Childminder

Childminder

Unique reference number (URN): 2779140 Registered with Ofsted: 16/05/2024 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

Children achieve well from their starting points. They make rapid progress due to the intentional learning and teaching experiences that are available to them. For example, children have regular opportunities to develop their physical skills, such as balancing, climbing and running when visiting woods and national parks. Children develop secure knowledge in the prime areas of learning. They experience a language-rich environment that build's children's confidence in their communication skills and develops their vocabulary. For example, the childminder reads with joy and enthusiasm creating a love of storytelling and exposing children to new words such as 'pinata'.

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Achievement Strong standard

Children experience a wide range of learning opportunities that support them to develop the skills and knowledge for their next stage in learning. Children confidently share their ideas with others and apply their learning to new situations, such as sounding out letters on a toy.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm and harmonious environment for children to play and learn. They model kindness and respect in their interactions. For example, when children want to share their ideas, the childminder listens carefully and encourages other children to listen before responding.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to take turns, work together and cooperate. The childminder intentionally gives children time to problem solve before intervening. However, the childminder is always available to offer words of support or guidance when children look for help. This enables children to be confident communicators who are able to play cooperatively with their peers. The childminder is responsive to children's cues and recognises that at times some children need more support than others. For example, when young children express frustration during water play, the childminder talks in calm, gentle tones to understand and then supports the child to return to play. This reduces children's frustration and enables them to continue their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder shows great care and empathy in their interactions with children. For example, the childminder recognises when children do not feel comfortable and offers comfort by giving them a cuddle. Children have warm and trusting relationships with the childminder. The childminder supports children to recognise their own feelings and the feelings of others. They encourage and provide words to support children to share their needs. Children have positive attitudes to learning and enjoy their time together. The childminder supports regular attendance and responds appropriately to absences.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. They build relationships that are warm, caring and respectful. Children are confident; they share their achievements and seek support when they need assistance. For example, when children are unable to turn the tap on the water container, they look to the childminder and indicate that they need support. The childminder is extremely knowledgeable about the children attending the setting. They have a clear understanding of their current needs and family circumstances. They use this information to support learning and extend conversations. The childminder fosters and nurtures children's emotional wellbeing. They acknowledge children's feelings and respond in a calm and caring manner. This enables children to feel safe and learn about how to express their emotions in positive ways. For example, when a child wants a toy and looks sad, the childminder models the language to help them express themselves.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children are safe. She supports them to recognise potential risks and how to keep themselves safe during play. For example, children are playing on a new soft-play ramp near the path, the childminder uses open questions to support children to consider the risks and a solution. The childminder creates an atmosphere that is calm and unhurried. She ensures that routines provide opportunities for children to learn to keep themselves healthy, develop their independence and build their confidence in their own capabilities. For example, younger children are given open cups to drink from and spills are seen as learning opportunities. The childminder promotes healthy eating and provides a variety of snacks and meals. They support children to try new foods. Children develop positive eating habits and enjoy this social time together.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the curriculum and what children are going to learn. They have expert knowledge of child development and age-appropriate teaching. The childminder uses open-ended resources for children to play and explore. This creates inclusive learning opportunities as children can use resources in a way that is appropriate to their age and stage of development. For example, older children use water containers to look closely at stones and objects that sink, while younger children focus on emptying and filling containers in the water. The childminder is continuing to build on these resources to further extend children's learning in the outdoor environment. The childminder simplifies each next step into small components and plans learning opportunities that support children to build their knowledge and skills, such as supporting children's control and coordination while moving, for example from balancing on a log holding 2 hands to being able to balance

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Curriculum and teaching Strong standard

The childminder expertly joins in children's play and changes the level of support depending on the child. For example, the childminder reminisces with older children about their recent visit to the zoo. She encourages children to recall feelings and thoughts of this trip, while younger children share their individual photo books to talk about their family members with the childminder.

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Curriculum and teaching Strong standard

The childminder identifies gaps in children's learning and puts effective support in place to ensure that children make rapid progress. They focus on developing and strengthening children's language development through sustained conversations, stories and narrating children's play. The childminder creates a love of stories and books. Children gravitate to the childminder and eagerly join in, sharing their ideas, thoughts and own experiences that relate to the story. The childminder supports children's early literacy skills through playing with initial sounds of words. The childminder uses routine times effectively to support children's learning, such as saying 'b, b, b, for banana'. Children build a secure understanding of letter sounds ready for their next stage of learning.

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Inclusion Strong standard

The childminder quickly identifies children's emerging and changing needs. They are attuned to the children in their care. The childminder identifies barriers to children's learning and swiftly adapts their approach and interactions to ensure that children receive tailored support for their different ages and stages. For example, when a toddler shows an interest in a story, she uses gestures and models simple language such as 'Can I sit with you?' to encourage engagement and support communication skills. The childminder shares children's progress with parents and carers. This ensures that children make rapid progress in their learning and in reaching their milestones.

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Inclusion Strong standard

The childminder continually assesses children's progress towards their next steps. They ensure that all children, particularly those with special educational needs and/or disabilities or those who are disadvantaged, are getting the targeted support to enable them to achieve. The childminder identifies children's current language levels and then intentionally builds on these through interactions and daily routines. For example, they model correct sentence structure or extend children's language from 2 words to 4-word sentences.

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Inclusion Strong standard

The childminder is highly reflective and creates an inclusive environment that can be tailored to meet the needs of all children attending. They have thoughtfully selected equipment and resources that can be used in various ways. For example, young children create towers using blocks while older children create complex structures, adding animals and sharing the narrative of their creation.

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Leadership and governance Strong standard

The childminder has a clear understanding of the current priorities for the setting. They are highly reflective and identify areas that they would like to continue to grow in their setting, focusing on children's learning and development. Their reflective nature ensures that the setting is in a continuous improvement cycle with children at the heart of their practice. For example, the childminder is strengthening the outdoor environment to ensure that children have access to open-ended materials.

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Leadership and governance Strong standard

The childminder has thoughtful and positive interactions with parents and carers. They work closely together to ensure that children's wellbeing and learning needs are met. The childminder shares children's progress, development and concerns to ensure that children receive support both at home and the setting. This ensures that children make rapid progress in their learning.

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Leadership and governance Strong standard

The childminder works closely with the local school to ensure that there are smooth transitions for children. They share relevant information about children and follow the same initiatives used by the school. This ensures that children are prepared for school and have consistency in their education. The childminder works effectively with other agencies and attends termly professional learning with the local authority. The childminder networks with other childminders in the local area, sharing ideas and knowledge to benefit children in their care.

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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 setting that is warm, responsive and nurturing. Children have access to a wide range of learning experiences that are tailored to meet their individual interests and next steps in learning. For example, children explore art through open-ended mark-

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Inspector:

making experiences. This supports children's creativity while also developing their language skills as they describe their piece of art to the childminder. Children's learning is enhanced by a carefully sequenced curriculum that supports them to reach their next steps in learning.

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Inspector:

Children experience a setting that is unhurried and founded on respectful and caring relationships with the childminder. Children develop positive relationships with their peers as the childminder models these in all interactions. The childminder works in partnership with parents and carers to ensure that children receive the best care and education. They share regular updates on children's learning and development. The childminder's very effective focus on supporting children's emotional wellbeing is evident in the settling-in period. Children and parents are supported to feel confident and comfortable in the setting through visits that are tailored to each child. Children are supported to make connections to their home life through interactions and play. This gives children a strong sense of who they are and what makes them special. For example, the childminder talks with children about upcoming events in their life, such as a holiday, and encourages children to share their own

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Inspector:

Children play well together; they can negotiate and take turns with little support from the childminder. Children understand the expectations at the setting and actively participate with routine times, such as tidy -up time with enthusiasm. Children's attendance is actively promoted, and any absences are followed up. Children are listened too, guided and seen as capable in their learning and play. They are seen as individuals; their strengths are celebrated and areas for growth are respectfully woven through daily experiences and interactions. For example, children's independence is discretely supported through care routines, such as toileting and handwashing.

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Next steps

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

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About this inspection

The inspector spoke with 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. Anna Marshall

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

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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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