Childminder

Childminder

Unique reference number (URN): 2783145 Registered with Ofsted: 17/04/2024 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, including those with special educational needs and/or disabilities, make excellent progress from their starting points. They are confident, curious, explore the environment and develop their ideas. For example, children enjoy crushing chalk to create their own paint. Children show increasing skill and control, using a range of tools, such as pincers. They enjoy mark making, using chalks, pencils and paint brushes. These activities support coordination and physical development. Children develop positive attitudes towards mathematics. For example, children enjoy sorting and counting caterpillars. They solve simple problems involving one more and one less, for instance.

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Achievement Strong standard

Children develop a secure sense of independence and keep trying when they find something tricky, building resilience. Children are extremely proud of what they achieve, and this is recognised and valued by the childminder. These experiences build children's confidence. This helps prepare them for the next stage of learning, including their transition on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations of children's behaviour. She manages behaviour extremely well. She speaks calmly and helps redirect behaviours that do not match her high expectations. Children, including those with special educational needs and/or disabilities, benefit from clear and consistent expectations that reflect their age and stage of development. All children gain a positive sense of self-esteem and develop respect for others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models kindness and empathy. She supports children as they begin to recognise and respond to the feelings of others. She recognises and gives plenty of praise for children's behaviours. She has introduced highly, meaningful initiatives, to help support this, such as 'marbles in a jar' and reward cards for positive behaviours. As a result, children feel safe and develop positive attitudes to learning. Children play and work together cooperatively. The childminder models respectful interactions and supports children to share and take turns. Children listen carefully and follow instructions well. They are engaged in all learning opportunities. They benefit from very warm, trusting relationships with the childminder that help them feel secure and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to ensure that children attend regularly and arrive on time. This helps children to attend consistently and gain the maximum benefit from the childminder's provision.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's individual needs. She recognises and understands their cues when they need support. Children with special educational needs and/or disabilities are supported to access learning and the environment. Children engage with resources to support them to accurately recognise and name different emotions. This supports them in confidently expressing their feelings, wants and needs. They develop a secure sense of wellbeing.

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Children's welfare and wellbeing Strong standard

Children show high levels of independence in managing their self-care. The youngest children find, and are supported to put on, their own waterproofs and boots. They learn good hygiene practices, such as washing their hands after playing in the garden or before meals. The childminder understands how to support safe sleeping. She carries out thorough and regular checks during nap time.

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Children's welfare and wellbeing Strong standard

Children benefit from healthy eating routines that encourage them to try new foods and build confidence. The childminder further enhances children's independence skills during mealtimes. For example, young children independently pour their drinks. They peel and prepare fruit, such as bananas, plums and satsumas, with a safe knife. The childminder gives guidance when needed and learning opportunities are purposeful during snack time. The childminder skilfully introduces new vocabulary and experiences. For example, children are encouraged to describe the fruit as they eat, using words such as 'juicy'.

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Curriculum and teaching Strong standard

The childminder makes effective assessments of children's development. She identifies any gaps in their learning. These gaps are swiftly targeted through tailored interventions. This ensures all children are consistently supported. All children are fully included in activities relevant to their age, and stage of development. The childminder carefully builds on what children know and can do. She skilfully asks questions and models activities to engage children in finding out more. For example, children enjoy creating a shopping list for the hungry caterpillar and then think about how many items they need to buy.

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Curriculum and teaching Strong standard

This childminder is extremely conscientious in ensuring that each child, including those with special educational needs and/or disabilities, are fully engaged in learning. The curriculum is exciting, matches children's interests and provides opportunities for their next steps in learning. The childminder uses every opportunity to introduce songs and stories into the daily routine. She ensures that all children have access to books and have opportunities to share stories with adults. The childminder prioritises young children's speech and language skills effectively. She helps them to widen their vocabulary and become confident in their communications. The childminder weaves mathematics thoughtfully through daily activities. For instance, when reading stories and during play, she engages children in counting. These activities foster children's confidence and curiosity in early mathematics.

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Inclusion Strong standard

Children make superb progress from their starting points. The childminder establishes positive relationships with children and their families from the start. She maintains regular communication with parents and carers which helps to identify any potential learning barriers. The childminder implements appropriate approaches to support children with special educational needs and/or disabilities, with the support of her local authority. She helps children to access appropriate support from other professionals. For example, children benefit from the advice of music specialists. The childminder plans strategies and interventions to benefit all children who need extra support with their communication and language. She uses visual timetables, simple signs and has a calm area that she adapts to suit children's individual needs. The childminder regularly monitors and assesses the impact of the interventions to ensure they remain relevant.

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Inclusion Strong standard

The childminder is highly attuned to children's needs and notices their cues when they need support. This means all children are included and can participate fully. The childminder skilfully provides resources and support for each child as they engage in their learning. For example, while working with children on speech pronunciation, she supports others to hunt for caterpillars. The childminder uses additional funding well, for example, for resources to support communication and language. She sees every interaction as a teaching moment and adapts her teaching to respond to all children in her care.

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Leadership and governance Strong standard

The childminder is highly reflective. She has a clear understanding of the setting's strengths and areas she would like to develop further. She has high expectations of herself and is dedicated and committed to continually improving her practice. The childminder is proactive in seeking continuous professional development, to benefit children.

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Leadership and governance Strong standard

The childminder is an active member of a childminder's group, where ideas and best practice are share. She also accesses training and specialist support through these links. The childminder engages in training opportunities to further her knowledge and understanding of how children learn. She has implemented ideas from training courses and reflected on their impact. For example, a daily music session has helped to improve children's listening skills.

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Leadership and governance Strong standard

The childminder swiftly identifies children's needs. She acts promptly to put tailored strategies in place for children with special educational needs and/or disabilities, and for those facing barriers to their learning. She works closely with families and professionals to assess children's needs and create support plans. She communicates and shares information throughout the day. The childminder is highly ambitious and strives to promote the best outcomes for all children. She works collaboratively to support children and families very well.

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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 flourish in this warm and purposeful learning environment. From the outset, the childminder focuses on building attachments. She provides a nurturing space, pre-empting each child's needs. Children are known and valued as individuals. This means children quickly feel safe and emotionally secure. Relationships between the childminder and children are extremely positive and well embedded. Children develop a secure sense of belonging and are confident, displaying high levels of self-esteem. They play alongside their peers in the inclusive environment. All children are supported to fully participate in daily routines and experiences.

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

Close, solid links with parents and carers are made very early on to build a full picture of all aspects of children's needs. There is a robust understanding of potential barriers to children's learning, development and wellbeing, including for those with special educational needs and/or disabilities (SEND). Transitions are a strength and the childminder develops close links with other settings and schools. She shares information that supports children as they move on. Children's individual needs are identified swiftly. As a result, potential barriers to learning are successfully overcome. Children make substantial progress from their starting points. The childminder liaises closely with advisory professionals to carefully meet children's needs. She creates individual plans using this advice and from her own assessments. Children benefit from this targeted support.

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

The curriculum builds on children's interests and starting points. The curriculum is monitored carefully to ensure it meets the learning needs of all children, including those with SEND. This ensures every child achieves the best possible start in their education. Children move

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About this setting

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

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About this setting

Local authority: Torbay on to their next stage of education as independent, motivated and enthusiastic learners. The childminder monitors and supports children's attendance and they arrive punctually and ready to learn.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents and carers 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.

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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. 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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