Childminder

Childminder

Unique reference number (URN): 2788048 Registered with Ofsted: 31/07/2024 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make rapid progress from their starting points as a result of attending the childminder's setting. Children are very confident, secure and demonstrate they feel safe as there is a strong focus on supporting children's emotional wellbeing. This means they have a very positive attitude to learning and fully participate in all activities and experiences provided. Children show resilience and are well prepared and ready for the next stage in learning, inducing the transition to school. Children benefit from this secure foundation for successful future learning and have detailed knowledge across all 7 areas of learning.

p.2

Achievement Strong standard

Mathematical development, as well as language development, are seamlessly woven into all activities. Children confidently discuss their thoughts and ideas. For example, they discuss mathematical concepts as they observe carrots sinking while sponges float on water. All children, even the very young and those with barriers to learning, quickly learn the skills to be independent learners and confident communicators. They debate and question the need for a door rather than just windows, as they work collaboratively constructing models using bricks.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children play in an exciting, fun and positive environment. The childminder promotes a culture of respect. Children learn about the importance of being kind, helpful and to consider others. They learn about their emotions and feelings through meaningful conversations, stories and well-planned activities. They learn the impact their behaviour may have on others. When children become upset the childminder validates their feelings and supports them to explain why they may be feeling sad. They respond well to the gentle, kind and attentive childminder. The childminder provides a reassuring atmosphere and uses every opportunity to reinforce positive behaviour. Children respond positively to the childminder's guidance and adapt their behaviour accordingly. Children's behaviour is exemplary.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children respond well to the consistent, daily routines and the high expectations of the childminder. Routines in place help children have a sense of security and familiarity. These provide structure, but are also tailored to meet each child's unique needs. For example, the childminder is responsive to children's changing mood as she knows them so well. She is fully aware when young children feel tired and offers cuddles and reassurance before settling them for a nap. Children are able to sleep uninterrupted, while closely monitored by the childminder. Children quickly form secure, trusting bonds with the affectionate childminder. They engage her in their play. They make friendships with others present. The childminder positively promotes punctuality and attendance. This ensures children are fully involved, ready to learn and settle quickly.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is supported extremely well. This is because the childminder places a strong emphasis on ensuring children feel safe and confident in her care. The childminder is very flexible in her approach to settling children and works closely with parents and carers to ensure a smooth transition from home to her care. The nurturing childminder provides children with a welcoming environment. Children feel valued, important and have a sense of self. For example, they have their own storage for their personal belongings and art work, and photographs of the children at play are displayed within the playroom creating a real sense of belonging.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a thorough knowledge of the children in her care. She promotes their wellbeing through familiar routines within a respectful atmosphere. For example, children are gently asked if she can change their nappy to make them more comfortable. Children's physical wellbeing is thoughtfully considered. The childminder encourages children to make healthy choice at mealtimes and provides children with a nutritious and well-balanced menu. Mealtimes are sociable occasions. The children sit and eat together with the childminder. The childminder supports children to use good manners. Learning takes place during these daily routines. For example, children learn how to cut carrots. They learn the importance of using knives safely while supervised by the childminder. The childminder effectively supports children to independently manage their self-care. Children have ample opportunities to exercise and receive fresh air daily. They learn how to stay safe when using play equipment.

p.3

Children's welfare and wellbeing Strong standard

For example, they engage in 'risky' play as they challenge their physical ability wanting to climb up a slide. The childminder is subtle in her supervision, keeping children safe while allowing children to problem solve for themselves. Children are thrilled when they achieve their goal and relish the praise they receive from the childminder, who explains they have 'strong muscles'.

p.3

Curriculum and teaching Strong standard

Children relish their time with the childminder. They are happy to attend and show enthusiasm to learn and try new things. The childminder understands the importance of an ambitious and challenging curriculum. She provides children with rich learning opportunities. The childminder enriches children's experiences as they regularly participate in outings to the zoo or farm. They learn about the local community as they visit the local shop to buy food for snack. They delight in bus rides and learn about the environment as they engage in litter picking in the community.

p.3

Curriculum and teaching Strong standard

Through the well-sequenced curriculum there is a real focus on supporting children's confidence, emotional and social development. This is successfully achieved as they have many opportunities to socialise with other children at toddler groups or soft play centres. The childminder skilfully designs the curriculum to support children's emerging needs and successfully builds on what they already know. Activities inspire children to investigate and sparks their curiosity. For example, children show great interest in growing plants and vegetables. They show an increasing interest in birds and insects. They relish their time in the garden and search for bugs using binoculars. They fill pots and cans with water to water plants. They are skilful in how they help one another to manage the tap and giggle when they get splashed. They use sponges to clean and use a wide vocabulary during conversations. For example they talk about the sponge 'absorbing' water.

p.3

Curriculum and teaching Strong standard

Children's love for books is promoted well. They access these with ease and huddle together with the childminder for a favourite story. They interact well, predict what is happening and show sustained concentration and listening skills. Children develop their physical skills as they climb, run, kick balls and use hoops. Visits to the local park also help them develop coordination and confidence. The childminder provides opportunities for children to repeat activities and, with her support, new skill skills are secured over time. This means children make rapid progress in the childminder's care.

p.3

Inclusion Strong standard

The childminder provides children with an inclusive environment in which to learn. She ensures robust information regarding the children's unique needs is discussed and understood before they attend her setting. This means she can fully support and build on what they already know and make precise next steps for learning. Stringent monitoring of children's progress and the childminder's knowledge of child development means early intervention, if necessary, is sought swiftly. The childminder strengthens her knowledge through ongoing training to ensure she can effectively support children with special educational needs and/or disabilities or those that face other barriers to learning. The childminder is very responsive to children's emerging needs and ensures support is in place that has a positive impact on outcomes for them.

p.4

Inclusion Strong standard

The childminder has a secure knowledge of how to successfully and purposefully use any additional funding children may receive. She demonstrates her commitment to evaluate the impact this may have to improve outcomes and fill gaps in children's learning. Parents and carers comment that their children receive excellent attention and support. They comment on the communication and support they receive regarding their child's progress. Parents speak highly of all aspects of care and learning provided and how their children's learning has exceeded their expectations.

p.4

Leadership and governance Strong standard

The enthusiastic childminder is committed to provide children with the best possible start. She has developed a positive culture of self-evaluation to help provide the highest quality care and education. She is realistic as she reflects on any changes made and the impact on outcomes for children. She identifies where adaptations are required and responds swiftly to children's emerging needs.

p.4

Leadership and governance Strong standard

The childminder fully understands the importance of continuous professional development. She regularly undertakes additional training and research to strengthen her skills and knowledge further. The childminder speaks enthusiastically of the benefits of the training and support she receives from a local network of childminders. She shares the knowledge and information gained with the children's parents and carers. The childminder positively engages with parents. She very much welcomes and values their input when making improvements and decisions about her setting. Parents are warmly welcomed in to her home. They are provided with meaningful information on how children learn and activity ideas on how this can continue at home. The childminder routinely discusses children's progress. Parents receive regular communication and information about their children's next steps in learning. The childminder is also proactive in establishing secure partnerships with

p.4

Leadership and governance Strong standard

other early years professionals and/or agencies working with the family. This ensures continuity and a consistent approach in supporting the children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

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

Children flourish in the childminder's care. They are so happy and settled and show they are inquisitive and curious to learn. They are extremely enthusiastic and eager to try new experiences. For example, they pick carrots and wash them ready to eat. They are excited as they scrub the earth and talk about possible germs if they are not clean. They show surprise that carrots have green leaves and question if these can be eaten. Children form secure and trusting bonds with the dedicated childminder. They seek cuddles and reassurance when needed before continuing with play. The childminder is very kind nurturing and attentive to their needs. Children play in an inspiring and relaxed environment. The childminder promotes an inclusive, calm and respectful atmosphere and children settle quickly as they engage in a wide range of exciting activities. The childminder's commitment to engage parents and get to know them and their children before their attend, along with

p.5

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

accurate initial assessments, means children leave their parents with ease, settle quickly and engage in learning that is developmentally appropriate and interests them. Children make rapid progress from their starting points. Children are superbly supported as they lead their own play and learning. The skilful childminder understands the importance of allowing children time and space to support their curiosity, but is also skilled in her subtle interventions to help and challenge their thinking.

p.5

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

The childminder has high expectations for all children. She models behaviour well and children's behaviour is exemplary. They play extremely well together and have made friendships. They show kindness to younger children and include them in their games. Children work collaboratively to build structures and praise one another for their efforts. The

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 05:30

p.6

Facts and figures used on inspection

childminder promotes children's communication and language skills and constantly builds on what children already know in a clear and sequenced way. The importance of attendance for children's learning and wellbeing is understood. The childminder has a flexible approach and offers support to ensure children's regular participation and welfare.

p.6

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.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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 .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8