Childminder

Childminder

Unique reference number (URN): 2781647 Registered with Ofsted: 18/04/2024 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

All children, including those who face barriers to their learning, make enduring progress from their starting points. For instance, children who do not have large-muscle strength to walk, run and balance excitedly show off their new skills as they ride bicycles, balance on beams and hang upside down on a climbing frame using their legs to hold on.

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Achievement Strong standard

Children develop a strong awareness and curiosity about the world around them. They help tend an allotment where they grow fresh produce and develop their knowledge about where food comes from and what it needs to grow. Produce is brought back and shared with parents and used for children's mealtimes. For example, they cook stew and soup from vegetables that they have grown themselves. Children excitedly demonstrate their learning as they talk about seeds needing sun and rain to grow. They are learning to take pride in their community. Children plant trees and talk about the impact of vandalism.

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Achievement Strong standard

Children consistently learn descriptive language during play, for instance 'sticky', 'squishy' and 'stretchy'. They demonstrate new vocabulary such as 'sphere' and 'oval' as they compare dough balls with their friends. Children learn words in different languages, such as 'Ola and 'Bessos', and use them at appropriate times, such as when they their friends go home.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Even the youngest children rise to these expectations and flourish. Familiar routines, clear language and plenty of praise and encouragement help all children to learn how to behave very well. When children forget to share, the childminder promptly intervenes. Reminding children to use 'kind hands', share and take turns. Children listen immediately and show good understanding of expectations for behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder role models good manners consistently. Children listen and repeat. They say 'excuse me' when they want the childminder's attention. They are exceptionally confident, polite and show consideration to others.

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Behaviour, attitudes and establishing routines Strong standard

Children reach out to hold their friends' hands and support them to balance as they play the floor is lava. When younger children struggle to carry large tubs of water, older children demonstrate thoughtful teamwork and run over to help. They say, 'Let me help you.' Children's behaviour is exemplary.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance rigorously. There is a clear process in place for children who do not attend consistently. The childminder talks to parents about the need for consistency and the importance of early education. She looks at removing barriers, so all children can attend, for instance learning different languages to communicate effectively with parents and children.

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Children's welfare and wellbeing Strong standard

From a young age, children show a keen awareness of good hygiene and demonstrate increasing independence. They confidently tell the childminder they are going to the bathroom. The childminder provides verbal encouragement and guidance as young children learn to undress and dress themselves. Children demonstrate perseverance as they keep trying until they master the task. They take pride in their achievements and accept praise for their new skills. The childminder plans extremely supportive transitions for each individual child so that children settle quickly and develop confidence in their new surroundings. She develops nurturing relationships with all children by getting to know them and their families.

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Children's welfare and wellbeing Strong standard

Children are taught to use cutlery to chop up their food. They recall their knowledge as they talk about cutting backwards and forwards. The childminder provides mealtimes outside to further enhance children's wellbeing and understanding of healthy eating. Children confidently demonstrate their knowledge as they talk about sugar, cavities and the importance of oral hygiene. The childminder uses her expertise and resources to support children to learn about emotions, which helps them to know how to manage their feelings and build resilience. Children recognise when they are upset, and they seek out the colour monster to talk about their feelings. This enables children to thrive in a calm, safe and nurturing environment.

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Curriculum and teaching Strong standard

The curriculum is ambitious, thoughtfully designed, fully embedded and highly effective. A real strength of the setting is the clear vision of what the childminder wants children to learn, fully rooted in child development to support all areas of learning. The childminder's interactions have purpose and supports children's next steps in learning. Teaching is consistently calm, precise and responsive to children's interests and needs. Activities are designed to give children hands-on experiences to develop their memory retention and critical thinking.

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Curriculum and teaching Strong standard

The childminder is skilled at weaving all areas of learning into stimulating activities. For instance, children listen intently to a story about Mexico. They develop their language extremely well as they learn about its history and cuisine. Children strengthen their small muscles and develop an understanding of time as they plant and grow corn from seeds. The childminder encourages children to transfer this learning as they scoop flour to make tortillas. Children are taught how to use kitchen equipment safely, such as a tortilla press.

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Curriculum and teaching Strong standard

The childminder sparks children's mathematical curiosity through exciting activities. Children learn about shape, balance and height as they build structures. They show an interest in weight and consistency as they bake. Children develop their knowledge on routes and costs as they use public transport.

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Inclusion Strong standard

The childminder is passionate about providing an inclusive practice. She gathers detailed information from parents at registration to ensure a shared understanding of children's needs before attendance. The childminder completes rigorous observations and assessments; this ensures a swift response for any child needing additional support.

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Inclusion Strong standard

The childminder takes action to remove barriers to children accessing the curriculum. For instance, she teaches children key words in different languages. This enables both her and other children to communicate with children who speak English as an additional language that attend the setting. The childminder actively seeks training and works closely with professionals to learn strategies to communicate with children who have a hearing impairment.

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Inclusion Strong standard

The childminder forms strong partnership with all parents. She provides individual focused home learning activities. This is particularly supportive for parents who home-educate and ensures consistent delivery of the curriculum both in her setting and the child's home.

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Inclusion Strong standard

The childminder has sound knowledge of the community and its needs. She teaches children about the diversity within it. The childminder models respect through engaging in community activities. Children are exposed to various cultures, family make ups and the different ways people live. Children are taught not to stereotype.

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Leadership and governance Strong standard

The childminder has a thorough knowledge of the local community and a good understanding of children's backgrounds when they start in her care. This enables her to plan a broad curriculum to ensure that all children acquire the skills and knowledge, in preparation for school when the time comes. The childminder works closely with other early education settings, families and external professionals to ensure consistent approaches. This supports children who are home educated, known to early help and those requiring additional support to access the provision successfully. The childminder demonstrates secure knowledge of safeguarding procedures and acts to promote children's safety at all times.

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Leadership and governance Strong standard

There is a robust training package in place. This includes training on adverse childhood experiences. Using this knowledge, the childminder adapts her practice and language for individual children, empowering them to build resilience. She recognises a child's behaviour may be a response to something they have experienced. The childminder focuses on providing a physically and emotionally safe environment for children. The childminder evaluates the effectiveness of the provision through gathering the child's voice, observations, feedback from families and daily reflection. This information shapes and enhances the experiences she offers. For instance, parents who speak English as an additional language share their culture through storytelling and celebrations in the setting.

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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 adore coming to this setting, and they settle immediately. The childminder has an ethos of providing children with activities that create wonder and curiosity. The environment is well organised with quiet zones, active play areas and messy exploration to support different learning styles and developmental needs. This results in children eager to access activities independently. Children show high levels of confidence in social situations from a young age.

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About this setting

Register(s): EYR, CCR, VCR Children develop their imagination as they create a laboratory and role play being a scientist. They learn about life cycles, measurements and numbers as they plant seeds and monitor the height of lemongrass. Children enthusiastically show their experiments. They excitedly create 'mash'. Children add water to soil and wood chippings, learning about how the water sinks to the bottom of the pile and the sun dries it out. They are deeply engrossed in an ambitious curriculum throughout the day.

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About this setting

Children explore with jugs, funnels, tubes and measuring cups as they connect water. They engage in deeper exploration of materials in water, such as wood chipping and soil. Children maintain concentration and interest for long periods. They return to activities throughout the day. Children's laughter and excitement can be heard across the garden. Children revel in the exciting outdoor spaces.

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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 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 and the 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, know as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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

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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