Childminder

Childminder

Unique reference number (URN): 2790802 Registered with Ofsted: 25/06/2024 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 build very secure foundations that prepare them for the next stage of their education. All children, including those with special educational needs and/or disabilities, make remarkable progress from their starting points. They become confident, independent learners and persevere as they tackle and solve problems in their play. For example, children prepare food independently using age-appropriate tools safely and effectively.

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Achievement Strong standard

Children confidently express themselves and use their rapidly developing vocabulary as they engage in purposeful, lively conversations with the childminder and their peers. Mathematical language is used consistently, and children understand key mathematical concepts. Outdoors, children practise their physical skills by competently climbing, balancing and riding bicycles, for instance.

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Achievement Strong standard

Children are enthusiastic and confident communicators. They can ask for what they would like and talk about their feelings. Children are excited by and develop a love of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop meaningful, trusting bonds with the childminder. They call her by name, share their thoughts, ask questions and eagerly invite her to play. The childminder establishes consistent and effective routines that help children feel secure and confident. In addition, the environment is calm and purposeful, with children excitedly exploring a variety of thoughtfully arranged resources, displays and books. The childminder makes her curriculum accessible to children with a range of needs and in every age group, offering support to ensure that younger children are fully included. By working closely with parents and carers, she encourages regular attendance, highlighting the positive impact this has on children's development.

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Behaviour, attitudes and establishing routines Strong standard

With her highly effective teaching methods, the childminder helps children understand the behaviours that are expected. From an early age, children are taught to share, take turns and treat others with respect. They prepare and enjoy healthy food together in a friendly, relaxed setting, consistently demonstrating politeness and good manners. Children respond enthusiastically to the childminder's steady encouragement and receive frequent praise for their efforts and successes. This boosts their confidence and emotional wellbeing. As a result, children gain secure self-belief and are extremely well prepared for their future learning.

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Children's welfare and wellbeing Strong standard

Consistent routines help children to become independent and build important life skills. The childminder has high standards, and children confidently maintain hygiene routines. They are eager to share why they need to wash their hands to stop germs from spreading. They confidently complete personal-care tasks. For example, they put their own shoes on and cut fruit with safety knives for snacks, all under careful supervision to ensure their wellbeing. The childminder very successfully encourages children to make choices and attentively listens to their thoughts and opinions. This helps them feel appreciated and boosts their confidence. Children are enthusiastic about being active, especially enjoying outdoor play, where they explore various resources. By guiding children to take small, safe risks, the childminder supports them in becoming resilient and self-assured. She also helps them understand and explore their emotions and feelings through discussions, stories and

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Children's welfare and wellbeing Strong standard

resources, which they share and discuss. Children share how they are feeling and use the 'feelings stones' and mirrors to see their own faces as they express their emotions. The childminder promptly offers comfort, praise and reassurance whenever needed. As children attempt to put on their socks, she encourages them to say 'I can do it' as they persevere with the tricky task. Children feel safe, secure and able to share their feelings.

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Curriculum and teaching Strong standard

The childminder plans an ambitious, well-sequenced curriculum, which is bespoke to reflect the needs of children in her care. She skilfully differentiates activities to be inclusive and ensure that all children are highly engaged during their play and learning. For example, children play in the mud kitchen, exploring sand, peas, sweetcorn, lemons and limes. Children cut up the limes and lemons and use their senses to smell and taste the fruits. They count how many pieces they have cut the fruit into and discuss the size of the pieces and if they taste sweet or sour. They then progress to making pretend food to sell at their role-play café, where children work together to take orders and money while their friends prepare the food. This supports children's developing mathematical and physical skills. Children are motivated to learn and make excellent progress towards their next stages of learning.

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Curriculum and teaching Strong standard

The childminder draws on her expert knowledge of child development to support high-quality teaching. She uses daily activities and routines as opportunities to support children's learning. For example, she expertly introduces new language and embeds this into children's vocabulary.

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Inclusion Strong standard

The childminder places inclusion at the heart of her work and is dedicated to supporting the development of every child in her care. She offers a range of resources to foster children's understanding and uses assessments and progress reports to identify individual needs as promptly as possible. By closely tracking each child's development, she knows precisely what they have learned and what they need to learn next.

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Inclusion Strong standard

The childminder implements highly effective strategies that successfully engage parents and carers as partners in their children's learning. She regularly updates parents with information and ideas so they can support learning further at home. The childminder understands the lives of children and their families well and talks with them about special events and celebrations. Parents are well supported to recognise the importance of sharing information with the childminder.

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Inclusion Strong standard

The childminder has excellent knowledge of various agencies available to offer support, including speech and language specialists and local authority services. Her experience helps her to advise parents sensitively when additional support is needed. The childminder takes part in a range of training sessions to expand her expertise and applies new knowledge to enhance support for all children. Any additional funding is used specifically to meet the needs of the children it is intended for.

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Leadership and governance Strong standard

The childminder regularly reflects on her provision and teaching. She recognises and prioritises the importance of continually enhancing her knowledge and skills. She regularly accesses courses for her professional development and seeks out training that is relevant to the specific needs of children attending. This helps to ensure she fully meets the needs of children with special educational needs and/or disabilities and has a positive impact on all children in her care.

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Leadership and governance Strong standard

The childminder forges links with local schools and nurseries to support children's smooth transition and ensures that she implements consistent approaches across the curriculum. She provides detailed reports that inform settings about each child's needs and current progress.

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Leadership and governance Strong standard

The childminder works in close partnership with parents and carers to ensure children are happy and settled, and she provides regular feedback about their children's achievements and next steps in learning. The childminder accesses local services, playgroups, parks and places of interest, and she works collaboratively with other professionals. These excellent partnerships help to enhance children's progress during their time at the setting.

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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's wellbeing is a priority at this warm and friendly setting. The childminder gathers information from parents and carers before children start. She finds out about children's needs and interests in order to support them. She takes time to get to know children well. Consequently, children develop deep bonds with the caring and nurturing childminder. They regularly seek out the childminder for comfort and support when needed. This enables children to feel safe, welcomed and valued during their time in the setting.

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

Children thrive as they remain consistently well engaged in their play and learning. The childminder uses her in-depth knowledge of the children to support them in developing their confidence and independence. For example, she supports number recognition in ways that capture children's interest and keep them engaged, such as seeking out numbers in a water tray and while playing with dinosaurs and numbers painted on a large sheet, which children squirt with coloured water.

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

The childminder regularly observes and assesses what children can do and knows what they enjoy. She plans a range of exciting and engaging activities to promote children's motivation to learn. All children, including those with special educational needs and/or disabilities, develop their skills and knowledge consistently well over time. The childminder skilfully supports their next steps in learning. She uses her carefully designed curriculum to expertly meet the developing skills of the children attending, and she ensures that all children make sustained progress from their starting points.

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

The childminder supports children's communication and language development superbly. She is a positive role model and consistently introduces new vocabulary. For example, as children explore the life cycle of a butterfly, they talk about the cocoon, which is the current stage of their caterpillars. The childminder explains that this can also be called a chrysalis.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 17:30

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Facts and figures used on inspection

She encourages children to repeat the word after her, then shout it and then say it quietly, to embed the word in their vocabulary.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of 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.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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. 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. 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 .

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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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