Childminder

Childminder

Unique reference number (URN): 2767993 Registered with Ofsted: 08/01/2024 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 are making vast amounts of progress in their development. The childminder is highly skilled. She knows where children are in their learning and what they need to learn to achieve their full potential. Children are learning skills to fully prepare them for school. For example, they have been working on strengthening their hands for early writing. This is through activities such as threading and mark making. Children have good early mathematics skills, which are continuously developing. For instance, they can count with ease and are beginning to count objects in groups quickly. Children's learning journals confirm that they are thriving in their learning.

p.2

Achievement Strong standard

Children are building on their communication and language skills very well. For example, children are asking 'why' and 'what' questions to extend their knowledge and understanding. Children have great listening and attention skills, and they focus at their chosen activity for a length of time. They have good social skills, playing alongside one another and showing to be kind and respectful.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. They listen, follow instructions and understand the routines of the day. For example, when the childminder asks to change their nappy, they go to the changing mat without hesitation. The childminder teaches them rules and to make the right choices. She consistently reassures and praises them. They feel proud of their achievements. They understand their own needs, which they explain to the childminder. For instance, when they are hungry, they show her the communication card, use signing or use their words.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have built a special bond with the nurturing childminder. She keeps them motivated and engaged by extending their play ideas. The children relish the social situations to play alongside her and the other children. They learn to take turns and share the resources. They play so nicely together. Children have a positive attitude to their learning and love the experiences on offer.

p.2

Behaviour, attitudes and establishing routines Strong standard

The parents contact the childminder if their child is not attending. The childminder makes a record of all absences, which she closely monitors. This prepares children and families for school, where attendance is a priority. The childminder ensures that children's welfare is paramount.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing and welfare. For example, the settling-in process is very robust. She ensures that the children feel safe, secure and happy with her, prior to starting. This can sometimes be a long process but is right for the children's needs. The childminder caters to children's varying needs and supports the families of children in her care through change. When children are settled, they show they feel safe and secure with the childminder. For example, they welcome unfamiliar adults into the setting and into their play.

p.2

Children's welfare and wellbeing Strong standard

The childminder understands what the children need to ensure that their wellbeing is catered for, such as spending time outdoors. The children get lots of opportunities to be outdoors, in the garden and out in the community. For instance, they enjoy visits to local parks and farms. The childminder demonstrates the importance of being outside and exercise. She also promotes healthy eating well. Children learn about new fruits, which they willingly try. The childminder holds discussions about how fruit and vegetables grow. For example, she explains how blackberries grow on bushes. The childminder also uses stories to promote healthy eating habits, such as 'Supertato'. The childminder promotes the use of good manners, particularly at mealtimes. Children use their communication skills to say or sign 'please' and 'thank you'. Children are consistently making their own healthy choices.

p.3

Curriculum and teaching Strong standard

The childminder provides an ambitious curriculum based around the children's interests and what they need to learn to develop further. The childminder motivates children to manage their own independence skills. For example, she encourages them to put on their shoes, wash their hands and access toys independently. She creates an enabling environment to promote this. Children enjoy a range of exciting activities that cover all areas of development. Their favourite area is expressive arts and design. They relish opportunities to use their skills of imagination, where they create storylines with their peers. They also love exploring the sensory activities, such as rice and sand. Children find these prospects highly stimulating.

p.3

Curriculum and teaching Strong standard

The childminder focuses on developing children's communication and language skills. She differentiates this well to support each child's age and stage of development. For example, she models new language and questions the children to extend their knowledge. When children have barriers in their learning, she uses visual aids to support them. The childminder regularly sings with the children. Within her singing, she uses animal sounds, repetition and adjectives, which makes a significant impact on their language. Children have a love for books. The childminder enthusiastically reads the books, keeping the children immersed in the story. They hold discussions relating to the pictures and characters. Children are fully engaged, showing good listening and attention skills.

p.3

Curriculum and teaching Strong standard

The childminder teaches the children new mathematical concepts. For example, she teaches them about right angles. Children ask questions relating to other mathematical equipment, such as, 'What is this shape brick?' Children have access to numbers, shapes and colours to extend their development. The childminder gets the children to count frequently, focusing on an amount at a time. For example, they work with numbers up to 3, before moving on. Older children are learning to count objects in groups quickly in preparation for school. Children's mathematical skills are highly impressive and have developed effectively since starting with the childminder.

p.3

Curriculum and teaching Strong standard

The childminder promotes physical development well. Children use a range of tools to extend their fine motor skills. For example, they use a range of utensils to explore and transport rice. Children extend their gross motor skills outside, such as by riding vehicles. They regularly visit parks, where children explore different ways of moving, including climbing and balancing. Children have excellent physical development skills.

p.3

Inclusion Strong standard

The childminder has extensive knowledge of how to identify barriers in children's learning. She swiftly makes accurate and appropriate referrals to ensure that children with special educational needs and/or disabilities (SEND) thrive in their development. The childminder works with external agencies and families to offer the best support for these children. For example, she works alongside speech and language therapists and Portage advisers. She uses strategies they advise consistently, such as signing, visual aids and Now and Next boards. These strategies support children with their communication skills, but also during transition times. This helps children feel valued because they can express their wants and needs. For instance, she uses visual aids at snack time, with children using the communication cards to point to which food they want and if they want more. They use signing to say 'please' and 'thank you'. The childminder differentiates her activities to meet

p.4

Inclusion Strong standard

the needs of all children. They take pleasure in the experiences on offer in this very inclusive setting.

p.4

Inclusion Strong standard

The childminder has focused her professional development on extending her knowledge in SEND. This is relevant to the children in her care and shown to be highly effective. She has worked with external agencies and local schools and taken part in online training to further her skill set. For example, her training includes autism awareness, sensory integration and sensory profile training. The childminder follows an individual education plan to ensure that children thrive in their learning. She updates these regularly and tracks the children's progression. The childminder has high expectations for all children. For example, she worked with the children on their concentration, and children who could only focus for a small amount of time can now focus for over 10 minutes.

p.4

Leadership and governance Strong standard

The childminder's capabilities are highly impressive. She is experienced in teaching children new skills that extend their knowledge and understanding. She uses this strength to ensure that children flourish in her care. When she comes across an area of little knowledge or difficulties, she is quick to acquire learning in this area. For instance, she works with experts in local settings and networks with other childminders. The childminder often extends her professional development by participating in relevant training to support the children in her care. For example, she has completed training on nurturing little minds, children with special educational needs and/or disabilities and child development. The childminder regularly reviews her policies, adapts risk assessments and reflects on her practice. This ensures that she continuously brings on improvement within her setting.

p.4

Leadership and governance Strong standard

The childminder keeps records to ensure that the children are thriving in their development. She works with external agencies and families to thoroughly support the children in her care. For example, she works with speech and language therapists, using individual education plans for children. The childminder communicates well with parents. She tells them what their child is working on and how they can support them at home. She also shares the child's personal achievements with them. Parents are absolutely thrilled with the care provided for their child. They confirm that the childminder provides a safe, structured and caring environment. Parents comment that the childminder provides stimulating activities and that she is nurturing, dedicated and highly skilled.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 are extremely happy and enjoy their time with the childminder. When they arrive at her home, they follow the routines immediately. For example, they take their shoes off.

p.5

Inspector:

Harriet Povey Children confidently explore all the resources on offer. Children have a wealth of opportunities that follow their interests and develop their knowledge further. They love being outdoors and enjoy going out in the community. Children are presented with new experiences that bring their learning to life. For instance, they visit the local farm, museums and rhyme time at the library. These experiences teach children about the world around them and how to stay safe when out in the local area. Children are thriving in their development.

p.6

Inspector:

Children are confident, independent learners. They know their own wants and needs, and they express these well. Children develop effective social skills through their play. They play together, share ideas and learn how to cooperate. They often use their imagination to act out stories, such as imitating adults and recreating stories. Children have a sense of belonging.

p.6

Inspector:

Children are progressing remarkably in their development. They have opportunities to revisit skills, to refine and consolidate these and to learn new ones. For example, children use their fine motor skills to shovel sand into a bucket and then learn to make sandcastles. Children love learning about new topics. For instance, they explore different plants and flowers. The childminder teaches them about the different parts of a flower, which they find stimulating. The childminder regularly assesses the children's development. All children are achieving with this childminder.

p.6

Next steps

The childminder should ensure continued improvement in her already successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke with the childminder and children, as well as receiving feedback from parents, during the inspection.

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

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 .

p.8

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