Childminder

Childminder

Unique reference number (URN): 2739262 Registered with Ofsted: 14/08/2023 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 Exceptional

Children consistently retain, sustain and build on their knowledge at every point in their day. For example, during lunchtime, older children confidently discuss the different food groups, name nutrients and remember what each nutrient's job is. Three-year-old children show impressive recall. They keenly choose books to retell to each other in their den, without an adult. They share stories with each other, demonstrating their advanced understanding of books and language. Very young children actively use their voice to attract the childminder's attention and mimic the words she is saying, as if in conversation. Children who join the setting at a later stage, and those who face barriers to their learning, develop at a rapid rate, to attain the same high level of knowledge as their peers in a short period of time.

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Achievement Exceptional

Young children use their incredible imaginations and communication skills to create roles for each other and develop a storyline for their play in a mature and collaborative way. Children are socially adept. They show maturity beyond their years as they show empathy and understanding towards others, whether it is their very young peers or those who need extra thinking time during their games. By the time they leave the childminder, children have excellent attitudes towards learning, and skills and knowledge that are beyond expectations, to stand them in good stead for the future.

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Leadership and governance Exceptional

The childminder constantly conducts her own research and seeks out the most appropriate sources of learning to continually move her practice forward. For example, in response to her assessments of children, she has become involved in national and local projects about communication, and children's mental health and emotional development. She is contributing to a university research project that is looking at the links between the use of technology and physical development, which is likely to be of national interest and influence practice in the sector. She is enrolled on targeted oral hygiene training following her analysis of the local oral health data so that she can teach the children in her care the same skills as their peers who attend other settings. Her persistence is admirable and demonstrates her dedication to improve outcomes, particularly health, for children. She is equally attentive towards her own health and wellbeing.

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Leadership and governance Exceptional

The childminder has extensive experience of accessing funding and gaining support from professionals. She sets exacting timescales and follows up on referral requests with other agencies. Her early intervention and perseverance in getting help for children gives her, children and families the strategies to help children fully access the curriculum. Children have made excellent progress, especially in their communication and language development, as a result. Parents give explicit and extremely positive examples of the childminder's highly effective work with them. For example, they give high praise to the childminder's nurturing, thoughtful and sensitive support for children transferring into her care at time when other events in their life make them vulnerable to falling behind in their development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed routines that are extremely well embedded, including those for regular attendance. Children very clearly understand what is going to happen next during the day, and follow routines without hesitation. Their attitude to learning is incredibly mature, something that is instilled in them by the childminder. The childminder teaches babies how to tidy alongside the older children, gently coaching them to tidy the area they have been playing in, laying the foundation to build good habits for the future. When the childminder asks children to tidy before they move on to another activity, the children do so with enthusiasm.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model, and the children listen respectfully to her as she speaks to them. Their relationship is warm and caring. Children learn from the childminder to think about other children. They are developing compassion for each other because the childminder carefully explains to them if one of their friends needs extra help or support. The children thoughtfully follow the childminder's lead and make sure they give their friends the time and space they need. The childminder teaches children respectful behaviour as they play. She carefully explains to children how another child can play with the same resources, such as magnet tiles. She demonstrates how to negotiate and stays nearby to support the play if she is needed.

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Children's welfare and wellbeing Strong standard

The childminder is thorough and learns as much as possible about a child's life at home as she can. This enables her to provide highly responsive and tailored support that meets the needs of each child, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

The childminder keeps her policies and procedures up to date and in line with national changes. For example, her practice fully reflects government revisions to sleep requirements. She works in close, respectful partnership with parents and explains her high expectations from the outset. For example, she explains clearly her expectations for healthy packed lunches, in line with government guidelines. She demonstrates high standards and respect for children. The childminder promotes physical activity on a daily basis. Children develop strength and coordination in their large muscles during play as they move large branches and climb and scramble in a woodland environment. The childminder's well- thought-out practices and routines ensure that children develop positive lifelong attitudes to healthy lifestyles.

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Children's welfare and wellbeing Strong standard

The childminder has rigorous self-care practices for the children to follow. She skilfully guides and supports children to manage their feelings. Children show resilience, for example, when they feel disappointed when something does not go as they had planned. The childminder is very conscious of the risks to children when they access online content, especially when children have older siblings. Children learn that they can speak to the childminder about anything they see or hear that worries them.

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Curriculum and teaching Strong standard

The childminder's impressive curriculum fully supports children's all-round development. The childminder does not compromise on the high expectations she has for what children can achieve, such as developing physical strength and stability, and understanding social relationships in readiness for school. She has extensive knowledge of how young children learn. She constantly assesses children and notices when they have made progress or are struggling. For example, when babies can grasp things with their whole hand, she introduces smaller items for them to develop a finger and thumb grasp. She develops movement, such as using scoops and spoons through games and exploration. Very young children feed themselves successfully as a result of the many different opportunities they have to practise. Children's learning is planned precisely. For example, alongside teaching the order of numbers, the childminder teaches children how to count a number of objects.

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Curriculum and teaching Strong standard

The childminder's play environment is enticing. She encourages children to explore and handle objects of interest that are on display. She talks to children about 'sticky learning' and how their brain is growing. Her conversations with children are highly responsive and build their ability to question and reason. She challenges children to recall past learning to solve new problems they encounter, such as how they need a stable base for the tower they want to build. The childminder skilfully adapts the pace of her teaching to include children at different stages and with different needs. She seamlessly links her topics as she introduces new information, for example about birds, while continuing to extend learning about Arctic animals.

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Inclusion Strong standard

The childminder's foundation for inclusion is 'never say can't, but ask how'. The childminder checks what children already know and can do before they start attending. She has a high level of understanding of inclusion and working with children with special educational needs and/or disabilities. She provides effective support for children as soon as possible, even while waiting for guidance from external professionals. For example, she uses her training in communication and language to assess children, and develops strategies to help children take the first steps towards using single syllable words. She is perceptive and promptly notices changes in children that may become barriers to their learning. Her work helps children to develop confidence in their abilities, for example negotiating steps and kerbs, or verbally making their opinions heard.

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Inclusion Strong standard

The childminder has a deep understanding of the power of early identification. She acts swiftly, working with parents to request referrals to specialists. The childminder steps in to liaise with professional agencies to ensure that children receive the prompt support they need. She works closely with professionals involved with children. She carefully carries out the learning plans provided by specialists and reinforces learning using a range of strategies, which have a lasting impact on children's confidence. The childminder fully understands that any additional funding a child may receive must be used directly to support their needs.

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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 thrive at the childminder's setting because of the secure attachments they have with her and the other children. The childminder provides each child with a detailed individual learning plan that is closely aligned to their needs and starting points. She is highly alert to the children's development and takes every opportunity to extend their learning using grammatically correct language and giving detailed explanations. Her expectations of what children can achieve have no boundaries. She acts swiftly and decisively to work with parents to tackle any barriers to children's learning. For example, she adapts her home to create safe quiet spaces where children develop their confidence in speaking to others. Children who have struggled with communication make rapid progress. They can recall and explain with clear understanding, which motivates them to ask more questions.

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

The childminder develops and delivers her diverse curriculum through a rich range of experiences. Children show deep levels of understanding about topics such as Arctic animals and birds. To achieve this, the childminder extends and enhances children's learning from their experiences, such as exploring snow in her garden. Children learn about their own and others' feelings. Older children show empathy and understanding of each other's needs. They also learn tolerance when very young children interrupt their play. For instance, when babies topple a tower they have built, the childminder provides supportive and careful explanations to develop their understanding that this is how babies play.

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

The childminder cherishes each child's personality. Children become deeply involved in their play as a result of the childminder's insights into how they learn. She expertly uses this knowledge to help children to succeed. For example, she develops her environment and uses texture and light to capture the interest of children who learn through sensory experiences. Children absorb information because the childminder captures their imagination in creative ways. For example, she researches the topic she is following to increase children's understanding, such as providing fake snow that is cold and melts when touched. This helps to extend learning opportunities for children after the real snow has melted. In addition, the childminder recreates natural displays, such as the Aurora Borealis, for children to continue their learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing that they may care for in the future.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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