Childminder

Childminder

Unique reference number (URN): EY449390 Registered with Ofsted: 06/08/2012 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 make rapid progress from their starting points and demonstrate substantial skills for their age. Young children develop the confidence to express their needs and wants. They rapidly expand their vocabulary. Children demonstrate a high level of engagement and make independent choices about their play. They learn to understand different mathematical concepts, such as numbers, shapes and measure. Children learn to match the correct shapes when completing puzzles.

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Achievement Strong standard

Children develop excellent independence skills, which help them prepare for their next stage in their education when the time comes. For example, young children learn to use an open cup and show immense pride in their achievements. Children follow consistent hygiene routines to keep themselves healthy. They are fascinated by exploring different textures. They develop problem-solving skills from an early age. For example, they learn how to throw a ball to target skittles. Children learn how to use a range of resources for a purpose and build on their understanding of the world.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a very positive environment where children feel safe and eager to learn. Children develop highly secure attachments with the childminder. The childminder acts in a patient manner. She helps children understand what is expected of them throughout the day, and this supports them to thrive in well-established routines and positive boundaries. The childminder is very skilled and adapts her positive behaviour strategies to help young children manage their emotions to match their age and stage of development. She names different emotions to help children understand a range of feelings. The childminder plans routines to encourage children to practise new skills. Children learn to be independent and demonstrate excellent skills for their age. They receive positive praise and encouragement from the childminder, and this supports their growing self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of promoting regular attendance. She regularly communicates with parents and offers support to reduce any barriers to children's learning or wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder shows a very high regard for promoting children's welfare and well-being. She has a deep understanding of individual children's care needs and works very closely with parents when children's needs change, for example during settling in or when children go through changes in their sleep or weaning. The childminder recognises when children are tired and need to rest. She responds extremely sensitively to meet children's needs when their routines change. The childminder ensures she regularly monitors sleeping children to ensure their safety.

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Children's welfare and wellbeing Strong standard

Children benefit from the childminder's caring and attentive manner. They develop close bonds with the childminder. Young children show their affection as they lift their arms to be picked up for a cuddle. The childminder looks after children's health and wellbeing exceptionally well. She carries out robust risk assessments to ensure children remain safe as they explore and learn. The childminder skilfully teaches children about healthy eating habits. Children benefit from a healthy and nutritious diet throughout the day. The childminder explains to children why it is important to eat vegetables. For example, when children eat carrots, she tells them that they contain vitamins for 'good looking and seeing'. She explains that water keeps them hydrated. The childminder promotes the benefits of physical exercise and ensures children master a range of physical skills indoors and outdoors.

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Curriculum and teaching Strong standard

The highly qualified childminder provides a broad and ambitious curriculum formed carefully around children's changing needs and interests. She works closely with parents and shares information to help extend children's learning at home. The childminder ensures that her approach to teaching is consistent and highly targeted to support individual children's learning and developmental needs.

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Curriculum and teaching Strong standard

The childminder carefully considers what children already know and can do when she plans for their learning. She finds out different ways to adapt activities to help children achieve and reach their full potential. The childminder supports early language development extremely well. For example, as young children name resources, she adds in adjectives or verbs to expand on children's vocabulary and explains their meaning, such as 'spiky ball' and 'floating bubbles'. The childminder uses positional language to explain directions, such as 'high up' and 'low down'. She teaches children to count in sequence and often uses mathematical language to build on children's rapidly developing mathematical skills. She provides opportunities for children to learn the names of colours and shapes. The childminder ensures children are exposed to the local community, for example through trips to shops to buy ingredients for meals. This helps children develop an understanding of the

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Curriculum and teaching Strong standard

world, as well as respect and value diverse people in the community.

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Inclusion Strong standard

The childminder has a wealth of experience in supporting children with special educational needs and/ or disabilities. She has undertaken targeted training to support the needs of children who face barriers to their learning. The childminder works exceptionally hard to provide an inclusive provision. She ensures that all children's needs are promptly identified, assessed, respected and supported from the start. The childminder is skilled and knows how to adjust support to meet individual children's needs.

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Inclusion Strong standard

The childminder works in a strong partnership with parents and promptly makes referrals when she identifies gaps in children's learning and development. She works closely with professionals involved in children's development to ensure she implements additional strategies to support children's changing needs as they learn and develop. This includes children who may face barriers to their learning. She understands how to use additional funding effectively to benefit children's learning and help close gaps in children's development.

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Leadership and governance Strong standard

The childminder provides a safe, inclusive and high-quality learning environment. She reflects on her practice effectively and supports the changing needs of children in the best way possible. The childminder is committed to delivering high-quality care and education. As a result, children are purposely engaged in their learning. The childminder is highly qualified and experienced. She understands the value of continuous professional development to gain further knowledge and skills to benefit children's learning and wellbeing. She has created effective links with local authority advisers and other childminders to support each other and exchange knowledge and ideas. Recent training helped the childminder explore in more detail how to expand on children's communication and language development. Other training increased her knowledge of how to plan and provide healthy, balanced and nutritious food without refined sugars and processed ingredients. The childminder extends

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Leadership and governance Strong standard

her knowledge to parents, who speak highly about the support and guidance they receive from her. They work together exceptionally well to ensure children receive consistently high- quality care and learning experiences and make excellent progress.

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Leadership and governance Strong standard

The childminder understands the importance of building on children's current experiences to help them gain even greater social skills. She has clear plans of how to implement these experiences into children's already eventful daily routines.

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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 experience a nurturing and welcoming environment where they feel valued, safe and secure. Warm and highly responsive relationships help children form strong attachments with the childminder. This helps children to settle in quickly and develop a high level of confidence while happily exploring a stimulating learning environment. Children's uniqueness is valued and respected. Their barriers to learning and wellbeing are swiftly identified and removed, helping them to progress exceptionally well from their starting points.

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

Children make choices about their learning, and the childminder follows their lead and unique interests. Children learn to follow instructions exceptionally well. They develop their listening and attention skills. This supports them to be very well prepared for the next stage in their learning. Children have plenty of opportunities to strengthen their small muscles, for example as they squash and squeeze a range of sensory resources or fit the puzzle pieces in the correct places. This also helps them develop their hand–eye coordination.

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

Children develop an excellent understanding of the world. Young children learn names of their body parts as they play. They point at the aeroplanes in the sky and look for the squirrels in the garden. Children learn and copy the sounds the animals make.

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

Young children develop a high level of independence. They learn effective hygiene practices. Children know they need to wash their hands before mealtimes. They also understand that a runny nose needs wiping. Children develop great confidence, self-esteem and a 'can-do' attitude as they receive praise from the childminder. They learn to share and behave well. Children thrive in the childminder's care and progress their skills to high levels for their age.

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

Children have plenty of opportunities to be active indoors and outdoors. For example, young children have plenty of space to move around and exercise their large muscles as they play

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About this setting

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

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About this setting

Local authority: Wandsworth with the balls. They master their physical skills in the parks and playgrounds, including on age-appropriate apparatus. Children benefit from varied, healthy and highly nutritious home- cooked meals. This contributes to their good health.

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About this setting

Children enjoy sharing books with the childminder, who skilfully builds on their learning. Children's regular and prompt attendance contributes to their explicit attitude to learning. Children enjoy nursery rhymes and happily move their bodies to music.

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Next steps

The childminder should continue to expand on children's experiences to build on their social skills and confidence alongside other children further.

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About this inspection

The inspector spoke with the childminder, 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.

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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. 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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