Childminder

Childminder

Unique reference number (URN): 147057 Registered with Ofsted: 15/12/1995 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 thrive, achieve well and are keen to learn. They concentrate well and are excited to try new things. They show control as they use crayons to draw lines on paper laid along the length of the hallway floor. They show consideration as they take turns to guide their crayons through tunnels. Children enthusiastically talk about how the colours change as they mix them together and guess what the end result may be. They demonstrate their language skills as they describe which lines are wiggly, straight, short or long.

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Achievement Strong standard

Children fully engage in stories, keenly answering questions and finding things in the pictures. They point out things that match and accurately count them. This promotes their mathematical skills well. Children develop their confidence while using a range of outdoor play equipment. They successfully develop their balance and coordination skills while carefully walking on planks and crates that lead to the climbing frame. They enjoy praise for their efforts and achievements. Children independently sing songs during their play, while using the see-saw, for instance. They keenly use the swing and a range of wheeled toys. They move freely, making choices, and are purposefully engaged in play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children effectively as they learn about regulating their behaviour. She acknowledges their feelings and gently guides and encourages them to talk about their emotions, for example when children choose to play with different toys and not play with each other, or when they have minor disagreements during play. The childminder helps children learn that their friends may have different feelings, and she supports them to rejoin play. The childminder's calm and gentle response helps children to quickly resolve any disagreements. As a result, any disruptions are minimised and a respectful and inclusive approach is embedded.

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Behaviour, attitudes and establishing routines Strong standard

Children have secure relationships with the childminder and each other. The childminder works closely with parents and carers and encourages children's regular attendance. Children listen well and follow the childminder's instructions, contributing to a calm and welcoming learning environment. They actively share, take turns and play cooperatively. They follow their own interests and actively make choices from the activities set out by the childminder. They also self-select toys and books from the wide range available. They keenly participate in well-established daily routines and help to tidy away toys after use. These embedded routines promote positive attitudes to their learning.

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Children's welfare and wellbeing Strong standard

Children's health is successfully promoted. For example, they benefit from regular exercise and fresh air during daily outside play and outings. Children participate in an exciting range of outdoor play activities that successfully enhance their physical skills. They enjoy a varied diet of home-cooked meals. Children learn to peel fruit, cut up bananas and talk about the foods they like. They make choices during mealtimes and regularly drink water to stay hydrated. The childminder reads stories with children about different foods, and children identify the foods that are healthy and unhealthy, supporting positive eating habits. Children enjoy relaxed mealtimes with the childminder, where they talk about the events of the day. The childminder knows children's individual dietary needs and promotes safe eating practices. The childminder fosters an inclusive approach and works with parents and carers to identify any changing needs so that she can support children and their families effectively.

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Children's welfare and wellbeing Strong standard

Children develop effective personal skills as the childminder works with parents to embed a consistent approach regarding their care needs. As a result, children use the toilet independently, know to wash their hands before and after meals and can put on their shoes. The childminder talks to children about the weather when they are outside. She encourages them to make choices if they feel cold and need to put their coat back on, for instance. These self-care skills help prepare children so they are ready for their move on to school.

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Curriculum and teaching Strong standard

The childminder continuously monitors children's progress and meticulously plans well- focused activities that enable them to make the best progress. She provides a broad range of exciting activities and regular outings that enable children to successfully develop their skills across all areas of learning. Children enthusiastically recall their experiences while looking at the photos displayed of well-planned outings to parks, a zoo, and playgroups. They develop their language skills well and show their understanding of the world as they talk about the animals they saw in the zoo and how they joined in with Chinese New Year celebrations. The childminder skilfully extends learning further by asking questions about these activities. Children talk about holding onto the material of the dragon to make it move and about their artwork and drawings. This successfully helps children to consolidate their learning.

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Curriculum and teaching Strong standard

The childminder plans activities precisely to support children's individual learning needs and interests. For example, children develop their small movements while placing cars carefully onto ramps and excitedly watch them roll down. They talk about which cars go the fastest and work together to fix the ramp when it falls. The childminder extends their language skills effectively, engaging children in discussions about what they are doing and what they can see or hear in the garden. The childminder reads familiar storybooks written in children's home languages and incorporates key words in both languages while reading the story. This successfully supports children who are learning English as an additional language and promotes children's understanding of their similarities and differences, along with their early literacy skills and love of books.

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Inclusion Strong standard

The childminder knows children well and continuously assesses and monitors their progress. She understands the importance of the early identification of any potential special educational needs and/or disabilities so that children are supported effectively. The childminder has many years of childcare experience, including working with parents and carers to support children who face additional barriers to their learning. The childminder attends regular training so that she is up to date with current practice and to improve her skills. This ensures she is ready to support children with any speech and language difficulties, for example. The childminder actively uses words and stories in children's home languages to successfully support children who speak English as an additional language. The childminder discusses children's progress with parents regarding their communication and language skills. She discusses the progress they are making in their home language as well as in

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Inclusion Strong standard

English, so that she can tailor any additional support if needed. This ensures that any barriers to children's learning are fully explored and addressed. The childminder upholds an inclusive approach to help all children thrive in her care.

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Leadership and governance Strong standard

The childminder shows a solid commitment to maintaining her continuous professional development. She attends a wide range of training to ensure she keeps up to date with current childcare practice. Consequently, the childminder understands her role and responsibilities very well. She regularly evaluates the quality of her service and successfully implements effective and appropriate procedures and risk assessments. She has a clear understanding of what to do if she has any concerns about children's welfare, or if any allegations are raised against her. The childminder shows high regard for promoting inclusion for all children so that any barriers to their learning and development are reduced effectively.

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Leadership and governance Strong standard

The childminder's extensive experience, gained over many years of providing childcare, enables her to provide a highly effective learning environment for all children. This includes the care of many siblings, creating a family atmosphere where children thrive. Successful partnership working with parents and carers ensures a consistent approach to children's care and learning. The childminder promotes children's regular attendance. She specifically plans a broad range of exciting learning experiences that successfully promote children's individual learning needs and interests. Consequently, children flourish, making consistent progress across all areas of learning and are well prepared for when they move on to school.

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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 have very secure relationships with the childminder and each other. They behave well and cooperatively follow the well-embedded daily routines. Children freely approach the childminder if they need help or support. They enjoy lots of praise and hugs that help them to feel safe and secure in the childminder's care. They talk about their artwork and the photos that are displayed of their outings and activities. This successfully promotes their sense of belonging as they discuss their shared experiences.

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

Children are excited and eager to learn. They benefit from the childminder's meticulous planning of activities that spark their interest and enable them to become fully engrossed in play. As a result, children flourish in the childminder's care and make continuous progress, actively building their skills across all areas of their learning and development. Children's personal independence is supported very well. The childminder creates a supportive learning environment and aims to reduce any barriers to children's learning. Regular attendance and consistent daily routines support them in developing their self-care skills, including during relaxed mealtimes and toileting routines. They show care for their learning environment as they use toys and books purposefully and put them away after use. These skills enable children to prepare for their future learning or when they move on to school.

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

Children's progress is regularly discussed with parents and carers, which successfully ensures a consistent approach to supporting learning. Children benefit from the childminder's consistent care of them and their siblings over many years. As a result, they are happy, settled and thrive in the childminder's care.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Next steps

The childminder should ensure continued improvement in the setting's successful work, including reducing any barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder 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

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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