Childminder

Childminder

Unique reference number (URN): EY476645 Registered with Ofsted: 19/06/2014 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 achieve well in all areas of learning in this inclusive environment. Children learn all the skills they need to be successful in their future development, including being ready for school. Their communication and language skills are a strength in this setting. Children have lots of opportunities to develop and practise new skills, such as rolling out play dough and using tools to replicate worms. They are exposed to new vocabulary in all activities across the day. Children enjoy sharing new words and sounds as they sing songs, such as making animal sounds during 'Old McDonald Had a Farm'. In addition, children make connections in their learning as they show others what baby sharks do after reading a story about sea creatures. They are able to use language to express themselves to their peers and adults. Children have lots of opportunities to practise their independence skills during routines, such

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Achievement Strong standard

as helping to make up their beds for sleep time.

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Behaviour, attitudes and establishing routines Strong standard

Children are remarkably well behaved at this setting. The childminder has created an extremely safe and secure environment. She sets exceptionally high standards for children who have extremely close relationships with her. Children seek comfort and reassurance from the childminder throughout the day. They have a secure bond with the childminder and show clear mutual respect for all. Children play in harmony with each other and respect each other's space during their play.

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Behaviour, attitudes and establishing routines Strong standard

Children giggle together as they pretend to be sleeping bunnies and anticipate the bunnies waking up. They laugh loudly as they hop like bunnies. Children explore games with each other happily and receive support to share resources during their play. The childminder shares her high expectations of children's attendance with parents and carers. She works with families to ensure that she can support those children who have barriers to their learning. Parents and carers appreciate guidance from the childminder and seek support from her too.

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Behaviour, attitudes and establishing routines Strong standard

The childminder treats each child as an individual and works meticulously to meet their needs. She shares information with parents, so they can extend their children's learning at home. This ensures continuity of learning for the children.

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Children's welfare and wellbeing Strong standard

Children have extremely responsive relationships with the nurturing and warm childminder. She knows exactly what children need, sometimes before they do. The childminder creates a sense of security with children to ensure that they can express their emotions. For example, she regularly talks to children about feeling sad, happy, tired and excited. The childminder supports children in seeking what they need to help regulate their emotions and meets children's needs swiftly, allowing for minimal disruption to their day.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is a high priority for the childminder. The childminder is intuitive to the children and recognises changes in their behaviours. She meets children's physical

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Expected standard

development through gross and fine motor activities. For instance, children make play dough worms, hop like bunnies and climb on a climbing frame in the local play area. They also have access to a suitability equipped garden.

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Expected standard

Routines, such as feeding and sleeping, are effective for children and help them to be rested for the afternoon. Children have access to healthy and home-cooked meals and snacks, which they choose as a group. Health, care and hygiene routines are excellent and appropriate for children in the setting. The childminder handles each child's needs with sensitivity and care.

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Curriculum and teaching Strong standard

The childminder has a clear curriculum that is ambitious and personal to each child. Her teaching follows children's interests and needs exactly. The childminder uses her expert knowledge of child development to provide age-appropriate activities. She uses ongoing assessments to know precisely what children need to learn. Children have opportunities to learn across all 7 areas of learning and thrive from this.

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Curriculum and teaching Strong standard

The childminder embeds high expectations in everything she does and makes every experience a learning opportunity. Children have exceptional levels of interactions with the childminder and are always learning. The childminder uses language to develop children's communication skills. Children have lots of opportunities to learn new and specific words. They describe the animal textures from a book, such as 'rough', 'bumpy' and 'fluffy'. The childminder helps children to link the words to real-life experiences. She meets children's physical development through an exciting variety of activities. Children excel in their personal, social and emotional development. They share their feelings and worries with the childminder, who ensures that they have what they need to understand and regulate their emotions.

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Inclusion Expected standard

The childminder identifies the needs of all children and quickly supports children who may have delays in their learning, such as communication delays. The childminder's skilled interactions and discussions allow for children to make steady progress. The childminder is confident in referral processes and seeking advice from professionals. This informs her planning for the setting. Furthermore, the childminder has completed extra training to ensure that her knowledge is sufficient, although she recognises that this could be strengthened to ensure that she is able to confidently meet the needs of all children. The childminder monitors children's progress through a cycle of assessment and planning and works to ensure that children develop in all areas of their learning. The childminder has a secure understanding of how additional funding can be used. She ensures that barriers to children's learning are reduced to enhance their experiences. The childminder seeks support from her

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Leadership and governance Expected standard

Parents and carers speak exceptionally highly of the warm and nurturing childminder. Communication is excellent, and parents are very well supported in their child's development. Generally, children make rapid progress after joining this childminder's setting. The childminder is extremely intuitive to their child's individual needs. She is kind hearted, emotionally intelligent, sensitive and understanding to children's needs. Parents appreciate the home-cooked meals, which the childminder provides for their children.

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Leadership and governance Expected standard

The childminder has completed a range of professional training. This allows her to develop her skill set, and the impact of this is apparent in the setting. The childminder has a clear understanding of her strengths and areas that could be developed further. For example, she recognises that her knowledge of children with special educational needs and/or disabilities could be strengthened. That said, children truly are at the heart of everything the childminder does, and she puts children's interests first. All children receive a fair and quality education. The childminder's clear and high expectations have created a smooth and seamless environment. She has a supportive network around her to manage her wellbeing and workload.

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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 thrive at this nurturing and responsive childminder's setting. She provides exceptional care for children, meaning they make excellent progress in their development. Children laugh and giggle alongside each other during story time and make worms with play dough, similar to the ones they found on the way to the setting.

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

The childminder uses her loving personality to ensure that new children settle well into the setting. Children follow the high expectations of the daily routines. They are kind to each other and introduce narratives into their play. Children have impeccable manners and are profoundly independent, even the youngest children. For example, they actively take part in routines, such as making their beds for sleep time.

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

Children pick their favourite stories from the vast choice available. They discuss the pictures in books, the story of 'Peck Peck Peck' being a firm favourite. Children giggle as they find each other through the holes in the pages. There is a harmonious and respectful culture, and children have extremely positive interactions with each other. They share resources well and laugh with delight as they dance and sing songs.

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

Children benefit from home-cooked meals, which parents and carers are very grateful for. Children have a sense of belonging and are very much part of the setting. The childminder knows children remarkably well and can anticipate their needs. They demonstrate a sense of security and love for the childminder.

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About this setting

Operating hours: Wednesday,Thursday,Friday : 09:00 - 17:30

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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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Next steps

The childminder should strengthen her knowledge of supporting children with special educational needs and/or disabilities further to have a consistent focus on securing excellence for all children.

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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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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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