Childminder

Childminder

Unique reference number (URN): 2774348 Registered with Ofsted: 01/02/2024 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 with special educational needs and/or disabilities or other barriers to learning or wellbeing, achieve incredibly well across all areas of the curriculum, particularly in the development of their communication skills and language. Young children link words together rapidly and build new vocabulary daily. They show a secure understanding of simple requests and interactions with the childminder. For example, they get their shoes and bring them to her when asked. Children take great pride in their achievements, whether it is a new word or a new physical skill. For example, they climb onto the sofa for the first time and sit back and beam with pleasure. All children are extremely well prepared for the next stage of learning. For example, the childminder ensures that they mix with children of a similar age, which supports their personal, social and emotional development highly effectively. She shares specific targets for independent skills with

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Achievement Strong standard

parents and carers. This means they can continue their children's learning at home.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a hugely positive environment where children are given secure and creative strategies to support excellent behaviour. For example, when children seek attention, the childminder sensitively responds to their needs at a level of their understanding. Children's behaviour is exemplary. The childminder consistently embeds expectations and boundaries at an age-appropriate level, and children respond extremely well to the praise they receive. Children have an extremely positive attitude to their own learning and, with support from the childminder, show resilience and persistence in mastering and transferring new skills. For example, after children learn to roll a ball, the childminder encourages them to roll cars to her and back, and children do so repeatedly and with enthusiasm. The childminder creates an environment with inspiring activities that fully engage children and link to their interests. She responds to each child as an individual. Her

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Behaviour, attitudes and establishing routines Strong standard

approaches are effective for all children, including those with special educational needs and/or disabilities or other barriers to learning.

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Behaviour, attitudes and establishing routines Strong standard

Children form very positive relationships with the childminder and each other. They follow her model of kindness, respect and caring for each other. Children are kind to each other. For example, they pass each other drinks and hold hands on trips. The childminder works closely with parents and carers to help them understand the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing extremely well. From her experience and deep understanding of how babies and young children develop and thrive, she recognises that they need to feel safe and secure, in order to learn. The childminder forms secure and nurturing attachments with children and knows them extremely well. She is highly responsive to their changing and individual needs and clearly values all children. This means that children with special educational needs and/or disabilities or other barriers to learning and wellbeing develop high self-esteem and emotional wellbeing. This supports their positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder has well-established routines that enable children to feel familiar and confident in the setting. However, she is incredibly observant and flexible to the children's changing needs and adapts them accordingly. The childminder includes children's voice in their own care routines. Children enjoy daily outdoor activities either in the garden or on trips, such as the park, where they can run and play. The childminder promotes a healthy diet with parents and carers, and she explicitly teaches children about choosing healthy options. For example, children buy fruit from the shop and make their own fruit salads. The childminder sits with the children while they eat and is highly alert to allergies and the possibility of choking. This ensures that she consistently keeps children safe.

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Curriculum and teaching Strong standard

The childminder has a deep knowledge and understanding of how babies and young children learn. She has used this knowledge to create a highly challenging but achievable curriculum with ambitious goals for all children. The curriculum covers all areas of learning with a firm focus on developing communication skills, including signing and language, which are used to support the other areas. The childminder makes links with children's prior learning and focuses on consolidating and extending their skills. For example, once a child has learned to sit on a chair safely, a chair is used for snack time. The childminder prioritises children's physical development. She ensures that children have regular opportunities to develop their large-muscle skills, such as running around and kicking balls. She makes sure children can build on the muscles in their hands and fingers, placing puzzles in the correct space. Children learn to understand and regulate their own emotions. They regularly use the

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Curriculum and teaching Strong standard

mirrors, both indoors and outdoors, to smile at themselves as they pass.

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Curriculum and teaching Strong standard

The childminder uses every opportunity to develop and enhance children's learning and understanding. For example, she holds up a red ball children have been rolling when looking at a book about the colour red. She addresses misconceptions immediately and gently. For example, as children hold up a tractor and say 'car', the childminder names this correctly and then shows them a tractor. This helps children understand words in context. The childminder is highly effective at adapting activities for all children. She ensures that all children, including those with barriers to learning, access the curriculum.

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Inclusion Strong standard

There are secure procedures in place for identifying children with special educational needs and/or disabilities (SEND) or other barriers to learning or wellbeing. The childminder quickly identifies children's starting points. She collects information from parents and carers about their child and follows this up with her own observations and assessments. The childminder is incredibly knowledgeable about the development of young children and backs up her own knowledge with professional documents. She gets to know all children, including those with SEND or other barriers to learning or wellbeing, extremely well and closely monitors their learning so that those who need it can receive swift targeted support. For example, the childminder learns words in the languages of children to help with their emotional wellbeing. The childminder continues with this process of continual assessment and developing next

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Inclusion Strong standard

steps to ensure that children make rapid progress from their starting points. She rigorously monitors the impact of the process and adapts where necessary. The childminder works closely with parents and other professionals, such as speech therapists, to best support children. She liaises with parents regarding additional funding to ensure that it has the best impact on the children's progress. She shares ideas with parents on how to best support their child at home. She shows a firm commitment to professional development and would attend specific training courses to best support any child in her setting. She already uses signs as a form of communication and recognises many adaptations that could further support children's understanding, for example the use of now and next boards and visual cues.

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Leadership and governance Strong standard

The childminder has a clear vision of her practice. She is passionate about all children having the absolute best outcomes possible and works tirelessly to achieve this. She knows her strengths of promoting communication and language and developing confidence and independence in children. The childminder has focused areas for development, such as improving her outdoor space, to support outcomes for children even further. The childminder has created an extremely well-managed setting. Transitions between the routines are smooth and led by the children who are always treated with the utmost dignity and gentle care.

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Leadership and governance Strong standard

The childminder utilises professional organisations to keep up to date with current information about early years and to further her own skills and understanding with training courses. For example, she attended training on enhancing provision for children with special educational needs and/or disabilities. She ensures that her assistants have safeguarding training and provides highly effective support to ensure that they have regular opportunities to build on their skills and knowledge. The childminder fully engages with parents and carers, who speak incredibly highly of her. They say their children thrive and grow and benefit enormously from the exciting experiences available to them. The childminder works very closely with parents to ensure that children make progress and shares their next steps and achievements. She liaises closely with other settings, such as the pre-school children transition to school, so children can have the best start to their next stage of learning.

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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 enormous fun in their learning at this incredibly warm and nurturing childminder setting. They clearly demonstrate that they feel safe and secure, and they build trusting and positive relationships with the childminder. Children flourish in the childminder's extremely kind and supportive care, and they obviously love being with her. The childminder has high expectations of all children and gives them lots of praise and encouragement, which raises their self-esteem. Children behave extremely well and get on extremely well together. The childminder uses positive, innovative ways to support children's behaviour

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About this setting

Type: Childminder positively. For example, children are taught how to roll a ball indoors and throw a ball outdoors.

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About this setting

Children benefit from a wide variety of engaging and stimulating activities that cover all areas of the curriculum. For example, children delight in naming and playing with farm resources after a trip to a local farm. They have wonderful communication and language skills for their age and stage of development. Children who are not yet able to fully express themselves communicate their needs by signing. Children show a passion for learning, and they copy and repeat new words such as 'wiggle' and smile as they do so. They learn to count and understand number. For example, they play with 2 of every animal and 2 tractors as the childminder verbalises their play. Children have daily access to outdoor play where they have many opportunities to develop their large-muscle skills. All children, including those with special educational needs and/or other barriers to learning and wellbeing, make rapid progress from their starting points. The childminder carefully monitors their next steps

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About this setting

and achievements. All children are valued equally as individuals. The childminder ensures that parents are aware of the importance of attendance and punctuality.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should continue with her improvements to the outdoor area to further impact on children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and parents and viewed written feedback from parents 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 compiles with the statutory framework for children's learning, development and care, known as the early years foundation stage. Registration date: 01/02/2024

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About this inspection

Operating hours: Monday : 08:00 - 18:00,Tuesday : 08:00 - 18:00,Thursday : 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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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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