Childminder

Childminder

Unique reference number (URN): 2801628 Registered with Ofsted: 11/09/2024 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

All children achieve consistently well. They gain a wide variety of skills, knowledge, and understanding to best prepare them for their next stage in learning. Children develop communication and language skills that far exceed age-and-stage expectations.

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Achievement Strong standard

Children's social skills blossom as they experience carefully selected activities and outings that help them thrive. Children's social and emotional skills flourish at weekly music sessions and visits to the library to select their own story books. Children develop confidence in larger groups at playgroups where they practise and refine sharing and turn-taking. They build confidence and resilience in new unknown activities and places, visiting local celebrations, such as a tulip festival. Children thoroughly enjoy swimming, and they visit the local pool with the childminder weekly. Their confidence and skill have grown greatly. They proudly tell visitors how they can swim under water now.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She has built an environment where children thrive in the structure of their day and understand what is expected of them and when. The childminder models respectful relationships in her interactions with children, and they clearly enjoy being in her care. Children have close bonds with her. Children develop social skills well. The childminder knows children benefit from activities that build their personal, social and emotional skills. The rich range of social groupings they experience greatly prepares them for their next stage of education. The childminder gives a wealth of praise and encouragement to children. Children feel proud of their achievements, and their self-esteem soars.

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Behaviour, attitudes and establishing routines Strong standard

Children are excited learners, and they show consistently positive attitudes to learning. They are curious and persevere well in their play. Children develop a deep understanding of the world around them and enjoy solving problems in their play. They delight in using binoculars and magnifying glasses to search for bugs. They state, 'There might be some in here' and explore a nature path through the garden, excitedly weaving in and out of foliage. As children search for bugs and are unsuccessful, the childminder speaks with them about living conditions that bugs like and reminds them bugs like the dark and damp and then asks them where they should search in the garden. Children respond 'under rocks'. They walk intently to a spot in the garden where they find a millipede, ants, woodlouse and snails. The childminder encourages children to observe the millipede's legs and to use their magnifying glass to examine their features closely. Children declare, 'I only have two legs!'

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Behaviour, attitudes and establishing routines Strong standard

The childminder speaks with parents about the importance of regular attendance. This helps children develop excellent attitudes for their future learning.

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Children's welfare and wellbeing Strong standard

Children's wellbeing thrives in the care of this experienced, knowledgeable, inclusive childminder. Children clearly feel valued, happy and safe. They benefit from the childminder knowing their characters so well, alongside well-established routines around eating. When she sees they need energy, she meets this need swiftly and speaks with children about their feelings and how a rest and snack will reenergise them. The childminder promotes a safe, social eating experience as she sits and chats with children as they eat and reminds them to remain seated when eating. Children are unsure what liquid is in their drink bottle and say, 'Let me try. I have water!' Their confidence shines, and the childminder praises their speaking as she recognises that sometimes they can be shy.

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Children's welfare and wellbeing Strong standard

Care activities, such as mealtimes and toilet training, are planned in partnership with parents to best meet children's current needs and support further development. Children learn healthy habits to promote happiness, such as staying active and spending time in nature. Children show high levels of self-belief. The childminder is aspirational for all children, and her belief in them is clear. Children show a deep sense of belonging. They receive teaching and care experiences that help them achieve well in all aspects of development. The childminder supports parents well to develop their confidence and skills in promoting effective sleep routines with babies and encouraging successful toilet training.

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Children's welfare and wellbeing Strong standard

Although parents provide packed lunches, parents give permission for the childminder to feed them too. When out and about children experience trips to cafes and enjoy selecting from menus and activities. For example, children recently visited a games café where they thoroughly enjoyed selecting from a variety of games to play with their friends.

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Curriculum and teaching Strong standard

The childminder plans and implements her curriculum well. She has an in-depth understanding of children's needs and is ambitious for every child. The childminder builds challenge into all aspects of her curriculum and tailors this challenge to the needs of children attending. The childminder prioritises valuing children's uniqueness and helps them progress at a pace that builds their motivation, engagement and joy in learning. She consistently teaches children in fun, exciting ways that they are highly responsive to their interests. For example, she speaks with children about bird information cards they have been enjoying reading together. Children select a robin card and tell visitors where robins can be found and where they have seen them, and exclaim, 'There might be one in the garden today.' The childminder asks children about insects robins like to eat and poses questions, such as, 'Why do you think the robin has a red breast?' Children consider

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Curriculum and teaching Strong standard

questions carefully and look at the information card. They have learned it is a tool to extend their knowledge.

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Curriculum and teaching Strong standard

The childminder helps children's physical skills develop well. Children increase their ability to balance and coordinate as they excitedly kick a football to and fro with the childminder. Children show exceptional skills for their age as they run with a ball at their feet, dribbling with control.

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Curriculum and teaching Strong standard

The childminder monitors children's progress robustly and is responsive to children's interests, characters and needs. She reflects on the effectiveness of her curriculum and adapts teaching to best support and extend learning. She supports children's early mathematical skills to develop well. She interacts frequently with children as they play, promoting counting skills, knowledge of shapes and understanding of position as children play.

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Inclusion Strong standard

The childminder has high aspirations for all children, including those that may face barriers to their learning. She is inclusive in her practice and can adapt her curriculum and teaching to help all children gain the tools and experiences to help them be successful learners. She monitors children's progress robustly and is swift to identify gaps in learning and adapt teaching to best support learning and development. The childminder promotes children's communication and language development superbly, and children show confidence and skill in communicating. For example, as she reads a story about sea creatures, she explains the meaning of new words such as 'camouflage'. Children focus intently as the childminder explains, 'The creature is the same colour as the seaweed. It is the same as if you stood in long green grass wearing your green t-shirt. You would blend in and it would be hard to see you.' Children exclaim that camouflaging is 'like hiding'.

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Inclusion Strong standard

The childminder is knowledgeable and skilled in identifying gaps in children's learning and uses developmental guides to ensure that she recognises and acts when a need for early help may be present. She works in close partnership with parents and supports children to have the right help at the right time. The childminder adjusts daily activities and routines to help every child achieve well. The childminder adapts her arrangements to ensure that all children can enjoy trips to local parks and libraries, helping them develop knowledge about their community and increase confidence in new places and groups.

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Leadership and governance Strong standard

The childminder is exceptionally professional and her wide range of skills support her in building a provision where children achieve well and thrive. She recognises her role and responsibility to champion every child and ensures that the teaching and curriculum she provides help every child enjoy and succeed in a rich range of activities and experiences. The childminder carefully selects local playgroups and group activities to incorporate into her curriculum. These provide children with opportunities to socialise with new friends, and opportunities for the childminder to meet with fellow professionals to support and advise each other. The childminder is consistently reflective and responsive and provides children with the right support at the right time.

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Leadership and governance Strong standard

The childminder supports children of all ages and stages in her roles in the wider community. She consistently promotes high-quality educational experiences for all children. The childminder works with a range of childcare and safeguarding professionals and knows children's needs must always be her priority. She works in true partnership with parents to best support children to progress and achieve. Parents value her expertise and appreciate her guidance on many aspects of child development, such as weaning, potty training and building supportive sleep routines. The consistently high standards of nurture and education children experience with the childminder are further embedded by her caring, unwavering approach to supporting not only the children in her care, but their wider family units.

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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 arrive happy and immediately settle into activities of their choosing. They create stories as they push trains around a track. Children eagerly show the childminder their

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Inspector:

Shirley Evel favourite train and explain why they like it so much. The childminder listens intently as she learns why it is special to children. The focus and genuine interest the childminder shows children as they speak encourages children to share further thoughts and ideas with her. Children develop deep bonds with the inclusive childminder, and their confidence and independence flourish. Children achieve well.

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Inspector:

The childminder creates a nurturing, home-from-home environment, and children show a strong sense of belonging. She works in partnership with parents to build consistency in the care of the children and best support children to thrive in their learning and development. Children experience a well-planned curriculum with a wide range of learning experiences from zoo visits, beach trips, river adventures and craft clubs. These help children's creativity and knowledge of their community grow. Children's emotional wellbeing soars as the childminder promotes their self-belief and resilience. This prepares children well for future learning.

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Inspector:

Children demonstrate such enthusiasm and interest as they play and learn with this caring and joyful childminder. Children clearly feel safe and secure. They enjoy learning opportunities that are carefully planned and promote children's interests. They benefit from new experiences, alongside visiting regular activities where children develop friendships in larger groups and practise sharing and turn taking as they play.

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Inspector:

The childminder promotes good attendance. She explains the importance of regular attendance to parents and how this best supports children's progress and wellbeing to bloom.

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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 to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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