Childminder

Childminder

Unique reference number (URN): 2798561 Registered with Ofsted: 13/08/2024 Registers: EYR

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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 are remarkably well prepared for the next stage of their education. The childminder is ambitious about children's abilities and provides them with plenty of challenging experiences across all areas of learning.

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Achievement Strong standard

Children consistently benefit from high quality, explicit teaching of mathematics. They engage in focussed interactions with the childminder that broaden their understanding of a wide range of mathematical concepts. For example, children begin to learn the names of three dimensional shapes and use their knowledge to recognise the shape of everyday items around the childminders home.

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Achievement Strong standard

Children gain excellent physical skills. They begin to mark make with confidence and enjoy experiences that specifically focus on increasing accuracy skills such as throwing and catching. Children also learn to become highly independent. From a young age, children learn to tend to their own dressing routines, such as putting on their shoes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very secure relationships with children. She teaches them about the importance of kindness and respect to others. As a result, children are mindful and caring to their peers. For example, children kindly ask if their friends would 'like any help' during tricky activities. Children respond to each other happily and collaboratively work together to complete their tasks.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour which children understand and follow with ease. For example, children happily join in during tidy up time and help their younger friends to do the same. The childminder provides praise and encouragement to children and they therefore support one another positively during their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a secure approach to monitoring children's attendance. She is mindful of varied attendance patterns that emerge with families who have different needs. The childminder promotes punctuality and regular attendance to help support children as they learn about routines in preparation for school.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing. She is highly knowledgeable about the health context of her local area and provides learning experiences that reflect this. For example, the childminder promotes children's learning about oral hygiene. As a result, children make healthy decisions for themselves, such as knowing that they need to brush their teeth in the morning and evening. The childminder also engages in plenty of food- based activities with children and cooks fresh, home cooked meals to further promote children's understanding of nutrition and good health. The childminder adapts her interactions appropriately so that children consistently gain age-appropriate knowledge around food, rest, exercise and screentime.

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Expected standard

Children have their hygiene and care needs met promptly and respectfully. The childminder has open and meaningful conversations with children about toilet training and nappy changes to promote children's emotional security through these routines. Children feel confident and speak knowledgeably about how their bodies work.

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Expected standard

The childminder builds children's learning around experiences in the community. Children benefit daily access to the outdoors either in the well-equipped garden or out in the community.

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Curriculum and teaching Strong standard

The childminders teaching is of high quality. She is passionate about the education she provides and designs a curriculum that is broad and ambitious. The childminder plans for children to build a secure knowledge of the world around them. She teaches them about different concepts such as life cycles. To bring this learning to life the childminder takes children on trips to butterfly farms and even has tadpoles in the garden so that children can observe every stage of growth. Children are absorbed in this learning and confidently refer to factual books with the childminder to consolidate their learning.

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Curriculum and teaching Strong standard

Children become confident communicators. The childminder ensures that children have regular opportunities to engage in conversations and to express themselves freely. She also develops children's love of reading, through story telling, library visits and activities with music, song and rhyme.

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Curriculum and teaching Strong standard

The childminder has high expectations for children's continued progress and consistently provides them with learning that builds on what they know and can do. For example, children learn mathematics skills and can easily identify numbers and shapes. The childminder builds on interactions with children as they play, providing language related to shape, space and measure. The childminder is inclusive in her approach and adapts activities effectively, keeping in mind the age and current stage of development for each child.

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Inclusion Expected standard

The childminder has a clear understanding of how to support all groups of children. She recognises the importance of assessing children's starting points when they first start. The childminder liaises closely with parents and discusses children's previous knowledge and experiences so she can understand how to best support children's next steps in learning.

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Inclusion Expected standard

Although the childminder does not currently have children with special educational needs and/or disabilities (SEND) on roll, she recognises how she would take a graduated approach to support and monitor children's progress.

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Inclusion Expected standard

The childminder is knowledgeable about how to support children individually including those who may be known or previously known to children's social care or those with other barriers to their wellbeing.

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Inclusion Expected standard

The childminder recognises that although she completes research to support her knowledge, she has not yet aligned her training specifically to increase her understanding of working with children with special educational needs and/or disabilities, to support her further in identifying children's needs and enable to make prompt and timely referrals to professionals if necessary.

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Leadership and governance Expected standard

The childminder is passionate about the care and education she provides for the children in her care. She is mindful about the curriculum she provides and ensures that she monitors its effectiveness continuously. The childminder is skilled in adapting her provision, based on the needs of the children in attendance.

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Leadership and governance Expected standard

The childminder works closely with parents and has established secure partnerships with them. For example, she regularly shares information with parents about children's learning and together they support children's learning at home too. Parents explain that they are very happy with the high quality education their children receive and the progress they make.

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Leadership and governance Expected standard

The childminder does recognise the strengths of her setting and generally reflects well on her own practice. However, the childminder should now focus on evaluating her provision to align her training precisely on the areas she wants to know more about, such as working with children with special educational needs and/or disabilities.

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

Children thrive with dedicated and knowledgeable childminder. They engage in a wide range of educational experiences that teach them about the world around them. Children have opportunities to follow their interests as the childminder tailors educational experiences specifically to each child. For example, she takes children on outings to learn about butterflies or dinosaurs to build on their individual curiosities. Children are active and engaged learners.

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

Children feel safe and settled with the childminder. She builds positive relationships with children and knows them remarkably well. Children show that they feel comfortable and happily discuss their home experiences and trips out with the childminder. Children build confident social and communication skills as they converse happily with their friends.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: West Sussex Children learn to be kind, respectful and polite. They understand the expectations that the childminder has for them and recognise the importance of different rules that keep them safe. For example, older children support younger children to understand why it is important to sit on chairs sensibly when they are sat at the table. The childminder is mindful of children's age and stage of development and adapts expectations appropriately in line with children's level of understanding. Children behave remarkably well and follow the childminder instructions with ease.

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Next steps

The childminder should focus on effectively evaluating her provision to precisely align her training with areas teaching and practice that she plans to strengthen.

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About this inspection

The inspector spoke to children, the childminder and took account of written views provided by parents.

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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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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. 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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