Choda, Gaveena Kaur

Childminder

Unique reference number (URN): 2787365 Registered with Ofsted: 29/07/2024 Registers: EYR

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a wonderfully nurturing and highly-organised environment where all children, including those with special educational needs and/or disabilities or other barriers to learning and wellbeing, feel cherished and safe. They are fully open to learning and take pride in their achievements as a result of the praise they receive for their efforts and behaviour. Children develop the ability to focus for periods of time because the activities are engaging and stimulating.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has great expectations of the children and a highly positive approach to supporting children's behaviour. The children respond extremely well to this. Children's behaviour is exemplary. The childminder is a kind and caring role model, and the children emulate her kindness and respect for others. Children speak kindly to each other and say 'please' and 'thank you' at mealtimes. They share resources happily and play collaboratively together and with the childminder. For example, children play hide-and-seek together and have great fun giggling when they spot each other. Children work together to help tidy the floor and give each other resources to put into the boxes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to help them understand the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder fully prioritises children's welfare and wellbeing and their happiness is at the heart of the setting and the basis for everything the childminder does. For example, she plans experiences that children enjoy and widens their understanding of the world around them. The childminder builds extremely positive relationships with both the children and their parents.

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Children's welfare and wellbeing Strong standard

Children settle quickly and happily into the calm atmosphere. They become familiar with the routines which gives them a sense of security. The childminder values all children and clearly recognises their individual needs. This ensures that any children with special educational needs and/or disabilities or other barriers to learning or wellbeing can develop and learn alongside their peers. Children have lots of opportunities for outdoor play on the trips they take or in the childminder's garden. Children learn how to keep themselves safe with gentle guidance from the childminder, for example, she gently reminds children to hold on when climbing down a big step.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of hygiene and learn to wash their hands for the correct length of time by singing songs. They develop independence during mealtime routines, for example cutting fruit with a safe knife. Children are provided with a healthy snack, and the childminder works closely with parents to ensure that healthy lunches are provided. She is highly alert to the issues of allergies and choking.

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Curriculum and teaching Strong standard

The childminder clearly recognises the importance of a well-organised environment to support the curriculum and has established a dedicated space within her setting to support her ambitious and varied curriculum. She is continually reflecting on the quality of her provision and making improvements, such as improving her outdoor area. The childminder's main priority for the children is their emotional wellbeing and happiness in their learning. Children learn about their own emotions from stories and by using mirrors. They feel confident to fully explore the stimulating and challenging activities available to them.

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Curriculum and teaching Strong standard

Children are highly engaged and demonstrate focus. For example, they carefully build towers with blocks and count them as they do, giggling when they fall over. The childminder thoughtfully provides a wide range of opportunities to enhance children's physical development. They enjoy playing 'sleeping bunnies' on the trampoline and their trips out into the wider environment. The childminder skilfully plans these to teach children about the world around them. For example, children learn about different animals, how libraries work and the local and wider community. The curriculum for communication and language is ambitious. Children enjoy recalling previous outings and typically enjoy to-and-fro interactions that increase their vocabulary. The childminder makes use of everyday opportunities to enhance her teaching and learning, for example, children carefully count the steps they take over the garden path. The childminder is highly adept at ensuring that all

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Curriculum and teaching Strong standard

children, including those with special educational needs and/or disabilities or other barriers to learning or wellbeing access the same learning as their peers.

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Achievement Expected standard

Children feel safe and secure in the childminder's nurturing environment. This means they are open to exploring and learning and they generally achieve well. They enjoy finding out about new things and can demonstrate focus and attention as the activities are engaging, age- and stage-appropriate, and interesting.

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Achievement Expected standard

Children are fully encouraged to develop their independence in the setting. For example, young children learn to drink from open cups. All children, including those with special educational needs and/or disabilities or other barriers to learning or wellbeing are generally well prepared for the transition to the next stage of learning. Typically, children achieve well across all areas of learning, including communication and language. Sometimes, children with barriers to their learning or wellbeing lack the confidence to ask for help when needed. Although the childminder provides generally high-quality support with communication skills, she acknowledges that for some children more specific, targeted support is needed.

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Inclusion Expected standard

The childminder ensures that individual children's needs are quickly identified and there are secure procedures in place to identify children with special educational needs and/or disabilities (SEND) or other barriers to learning and wellbeing. She liaises closely with parents when children first start to establish a thorough understanding of what the child can do and where support is needed. The childminder adapts activities or offers other support to ensure that children with SEND or other barriers to learning can access the same learning as their peers. For example, she identifies that children may need a 'now or next' board for transitions within the setting.

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Inclusion Expected standard

Sometimes, children that need additional support with their communication and language skills do not receive the precise and considered help they need to make the progress of which they are capable. The childminder knows the children incredibly well and monitors their progress carefully. She recognises when children face barriers to learning because of their emotional wellbeing and supports them with comforting, embedded routines and security. She develops next steps and shares these with parents and other settings, if necessary, to ensure continuity of care. The childminder works with outside agencies, such as health visitors, where necessary.

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Leadership and governance Expected standard

The childminder has a clear understanding of the strengths of her setting, which include her relationships with the children, her bespoke environment and the trips she provides to enhance the children's knowledge of the world around them. She is highly ambitious for the children in her care and is developing a secure understanding of her areas for development. The childminder has a clear vision and has worked hard to establish the dedicated space in her home, which is highly organised to give the best environment for children. The childminder is inclusive and adapts activities to support children with special educational needs and/or disabilities or other barriers to learning and wellbeing.

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Leadership and governance Expected standard

The childminder has close links with the local school, pre-school and parents. She works hard to ensure that children have a smooth transition and are suitably prepared for their next step in learning. She engages parents in their children's learning and shares information about the activities they do in the daytime, alongside information about their care routines.

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Leadership and governance Expected standard

The childminder engages in professional development, however, training is not always sharply targeted to the specific needs of the current cohort of children.

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

Children are warmly welcomed into the nurturing and caring setting. They build positive attachments with the kind and gentle childminder. Children clearly demonstrate that they feel safe and secure in the setting. They confidently choose what to play with from a wide range of interesting and engaging activities and resources. Children enjoy using their fine-muscle skills to carefully clean toy farm animals using small tools. They chat to the childminder about their recent trip to the farm and the animals they saw.

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

All children including those with special educational needs and/or disabilities or other barriers to learning or wellbeing enjoy learning about the world around them and have lots of opportunities to visit local attractions, such as the zoo, library and park. Children benefit from the childminder's high-quality teaching and her knowledge of their stage of development. For example, children enjoy developing their hand strength by rolling and squeezing play dough into different shapes. They demonstrate developing independence. For example, they cut up their fruit for snack and put on their own shoes to play outdoors.

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

Children behave extremely well. They follow the respectful and kind behaviour of the childminder, both with her and with each other. They respond well to the praise given by the childminder for their kind acts, such as passing resources to other children and helping to tidy up to keep the floor safe for everyone. Children are clearly valued as individual characters.

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

Parents and carers appreciate the effective communication with the childminder. They enjoy finding out about the activities their child has participated in and how they can support their learning at home. The childminder promotes the importance of attendance and punctuality to parents and has secure procedures in place.

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Next steps

The childminder should ensure that children with barriers to learning or wellbeing receive specific, targeted support to help them make the best possible progress. The childminder should ensure that professional development is specifically targeted at the present cohort to have the highest impact on outcomes for children.

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About this inspection

The inspector spoke with the childminder, parents 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 foundations stage.

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About this setting

Operating hours: Monday,Tuesday,Thursday : 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

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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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