training. The childminder is patient, offering lots of praise and encouragement. Children are excited to share with their peers when they have used the toilet for the first time. They have an immense sense of pride and accomplishment.

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Children's welfare and wellbeing Strong standard

The childminder supports children with special educational needs and/or disabilities through supporting their emotional wellbeing and providing activities, which are inclusive and tailored to match their needs. Children have built secure attachments with the childminder. They go to her if they have a problem or need a reassuring hug, this helps to create a sense of security and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children are beginning to explore healthy lifestyles. They go on daily outings, which they enthusiastically call 'adventures'. These include the beach, children's museum, zoo and local park. In addition, children attend special sessions such as gymnastic groups, which supports their physical development. The childminder promotes healthy eating and encourages all children to brush their teeth after lunch, promoting good oral health. The childminder shares information with parents that helps to provide a consistent approach for children to support their overall welfare and wellbeing.

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Curriculum and teaching Strong standard

The curriculum is extremely well designed to support every child to develop in all areas of learning. The curriculum is well sequenced and builds on children's natural curiosities to inspire and engage them in learning. For example, children with an interest in vehicles look at books and sing songs to build their language skills. They go vehicle spotting and use tally charts as they explore early mathematical concepts. Children enjoy role-play scenarios as they pretend to purchase bus tickets, which helps to encourage turn-taking and cooperative play. In addition, they go on a bus ride to develop practical knowledge of vehicles and understanding of the world.

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Curriculum and teaching Strong standard

The childminder introduces new vocabulary as children play. She then opens discussion with children so they can use the vocabulary back to her in context. For example, children as young as 3 years of age enjoy exploring reflections and use words, such as magnify and ginormous. Children enjoy exploring mathematics through their play. For example, they identify numbers on mats as they sit in a circle, point to items one by one as they begin to count and understand number and begin to sort and classify objects into size order. Mathematics is taught in an engaging and fun way that allows children to recap on prior learning, try different things and make predictions. The curriculum is ambitious for every child and is differentiated to support their individual needs. All activities have a very strong rationale and are intended to support children explore and establish skills that support them in preparation for the next stage of their learning.

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Inclusion Strong standard

The childminder undertakes continual observations and rigorous assessments to identify any gaps that children may have in their learning. She adapts teaching and uses different strategies to support all children to learn and develop. For example, she teaches children sign language and uses visual timetables so children can understand what they are doing now and what they will be doing next. This helps children, particularly those children with special educational needs and/or disabilities, with their understanding and their communication and language skills. The childminder adapts her practice and the curriculum to help to narrow gaps in children's development.

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Inclusion Strong standard

The childminder considers the needs of every child and reflects on activities to ensure they are accessible for every child. For example, she encourages children who are quieter to communicate through sign language while they develop confidence in their speaking skills. Parents are encouraged to contribute to children's ongoing assessment, she recognises that children can do things differently between home and the setting. Engagement with other professionals is proactive. For example, she completes the 2 year progress checks with other carers who provide care for children, so that information for parents is consistent and benefits the education of every child. The childminder understands the importance of spending funding to have a direct positive impact on children's needs and to reduce barriers children may face.

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Leadership and governance Strong standard

The childminder is a very experienced early years teacher and childcare professional. She is extremely passionate and knowledgeable about teaching and offers focused, high-quality learning experiences for children. Everything that the childminder does is extremely well thought out to have positive impact on children's learning and development. The childminder attends targeted professional development opportunities. For example, she has a wealth of experience gained from teaching children from age 3 and up when working as a teacher, but identified her knowledge of under 3s needed developing. She sought out specialist training to develop her knowledge in this area. Training is meaningful and has a real purpose. The childminder reflects and evaluates her provision constantly to identify areas for development and challenge her thinking.

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Leadership and governance Strong standard

The childminder takes decisions that are always in the best interest of children, particularly those children with special educational needs and/or disabilities. She continually shares information with parents, invites them to be a part of assessment, shares information about planned activities and gives ideas for home learning activities. In addition, she shares national updates around areas, such as safer sleeping, oral health and transitioning to school. The childminder works superbly with other professionals. She works in partnership with other carers who also care for children to complete the progress check at age 2, this provides a consistent approach when sharing developmental information with parents. She has recently become part of the local authority lead practitioner programme. This involves working alongside other childminding practitioners, sharing ideas, taking part in training events and inviting them into her setting to discuss best practice.

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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 happy and settled, when attending this setting. They confidently move around the environment making choices, leading their own play with enthusiasm and making their needs known. They experience learning opportunities that are tailored to meet their individual needs and support them to try new things, recap on prior learning and establish new skills that are fundamental to future learning. Learning opportunities are planned to directly support children establish new skills. For example, children enjoy playing with a variety of small and large hoops pulling the hoops up their legs and arms. Activities like this

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About this setting

Unique reference number (URN): 2784986 help children with their hand and eye coordination, balance and dexterity in preparation for dressing themselves.

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About this setting

Children have built positive relationships with their peers and the childminder. Children realise that they have a contribution in the setting and that their voice is important. For example, children vote for the activity they would like to do every morning and negotiate with each other on which song they would like to listen to as they eat their lunch. Parents' views and contributions are welcomed at the setting and attendance is consistently promoted. This helps to provide consistency and nurtures children's needs.

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About this setting

Children's behaviour is superb for their age and stage of development. They exhibit excellent listening and attention skills, are beginning to understand why boundaries are in place and show care and compassion for their peers. Children make their needs known, which shows that they feel safe and able to express themselves. Every child's uniqueness is supported. For example, currently some children are fascinated by large vehicles. Children identify they can hear the refuse lorry, they excitedly rush to the front of the house, they use positional language, such as 'in front' and 'behind', and independently count the bins placed on the drive. Children are mesmerised and flourish in an environment, where every moment is a learning opportunity. All children achieve exceptionally well at this setting.

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Next steps

The childminder should develop further enriching learning opportunities in the outdoor area, for children who prefer to learn outdoors.

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About this inspection

The inspector spoke with the childminder and 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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