Childminder

Childminder

Unique reference number (URN): 2758835 Registered with Ofsted: 22/11/2023 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 impressive progress in relation to their starting points. They develop skills to support them in readiness for their next stage of learning. Children are highly independent and understand their needs. For example, they request a dance activity as they recall the importance of daily exercise. Children demonstrate an impressive range of vocabulary, using words such as 'maximise' and 'challenging'.

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Achievement Strong standard

Children communicate well and express their feelings and emotions in mature ways. For instance, children talk about the importance of telling the truth, as they retell a story about a child who 'fibs', with confidence.

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Achievement Strong standard

Children build on their already impressive knowledge. For example, when they talk and learn about hail, they go on to discuss the rain and sun, children debate that rain is lower than the sun, as rain comes from clouds and the sun is in space and is part of the solar system.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model and supports children to fully understand behavioural expectations. Children behave impeccably and show high levels of maturity. For example, they confidently discuss how to carefully handle the childminder's dog. They know that after giving him a treat with flat hands, the dog will be happy, and they recall the importance of handwashing afterwards.

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Behaviour, attitudes and establishing routines Strong standard

The childminder reinforces positive behaviour and consistent routines through highly- impactful and inclusive approaches and teaching. Children are proud and remain positive, such as telling themselves, 'I can do it'. Children fully understand routines and know what is expected of them next. They take care of other living things with the utmost respect. They explain how they do not pick flowers from the ground, to care for nature. Children problem- solve and are persistent, resilient and determined.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes highly-positive relationships with children. They enjoy seeking her out for hugs and reassurance and clearly enjoy their time, as they play happily together. The childminder monitors children's attendance and follows up on any unexpected absences. She fully understands the importance of this and shares with parents and carers the importance of punctuality and regular attendance to prepare them for the expectations of school.

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Children's welfare and wellbeing Strong standard

Children are very happy, settled and confident. The childminder is very knowledgeable and is highly responsive to the varying needs and changing circumstances of individual children and families. She has highly inclusive approaches to supporting children's welfare and wellbeing. This includes adapting practice and activities to support children and families, such as sharing ideas and preparing them for key life events. The childminder discusses safe handling of babies, for instance, to support children with younger siblings.

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Children's welfare and wellbeing Strong standard

Health and hygiene routines are established and followed independently by children. They discuss healthy eating and more complicated aspects, such as food groups, fibre and vitamins. They learn about the importance of establishing effective oral-health routines. Children fully understand the importance of exercise. While they are active, they discuss their pulse rate, elevated heart rate and the importance of rest and hydration.

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Children's welfare and wellbeing Strong standard

The childminder supports all children to develop their sense of belonging, wellbeing and self-esteem. She helps children to manage their emotions in safe and appropriate ways. This includes using books and activities where different feelings are discussed and validated.

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Curriculum and teaching Strong standard

The childminder has a comprehensive knowledge of how children develop and successfully embeds a highly-engaging curriculum. The curriculum is carefully thought-out to support individual children to enjoy learning and make impressive progress and achievements. The childminder teaches children how to meet and manage their own needs, with confidence and independence, extremely well. For example, children are very clear about their needs and wishes and suggest ways to meet them. For example, children request an active activity when they feel they need to move their bodies and exercise.

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Curriculum and teaching Strong standard

The childminder knows children extremely well and understands what makes them unique. Children have highly-positive attitudes towards their learning and make rapid progress in relation to their starting points. The childminder builds on children's interests, through spontaneous teaching. For example, when it hails outside, they discuss where the hailstones come from and the sounds they make.

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Curriculum and teaching Strong standard

The childminder teaches children about people's similarities and differences, outside of their own community and experience. They learn about race, traditions, festivals and religions. For instance, the childminder talks to children about other festivals, such as Eid and Hanukkah.

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Inclusion Strong standard

The childminder ensures that activities and resources are inviting and all children are included and engaged. The childminder has a comprehensive knowledge of using assessment to help her precisely identify and meet children's needs and to reduce barriers. This includes for disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care.

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Inclusion Strong standard

The childminder fully understands the needs of children and families, helping them to feel extremely safe and secure. The childminder minimises any potential barriers to learning effectively. She seeks advice from other professionals and understands the appropriate support to provide for each child, such as adapting routines and simplifying, extending or adjusting activities. This includes providing a variety of equipment to ensure all children can participate successfully in the same activity. The childminder rigorously and routinely monitors the progress of children to swiftly highlight and minimise any barriers to their learning and wellbeing. She knows who to contact to seek support for any developmental concerns and is highly knowledgeable in supporting individual children to thrive and reach their potential.

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Leadership and governance Strong standard

The childminder is extremely evaluative and reflective of her practice and fully understands her role and responsibilities. She is proactive in continuing to build on her impressive knowledge and intends to access more training to enhance practice even further.

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Leadership and governance Strong standard

The childminder establishes very secure partnerships with parents and carers. She keeps them informed about children's learning and next steps in learning, shares helpful ideas and tips for home learning. She shares what children are learning, such as the impact of screen time, the reasons for age limits on social media and safe use of the internet. The childminder has established extremely solid partnership with staff at settings that children also attend. This helps to support children through a highly-positive and consistent approach to their shared care and learning. This includes the childminder observing children, alongside staff at their other settings, and sharing next steps and achievements routinely.

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Leadership and governance Strong standard

The childminder identifies areas she would like to continue to enhance, such as accessing further training. She is extremely reflective and is keen to develop practice and her professional knowledge even further.

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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 are very confident, settled and happy in the safe and inviting environment. Children and their parents and/or carers feel at home in the welcoming atmosphere, and children are enthralled during exciting activities. Children remain very interested during interactions with the childminder and throughout the learning opportunities that she carefully plans for them. The childminder has very high expectations of children and plans a variety of motivating experiences to challenge them in all areas of learning. For example, children enjoy an activity where they thread beads and complete sums, embedding early mathematical skills. Children are confident at adding and subtracting and use more complicated mathematical language and concepts, such as 'equals' and 'maximum'.

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

Children have highly-positive attitudes towards their learning. The childminder knows children very well and plans accordingly to meet children's individual needs. The childminder is highly knowledgeable about how to adapt activities to engage children of all ages and abilities, including those with special educational needs and/or disabilities. The childminder ensures she promotes positive and regular attendance and shares with parents the importance of why regular attendance is important.

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

Children develop new skills to support their future learning and life skills to help prepare them for their eventual move on to school. Children are highly independent and learn complex skills. They write words for a menu with confidence and talk about the concepts of volume and capacity, as they make 'magic potions', for instance. Children develop very positive relationships and social skills. They remind themselves as they complete tasks that 'it is okay to do something wrong, this is how we will learn to do something right'. Children are persistent and resilient which enables them to complete tasks well and develop new skills with competence.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 her successful work to remove 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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