Childminder

Childminder

Unique reference number (URN): 2777148 Registered with Ofsted: 05/03/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour, and her effective routine and boundaries support this. Children of all ages have a firm understanding of what is expected of them. The childminder is always an excellent role model and demonstrates a high level of respect and kindness for children. This has a positive impact on the way children behave and treat resources and each other. Children are kind and nurturing towards each other. They show a genuine delight and love for the childminder and any assistants that work with her. Children take turns and play well together. Older children learn that they must listen to what others have to say, and younger children are learning about 'kind hands'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's strong inclusive provision consistently ensures that all children have access to experiences that they otherwise may not have. This helps to close the gaps in children's learning. Children are encouraged to be inquisitive. They learn about the natural world through hands-on experiences in the forest. Children grow, nurture and harvest their own vegetables, which they have in their own allotment. The childminder uses these experiences to discuss healthy lifestyles and aspects of the natural world. Children are extremely curious learners and relish the opportunity to learn something new.

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Children's welfare and wellbeing Strong standard

Highly effective care practices support children's understanding of what it is to be healthy. The childminder uses daily routines, such as snack, to talk about healthy foods and exercise. Children learn about how and why it is important to stay hydrated, and they have constant access to outdoor play, where they can run, climb and negotiate obstacles. The childminder is highly respectful of children's privacy and provides screens during nappy changing. She is extremely vigilant when children are eating or sleeping to ensure that children are always safe.

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Children's welfare and wellbeing Strong standard

Children are independent and make efforts to do things for themselves, such as pouring drinks and setting up activities. This prepares them well for future learning. The childminder fully supports children's emotional health. She showers them with kindness and love and responds sensitively to their individual needs. Children demonstrate that they are extremely happy and content as they seek out the childminder to join them in their play.

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Children's welfare and wellbeing Strong standard

A real strength of the childminder's provision is the close professional relationship that she forges with parents. The childminder gathers ongoing information from parents about children's eating and sleeping routines at home. This enables her to provide responsive and familiar care in order to meet children's care needs effectively.

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Inclusion Strong standard

The childminder is extremely passionate about inclusive practice. She works closely with parents and external services to identify effectively and early the barriers that children may face in their learning, including those children with special educational needs and/or disabilities. The childminder is confident in her approach to supporting all children and

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Expected standard

providing an adapted curriculum for those who need it most. Her empathetic approach helps parents to be fully involved in their children's learning. They feed back that the childminder consistently goes above and beyond to make a positive difference in their children's lives, both inside and outside of the setting.

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Expected standard

The childminder completes research and targeted training to enhance her already strong knowledge. She enthusiastically shares this information with families to help ensure that they feel supported and listened to. The childminder works with outside professionals, such as therapists and teachers. This helps ensure timely intervention and that any strategies have a positive impact on children's development. As a result, children who face barriers to their learning make rapid progress, have improved outcomes and thrive.

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Achievement Expected standard

All children make steady progress, particularly those who face barriers to their learning. Older children are confident communicators and are able to use a range of vocabulary to express themselves. Babies are confident to explore both the indoor and outdoor environments and are beginning to interact socially with other babies and children.

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Achievement Expected standard

Children are confident and happy, and they typically develop the skills they need to prepare them well for their eventual move to school. Older children are becoming proficient in their own self-care and delight in carrying out small tasks such as setting the table for lunch and tidying away the toys. They have learned how to handle cutlery, which will help as they transition on to school lunches. Babies can freely choose their own activities and are learning how to share some resources, such as musical instruments. They successfully develop their physical skills as they pull themselves up and cruise the environment in preparation for walking.

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Curriculum and teaching Expected standard

The childminder's curriculum typically meets the learning needs of all children. She adapts activities to consider those who may need a different approach. The childminder makes sure that any ideas or adaptations are shared with any assistants she works with so that they can meet the learning needs of children and are clear on what it is that children should be learning next. The childminder uses ongoing observation and assessment to establish children's existing knowledge and their next steps. She regularly shares this information with parents, who appreciate the detailed information that they receive about their children, particularly those children who face barriers to their learning.

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Curriculum and teaching Expected standard

The childminder ensures that she teaches all areas of the curriculum to children so that they are fully prepared for the next stage in learning. Mathematics is taught explicitly and clearly. Older children confidently use the language of size in their play and are beginning to recognise patterns. Younger children are learning how to count out objects and recognise colours, such as when collecting pom-poms. Stories are enjoyed by all children, who delight in the participation that is encouraged. The childminder weaves familiar books into discussions and play, which supports children's vocabulary, literacy and love of stories. Children are encouraged to think critically and develop their own ways to problem-solve. However, there are occasions when adult-led learning is too generalised and does not consistently consider the individual age and stage of children's development. Despite this, children achieve well in their learning.

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Leadership and governance Expected standard

The childminder demonstrates a clear passion for working with young children. She is reflective and continuously strives to positively impact children's learning experiences. The childminder engages in regular research and seeks out training opportunities for herself and any assistants she works with. This helps to enhance the overall quality of the provision. She has a clear plan of action to swiftly identify and respond to those children who face barriers in their learning, such as children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has professional and positive relationships with parents. They feed back that they feel extremely lucky to have the childminder look after their children and about the positive impact she has made on their lives. Parents are given helpful advice through discussions and regular detailed reports on how they can further support children's learning in the home. They say that they appreciate the involvement that they have in their child's early education.

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Leadership and governance Expected standard

The childminder demonstrates a thorough understanding of the children and families who use her provision. She evaluates and monitors her practice as her cohort changes, and she has formed effective partnerships with other professionals and local schools. This helps to prepare children well for school and support their continued care and education.

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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 enjoy learning at this inclusive setting. They settle well and thrive both emotionally and socially. Children develop a high level of independence and confidence and demonstrate an eagerness to learn. The childminder has forged strong bonds with children and understands their unique differences. She strives to ensure that children, including children who face barriers to their learning, have full access to a range of stimulating and fun experiences that prepare them well for the next stage in their education, such as going to school.

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

Children's confidence and social skills are promoted well during their daily outings, such as visiting their own allotment and meeting with other children at forest school. They build firm friendships with other children, and older children relish completing small tasks such as preparing snack and 'reading' to the youngest children. The childminder has a thorough understanding of each child's capabilities and what they need to be learning next. She gathers information from parents to ensure that her curriculum is directed towards children's current needs and interests. This helps the childminder to support children's home routines and promotes the continuity of care between the home and the setting.

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

Children demonstrate that they feel safe and secure. The childminder is gentle and kind and has a very tactile approach. She soothes and cuddles children who become upset and understands and reacts to the signs that children are becoming tired or hungry. Children have wide choices for their own play, which they relish. The childminder and any assistants she works with involve themselves in children's games and play, and the sound of laughter echoes throughout the setting. For example, children blow and chase bubbles in the garden. They excitedly count them and notice the colours and different sizes.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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Facts and figures used on inspection

Children's attendance at the setting is good. The childminder ensures that parents understand the importance of regular and punctual attendance and the positive impact that this has on children's outcomes.

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Next steps

The childminder should ensure that all children have opportunities to excel in their learning through carefully adapted age- and stage-appropriate experiences.

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About this inspection

The inspector spoke to the childminder, assistants, parents 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. 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. 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 .

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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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