Childminder

Childminder

Unique reference number (URN): 2566372 Registered with Ofsted: 23/12/2019 Registers: EYR, CCR

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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

All children make consistent and sustained progress from their starting points and build a secure foundation in the skills and knowledge they need for school. For example, children who initially communicate through signs, gestures or picture prompts increasingly use single words and short phrases to express themselves. This helps them participate more fully in conversations, routines and play.

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Achievement Strong standard

Older children communicate confidently, share ideas and demonstrate an expanding vocabulary. They recognise letters in their names, count accurately and solve simple mathematical problems during play. Younger children develop increasing control as they use tools such as tongs to transfer fruit and begin counting objects independently. Children develop high levels of independence. They wash their faces after meals, spread toppings using knives safely and clear away their plates without reminders. These skills prepare children well for their next stage of learning and future transitions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds clear expectations and consistent routines that help children understand what is expected of them. She and her team consistently use praise, encouragement and positive role modelling to support children's behaviour and engagement. Children demonstrate positive attitudes towards learning and participate enthusiastically in all activities. For example, children eagerly prepare for outdoor play when the childminder explains the experiences available in the garden. They listen carefully to instructions, tidy resources independently and confidently follow familiar routines. These experiences help children develop responsibility and readiness to learn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder successfully supports children to build positive relationships with others and develop respect for those around them. Children consistently play cooperatively, take turns and share resources willingly. At mealtimes, children pass bowls of fruit to one another without adult direction and listen respectfully to each other's ideas and experiences. Children form secure relationships with the childminder and assistants and confidently share information about their interests and home lives. The childminder's calm, positive and organised environment helps children feel secure and promotes a sense of belonging. Children continually approach learning with confidence, curiosity and enthusiasm. The childminder follows robust procedures for attendance and punctuality. She works with parents to ensure children attend regularly to make the most of their sessions.

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Children's welfare and wellbeing Strong standard

The childminder continually prioritises children's welfare and wellbeing. The childminder and her team provide responsive care that reflects children's individual needs and closely mirrors routines established at home. The childminder plans transitions carefully and supports children to understand daily expectations to help all children feel secure and settle quickly into the setting. Children confidently approach their key person to seek reassurance, share achievements and ask for help. Staff respond warmly and sensitively, helping children develop secure attachments and emotional security.

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Children's welfare and wellbeing Strong standard

The childminder actively supports children's emotional wellbeing and helps them understand and manage their feelings. She uses strategies gained through recent training to help children recognise emotions and develop ways to regulate them. The childminder and assistants consistently acknowledge children's feelings and provide reassurance when needed. They adapt care practices successfully to meet individual needs and use visual prompts, and communication boards help children communicate their choices and self-care needs independently. The childminder makes the most of all opportunities to promote children's health and wellbeing. Children grow fruit and vegetables, help prepare food and learn about healthy lifestyles. Children learn about why they need to use suncream as staff skilfully explain that although it's cloudy, the sun is still there and children need to protect their skin. The childminder works closely with parents to encourage children to try new

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Children's welfare and wellbeing Strong standard

foods, helping children develop positive attitudes towards healthy eating and make informed choices about their wellbeing. Parents appreciate the healthy food the childminder provides and the recipes she shares with them.

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Curriculum and teaching Strong standard

The childminder has designed an ambitious and carefully sequenced curriculum that she consistently delivers to a high standard. The childminder understands what she wants children to learn and uses assessment effectively to identify next steps. She joins children's play, asks purposeful questions and encourages children to think critically and solve problems. For example, after a focused counting activity, the childminder challenges children to find objects that match the number she shows them as quickly as possible. Children apply their counting skills independently and develop confidence in using mathematical knowledge in different contexts. The childminder knows when to provide support and when to encourage children to persevere, helping children become motivated and resilient learners.

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Curriculum and teaching Strong standard

The childminder implements the communication and language curriculum highly effectively. She skilfully models vocabulary, extends children's sentences and allows time for children to think and respond. During discussions about sea creatures, the childminder introduces new vocabulary and explains what words such as 'habitat' mean. She consistently adapts her teaching according to children's ages and stages of development. She gives older children opportunities to listen to and pronounce letter sounds, while younger children are supported to select objects from a box to develop listening skills and vocabulary. Children benefit from regular visits within the local community and meaningful experiences on the childminder's farm. The childminder teaches children how care for animals, how to grow fruit and vegetables and provides regular visits to local parks and places of interest. These experiences broaden children's understanding of the world and help them make sense of

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Inclusion Strong standard

The childminder places inclusion at the heart of her practice. She maintains high expectations for every child and ensures all children access the same learning opportunities alongside their peers. She embeds robust assessment procedures to help identify gaps in children's learning and development at an early stage. When concerns arise, the childminder acts promptly, working closely with parents and professionals to secure support. For example, she makes timely referrals to speech and language therapists and has secure knowledge of how to make applications for additional funding. This ensures children receive the help they need at the earliest opportunity. As a result, children with special educational needs and/or disabilities and/or barriers to learning build steadily on their skills and knowledge and make progress from their individual starting points.

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Inclusion Strong standard

The childminder continually adapts her teaching, resources and routines to reduce barriers to learning. She consistently uses visual prompts, communication boards and simplified language to help children understand routines, express their ideas and make choices independently. For example, children use picture symbols to communicate their needs and participate confidently in daily routines. The childminder adapts group activities successfully. For instance, she sensitively share books with children who find larger groups overwhelming, ensuring they still experience the enjoyment and benefits of story time alongside their friends. The childminder reviews strategies regularly with parents and her staff team to ensure they are having a positive impact on children's development.

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Leadership and governance Strong standard

The childminder demonstrates highly effective leadership and has a clear understanding of the needs of children, families and the local community. She evaluates the provision carefully and takes timely action to enhance outcomes for children. She identifies children's needs promptly and works closely with professionals to secure appropriate support. The childminder and any assistants she works with effectively implement advice from professionals.This consistent team approach helps children receive the support they need to access learning, to participate fully and achieve well.

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Leadership and governance Strong standard

The childminder prioritises professional development and provides regular supervision, coaching and support for any assistants she works with. She ensure training reflects the needs of children attending the setting and helps any assistants she works with to continually strengthen their practice. Recent training in emotional regulation has enabled the childminder to support children more effectively when they experience difficulties managing their feelings. Staff meetings provide regular opportunities to discuss children's progress and share information. Any assistants the childminder works with report that the childminder thoughtfully supports their wellbeing and helps them manage their workload effectively. Clearly established partnerships with parents, schools and other professionals contribute to continuity in children's learning and care. Parents value the guidance they receive and describe feeling part of a team around their child. These collaborative relationships help

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Leadership and governance Strong standard

children experience consistency, make progress and helps prepare for future transitions.

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

Children flourish in this highly inclusive and welcoming setting. The childminder has designed an ambitious, broad and carefully sequenced curriculum. Alongside her co- childminder and assistants, the childminder consistently implements this curriculum through meaningful learning experiences. She captures children's interests and uses these to skilfully extend learning across all areas of the curriculum. For example, older children eagerly search for sea creatures in a thoughtfully prepared water tray. Staff encourage children to name the creatures, recall their previous experiences and discuss where the animals live. Children enjoy this activity and confidently use and understand vocabulary such as 'habitat' as they share their ideas. These carefully planned experiences help children build knowledge, develop language skills and make connections between what they already know and new learning.

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

The childminder continually provides warm, responsive care and quickly builds trusting relationships with children. Children show they feel safe, secure and confident as they explore and participate fully in all aspects of their day. Children approach adults for support and show increasing independence in daily routines. Younger children recognise their friends' shoes and help them get ready for outdoor play. Children listen carefully to instructions and wait at the edge of the grass until staff are ready to supervise activities at the water tray. These experiences help children develop self-confidence, responsibility and an understanding of how to keep themselves safe.

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

The childminder effectively gathers detailed information from parents and carefully plans settling-in arrangements that reflect each child's individual needs. She works closely with

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About this setting

Operating hours: Thursday,Friday : 08:30 - 16:30

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About this setting

Local authority: Somerset parents, schools, other providers and professionals to provide continuity in children's care and learning. The childminder identifies children's emerging needs promptly and secures additional support when required. All children, including those with special educational needs and/or disabilities, show they feel valued and included. They enthusiastically access the curriculum alongside their peers and build securely on what they already know and can do. The childminder promotes regular attendance with parents and carers to help children establish positive habits and routines that prepare them well for school.

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Next steps

The childminder should sustain self-evaluation processes to ensure continued improvement and high standards. This should focus on creating a transformational impact on the outcomes and experiences children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, her co-childminder, assistants and children, and read feedback from 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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