Childminder

Childminder

Unique reference number (URN): 2769059 Registered with Ofsted: 21/03/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those who may have barriers to learning and/or wellbeing make rapid progress through the curriculum. This is because they feel safe and develop a very positive attitude to learning. Children flourish in the inclusive, well-equipped play environment. They are curious and engage in the inspiring activities provided. Children access high-quality resources that superbly support their interests and stage of development.

p.2

Achievement Strong standard

Children, including those with barriers to learning are emotionally secure and confident. They are fully prepared for their next stage in learning, such as when they transition to pre- school or school. Children experience tailored support, which helps them make consistent, rapid progress from their starting points. They learn the skills needed and be independent learners. Children are very confident communicators. They have good comprehension, understand familiar routines and follow instructions well. Children use a wide vocabulary during their conversations.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children play and learn in a very positive, calm and respectful atmosphere. This is because the nurturing childminder provides children with a happy and fun environment. Children are familiar with the consistent, daily routines and the high expectations of the childminder. Children delight in the childminder's praise and reassurance they receive. They respond well to the gentle, kind and attentive childminder. The childminder provides a reassuring atmosphere and uses every opportunity to reenforce positive behaviour. As a result, children's behaviour is exemplary.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have formed close and trusting bonds with the childminder. They engage her in their play and enjoy cuddles and reassurance when needed before continuing with their games. Children make friends with others attending. There is a very happy and respectful environment. The childminder teaches children to take turns, share and play cooperatively with others. She helps children to understand and follow safety rules, and children confidently remind their friends how to use large apparatus safely in the garden. The childminder encourages children to show kindness and consideration towards others, and children explain that they want to keep their friends safe from harm. She supports children to recognise and talk about their feelings and emotions through well-planned activities, stories and discussions. The childminder is highly skilled in helping children who find it difficult to regulate their emotions. She provides consistent support that enables them to manage their

p.2

Behaviour, attitudes and establishing routines Strong standard

feelings and behaviour effectively. As a result, children respond positively to the childminder's guidance and adapt their behaviour accordingly.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder positively promotes punctuality and attendance. This ensures children are fully involved, ready to learn and settle quickly. Routines in place help children have a sense of security and familiarity. These provide some structure but are also tailored to meet each child's unique needs.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children welfare and wellbeing. She understands that if children feel safe and are happily settled then they will learn well. The childminder is very flexible in her approach to settling children and works closely with parents and carers. All children settle well as the childminder provides extra emotional support as needed, such as when children struggle with the transition from home to her care. She adapts her policies to meet the varying needs of the children and individual circumstances of the family. The extremely calm and nurturing childminder provides children with a child-friendly, homely and welcoming space for them to learn. Children have formed warm and trusting relationships her. They have individual storage for their personal belongings. They self-register when they arrive. Photographs of the children and their families are displayed within the playroom and

p.3

Children's welfare and wellbeing Strong standard

this creates a real sense of self and of belonging.

p.3

Children's welfare and wellbeing Strong standard

The childminder has a comprehensive knowledge of the children in her care. She promotes their wellbeing through familiar routines within a respectful atmosphere. This provides a sense of security. Children's physical wellbeing is thoughtfully considered. The childminder encourages children to make healthy choice at lunchtime. Mealtimes are sociable occasions, during which children sit and eat together with the childminder. The childminder supports children to use good manners. She effectively supports children to independently manage their self-care. Children confidently explain the need to wash away germs after using the bathroom. Children have ample opportunities to exercise and receive fresh air daily. They learn how to stay safe when using play equipment. For example, even very young children remind their friends to hold on with two hands when using the swing. Children know to zip the trampoline shut before bouncing, to ensure they remain safe.

p.3

Curriculum and teaching Strong standard

Children show great enthusiasm to explore and learn. Through the well-sequenced curriculum there is a real focus on supporting children's confidence, emotional and social development. The childminder fully understands the importance of an ambitious curriculum that is rich in learning opportunities and captures children's interests. This is skilfully designed to support children's emerging needs and successfully builds on what they already know. Activities inspire children to investigate and sparks their curiosity. For example, children show great interests in water play. They decide to mix coloured water together and predict what will happen, fascinated with the outcome.

p.3

Curriculum and teaching Strong standard

Children express a keen interest in finding bugs and are provided with a variety of opportunities to support their curiosity. They squeal with delight when they find a snail. The childminder engages them in conversations about snails habitat and how to look after them. Children's love for books is promoted well. They access these with ease and compare the bugs they find with pictures in books. Children show sustained concentration as they participate in group board games. They listen intently to the childminder's instructions and understand the need to wait their turn. They help one another to spot mini-beasts on their picture board and match them to the corresponding card. Children have ample opportunities to develop their physical skills. For example, the curriculum is enriched with planned activities outside of the home, such as trips to forest school sessions, beach or play park. They develop coordination and confidence as they engage in risky play, fully supported.

p.3

Curriculum and teaching Strong standard

Children master the skill of jumping on a trampoline or using the swing safely. The childminder is skilful in how she adapts the curriculum and seamlessly meets children's individual needs. She provides opportunities for children to repeat activities and with her support new skill skills are secured over time.

p.3

Inclusion Strong standard

Children thrive and benefit fully from the childminder's secure knowledge and experience of supporting children with special educational needs and/or disabilities, or those who face barriers to learning. The childminder is committed to provide an inclusive environment in which all children flourish and learn. She is extremely effective in identifying children who may face barriers to learning, and is confident in her approach to support all children. This is successfully achieved through initial assessments and stringent monitoring of progress. The childminder ensures targeted support, which helps to remove barriers swiftly. This includes effective use of any additional funding children may receive. Careful evaluation and monitoring has a positive impact on outcomes for children. In addition, the childminder is meticulous in planning activities, with a clear learning intention for each child. This means all

p.4

Inclusion Strong standard

children can fully participate and enjoy them.

p.4

Inclusion Strong standard

The childminder effectively promotes trusting partnerships with parents and carers to ensure children receive consistent support. She sensitively shares her expertise and knowledge with parents, and is able to guide families and ensure they are well supported in their individual circumstances. The childminder is proactive and engages with other early years professionals or outside agencies involved with the children to ensure timely intervention. This has a positive impact on children's development.

p.4

Leadership and governance Strong standard

The childminder has developed a positive culture of self-evaluation. This supports her commitment and dedication to provide all children with the highest quality care and education. The childminder confidently adapts her setting and responds swiftly to children's emerging needs. She is realistic as she reflects on any changes made and the impact on outcomes for children. Along with stringent monitoring of children's achievements, the childminder ensures all children make rapid progress from their starting points. The childminder fully understands the importance of continuous professional development. She regularly undertakes additional training to strengthen her skills and knowledge further. The childminder speaks enthusiastically of the benefits of training and support she receives from attending the stronger practice hub. She shares this knowledge and information with her local network of childminders and the children's parents and carers.

p.4

Leadership and governance Strong standard

The childminder positively engages with parents. She welcomes and values their input when making decisions about her setting. Parents are warmly welcomed in to her home. The childminder routinely discusses children's progress. Parents receive regular communication and information about their children's next steps in learning. The childminder is also proactive in establishing secure partnerships with other early years professionals and/or agencies working with the family. This ensures continuity and a consistent approach in supporting the children. Parents speak extremely highly of the childminder. They comment that their children have made rapid progress as a result of attending her setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children thrive socially and emotionally in the childminders' care. They are extremely happy, settled and feel safe and secure. Children are cared for by the attentive calm and nurturing childminder. She provides children with an inclusive, homely and fun environment in which to learn. Children have formed kind and positive relationships with the childminder, and make friendships with others attending. Children make rapid progress because the childminder has a secure knowledge of how to provide children with rich learning opportunities. She knows each child incredibly well as she takes time getting to know them

p.5

Inspector:

Lynn Hartigan and their family. The childminder establishes welcoming, friendly but professional partnerships with parents and carers. She promotes the importance of attendance and has a flexible approach to settling children to suit individual needs. Children benefit as the childminder also ensures positive links with other agencies involved with children to ensure continuity in children's learning and welfare.

p.6

Inspector:

Children thrive as the childminder is highly experienced and knowledgeable. She has a secure knowledge of child development, and swiftly identifies any barriers to children's learning. The childminder ensures stringent monitoring along with accurate assessments of children's progress from their starting points, which informs future planning. Children are given time to play uninterrupted The childminder is skilful and subtle in her interactions with children to ensure she does not spoil their enjoyment and independent discovery as they play. Young children are very confident communicators. They have a wide vocabulary and ask lots of questions The childminder supports children's language. She engages them in meaningful conversations and introduces new words. For example, she asks children what their 'preference' is when choosing a group story. Children use new words in context and talk about the 'spiral' pattern on a snails shell.

p.6

Inspector:

The childminder positively encourages parents to share what they know about their children and what is important to them, and what makes their child unique. She welcomes parents' views and values and respects their wishes regarding their child's individual routines. The childminder effectively plans personalised next steps in learning and children flourish in her care.

p.6

Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.6

About this inspection

The inspector spoke with the childminder and the children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Tuesday,Wednesday,Friday : 08:00 - 18:00,Thursday : 08:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8