Childminder

Childminder

Unique reference number (URN): EY244077 Registered with Ofsted: 28/03/2003 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 special educational needs and/or disabilities, make secure and sustained progress from their starting points. Children develop a deep and embedded love of reading from a very young age. They independently and purposefully access a range of high-quality books and spend extended periods engaged in them. Children of all ages learn to be confident and articulate communicators and consistently practise accurate pronunciation of words. They have a rapidly developing vocabulary and acquire new and ambitious words on a regular basis. Children confidently recognise and identify numbers on doors during walks in the community and actively apply their learning in real-life contexts. They talk in detail about the various colours and features they observe on passing vehicles.

p.2

Achievement Strong standard

Children of all ages demonstrate high levels of concentration and engagement. They remain deeply focused on activities for sustained periods of time. They enthusiastically embrace new experiences with confidence and curiosity, showing a genuine enjoyment of learning. This confidence, alongside their consistently positive attitudes to learning, ensures they are exceptionally well prepared for their transitions to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder forms strong, secure and trusting relationships with children. She knows the children in her care exceptionally well. Children receive high levels of meaningful interaction from the childminder and her staff throughout the day. Children are highly familiar and confident in the daily routine, which allows them to anticipate and understand what comes next. For example, older children confidently call out to their younger peers that it is time for circle time.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have a clear and consistent understanding of the rules and boundaries. For example, the childminder consistently reinforces the risks of running indoors. She actively encourages children to share popular toys and take turns. Children eagerly assist the childminder to tidy up and begin to develop a strong sense of responsibility. Positive behaviour is consistently and effectively reinforced. The childminder uses frequent praise and encouragement and takes time to recognise and celebrate children's achievements. As a result, children behave well and benefit from positive and consistent role models in the childminder and her staff team, who model good manners and teach children to be respectful and considerate of others.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear and proactive understanding of the importance of regular and punctual attendance. She works closely and effectively in partnership with families to establish these habits, helping to prepare children for the move on to school. She has robust and well-established systems in place to address any lateness or absences.

p.2

Children's welfare and wellbeing Strong standard

The childminder uses children's settling-in periods effectively to get to know and understand their individual needs. This supports the development of secure and trusting relationships, as she takes time to build strong connections with each child. The childminder and her staff are kind and highly nurturing towards all children. They talk to children about their feelings and use books purposefully to help them express and manage their emotions.

p.2

Children's welfare and wellbeing Strong standard

Children benefit from a carefully structured weekly and seasonal menu. The childminder places a strong emphasis on healthy eating and carefully considers the nutritional value of the meals she provides. Meals are home cooked using fresh ingredients. She promotes children's independence during mealtimes by encouraging them to serve themselves, while supporting younger children to practise using cutlery, which they do with increasing confidence. The childminder ensures she is fully informed about any food allergies and health conditions and shares this information effectively with her staff team so that all needs are consistently met.

p.3

Children's welfare and wellbeing Strong standard

Children develop a clear understanding of road safety and how to keep themselves safe. From a young age, they learn the importance of holding hands, identifying safe places to cross, and taking care near driveways. Children also learn about personal health and how to keep themselves fit and well. They develop good habits around dental care and handwashing through daily routines and regular, meaningful discussions.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations for all children. She knows precisely the intentions for learning for each child. The childminder uses her deep-rooted knowledge of child development to deliver a rich and varied curriculum. The childminder prioritises children's personal, social and emotional development. The curriculum planning takes account of each child's differing abilities and children make rapid progress from their starting points on entry to the setting. The childminder undertakes regular assessment of each child's progress in their learning journey. She promptly identifies and addresses any gaps in children's learning and development.

p.3

Curriculum and teaching Strong standard

The childminder makes the very best use of daily routines and values these as learning opportunities. Children love the creative and tactile play, such as the cooked and coloured spaghetti they play with. Constant chatter can be heard all of the time as they play and engage with the childminder. Young children are keen to sing rhymes and enjoy looking at books. Children have access to a quality range of resources to help them learn about the differences amongst themselves and in the wider community. Children from a young age learn to problem solve, as they enjoy puzzles, and learn to recognise the names of shapes. There is a great emphasis on the balance between adult-led and child-led play. The childminder ensures she is aware of children's current interests. She builds these into the activities to further children's enjoyment and to keep them engaged in their learning.

p.3

Inclusion Strong standard

The childminder is highly skilled and confident in assessing children's development and identifying specific needs. When children first start, she works closely in partnership with parents, discussing any gaps in learning and addressing any concerns they may have. Together, they plan purposeful next steps, identifying how best to support children's development both within the setting and at home. She has developed a strong breadth of knowledge and experience in supporting children with special educational needs and/or disabilities (SEND), informed by her previous practice. In addition, she is proactive in extending her expertise, engaging in training and researching specific conditions as needs arise. Where appropriate, the childminder has a clear understanding of referral pathways and external agencies, enabling her to guide parents in accessing additional support and funding. She demonstrates a secure and thorough understanding of child development,

p.3

Inclusion Strong standard

allowing her to swiftly identify early signs of delay and respond effectively.

p.4

Inclusion Strong standard

The childminder actively promotes inclusion and respect for diversity. She supports children to become aware of and understand differences among their peers in a positive and sensitive way, helping them to develop acceptance and respect. For example, she clearly explains why she may use sign language to communicate with a child who is unable to use spoken language, ensuring children develop empathy, understanding and inclusive attitudes from an early age.

p.4

Leadership and governance Strong standard

The childminder engages in periodic self-evaluation to reflect on her practice and identify areas for development. The childminder and her assistants work as a well-organised and cohesive team, committed to delivering high-quality care and education for young children and their families. They keep their knowledge up to date through both mandatory and additional training, including recent training focused on inclusion. The childminder and her assistants meet regularly for briefings, ensuring that important information is shared and practice remains consistent. The childminder identifies that there is scope to further strengthen practice through more regular, focused professional discussions that support the assistants to continue refining their skills and building on existing strengths.

p.4

Leadership and governance Strong standard

The childminder welcomes support from the local authority to further raise standards and enhance the curriculum. She is recognised by the local authority as having the skills and knowledge to effectively support children with special educational needs and/or disabilities. Since the last inspection, the childminder has taken positive steps to improve children's overall learning experiences. Parents speak very highly of the provision, particularly valuing their children's progress. They appreciate the range of communication methods used, which help to build strong partnerships and provide them with clear guidance on how to support their child's learning at home.

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 feel welcomed and valued in this stimulating and safe childminding environment. The well-planned curriculum enables children to make rapid progress in their development. The childminder ensures she regularly reviews children's development and knows their interests. The children enjoy the activities and are busy throughout the day in their play. They form strong bonds with the childminder, her assistants, and their peers. The childminder and her assistants know the children well and provide them individual support. Children welcome new challenges in their play as they make consistent progress in their

p.5

About this setting

Registration date: 28/03/2003 development. For example, children who have become confident in using tricycles learn to use balance bikes in the garden and develop a good range of skills to balance and steer. This helps to keep them engaged and motivated to learn. Young children welcome the time to practise skills as they learn to put their shoes on correctly, and older children learn to fasten buttons or zips on their coats. Learning is not rushed. The childminder gives children ample time to explore new learning, she plays alongside them and shows them how to use the resources. Children learn to be gentle when feeding the frog in the garden.

p.6

About this setting

Children have a strong say in their play and have easy access to play materials, because the childminder organises the play environment to be safe and accessible. Children are very aware of the daily routine, and they flow from one activity to another with ease. For example, they know the routine to get ready for when they are to go out in the community for their daily walk. Children have a strong sense of belonging. The childminder works positively with parents to encourage children's regular attendance. Children flourish in their development and receive high levels of attention and support from the childminder and her assistants.

p.6

Next steps

The childminder should continue to support her assistants in their development through regular feedback to build on their individual roles and responsibilities to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke to the childminder, assistants, and children 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. Register(s): EYR, CCR, VCR

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30

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.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.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