Childminder

Childminder

Unique reference number (URN): 2794187 Registered with Ofsted: 23/09/2024 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

Children consistently make sustained progress from their starting points. This includes children with special educational needs and those who have barriers to their learning and development. These children quickly close the gaps in their learning, catching up to their peers.

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Achievement Strong standard

Children make strides in their language skills. They become fluent and able to use sophisticated language to express their emotions and feelings. Children confidently use mathematical and scientific language to describe the world around them. For instance, they talk about how heat melts things that are frozen.

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Achievement Strong standard

Children flourish and grow their confidence and independence as they are supported to persevere and have a go. They show great determination when completing tasks and are proud of their achievements. Children enjoy plenty of time outdoors to build their physical skills, from balancing to large-scale painting. They show a great interest in books and relish hearing stories and completing rhymes.

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Achievement Strong standard

Children are curious and motivated learners, keen to take part in group activities and independent exploration. They have the essential skills embedded to enable them to thrive in the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a welcoming and calm space where children learn trust and respect for others. Securely embedded routines and expectations support children to independently follow them, creating seamless transitions throughout the day. Gentle reminders from the childminder help children to forge positive friendships. Children are keen to listen to each other and work together to solve problems.

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Behaviour, attitudes and establishing routines Strong standard

Children show a consistently positive attitude to their learning. They are motivated to take part in all activities and enjoy coming together for group learning experiences. Children know when to focus and listen, meaning they quickly pick up on new learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an inclusive environment where she supports the behaviours and emotions of all children. Children are able to recognise themselves when they require a quiet moment away or help from the childminder to understand their feelings. They use the spaces and resources available and return to activities feeling calm and ready to continue.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sensitively works with families to support home commitments to ensure children benefit from a regular pattern of attendance. Children enjoy wearing their uniform, knowing it's a 'Claire day' and eagerly await being brought to the childminder. Children feel a sense of belonging and feel safe and confident to attend.

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Children's welfare and wellbeing Strong standard

The childminder has a real understanding of each child and their family. This enables her to offer responsive care that adapts to the children's changing needs. This supports children to feel accepted, safe and happy. The childminder's calm nature and the resources she provides, help children to self-regulate and understand their own needs.

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Children's welfare and wellbeing Strong standard

The childminder works effectively with parents to address identified barriers to children's health and wellbeing. For instance, she introduced toothbrushing time in the setting, to support children with oral health at home. Furthermore, the childminder supports children to have clearly structured routines in their home, to help families and children where needed with their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children are able to recognise different emotions and are calm and caring towards their peers. They know when their friend is feeling sad and understand ways they can offer help. Children offer each other resources or encourage them to seek support from the childminder. The childminder offers comfort to children with a hug or reassuring words. She gives children choices in what they would like, which supports them to calm and feel settled again.

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Children's welfare and wellbeing Strong standard

Children consistently make their own healthy choices. The childminder uses clear and easy to understand explanations to ensure children know why it's important to stay safe. For instance, children know to wear suncream and hats outside when it's sunny, they know to keep the floor dry so they don't slip and they know to take care with what foods their friends can and can't eat.

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Curriculum and teaching Strong standard

The childminder provides a high-quality, inclusive curriculum that is individualised to support every child to do their best. She regularly takes the time to review and asses what she offers, so she can quickly identify anything that needs altering. For instance, she recently noticed that younger children needed help accessing the resources in the garden to further support their independence. The childminder brought all resources down to the children's level and is continuing to work on adapting this in preparation for younger children starting soon. This careful planning ensures every child thrives.

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Curriculum and teaching Strong standard

The childminder maintains high expectations of all children, supporting them to excel in their learning. She involves them in helping with the daily routines, such as tidying up toys, getting snack and sharing out resources ready to start an activity.

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Curriculum and teaching Strong standard

The childminder is skilled at using every opportunity to extend and enhance children's learning. She adapts teaching plans in the moment to suit each child's needs and to keep them engaged and interested. The childminder uses open-ended questions and encourages children to think critically for themselves. For example, she supports children to think about how they could build a play house that would be big enough for them all and which shapes would go together best to achieve this.

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Curriculum and teaching Strong standard

The childminder places high importance on children's language and communication skills. She uses many interesting ways to support children who struggle with speech to catch up to their peers and be able to express themselves effectively. There are many visuals across the environment that children use, dedicated group times and structured interventions, and referrals to appropriate agencies are made when needed. The consistently high-quality curriculum means that all children, including those who have special educational needs and those with barriers to their learning are included, feel valued and make excellent progress across the curriculum.

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Inclusion Strong standard

The childminder is highly inclusive in her practice. She has an extensive background of experience and skills in supporting children who have special educational needs and/or disabilities. The childminder uses her knowledge to support all children to be involved, heard and supported.

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Inclusion Strong standard

The childminder is quick to spot if a child might require extra help, through completing regular assessments and observations. She takes swift and effective action to close any identified gaps in development and learning. The childminder proactively seeks external, expert advice and makes referrals if necessary. As a result, children build the self-esteem and skills they need to make progress and thrive.

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Inclusion Strong standard

The childminder skilfully adapts activities in the moment to enable every child to take part and to achieve at their own age and stage of development. She ensures any funding children are entitled to is spent effectively to directly impact and benefit the child. For example, she uses funding to provide resources to support children's emotional wellbeing and communication and language development. This makes a sustained difference to children's experiences in the setting.

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Inclusion Strong standard

The childminder works closely with families to ensure that children receive similar support at home. This helps children to feel calm and settled. Children who face barriers to their learning receive personalised support. Consequently, children feel valued, respected and able to gradually reduce the barriers.

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Leadership and governance Strong standard

The childminder uses her previous experience and knowledge to help her provide high- quality care to all children. She is committed to consistently finding further opportunities to expand on her skills, such as training and advice from local professionals. The childminder is part of a collaboration where she receives advice and support and also offers her expertise and knowledge to help other settings. She is passionate about her role and dedicated to improving outcomes for all children.

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Leadership and governance Strong standard

The childminder is reflective of her practice and keen to adapt the environment and her approach to support children presenting with barriers to their learning. She draws on the expertise of any assistants she works with, who have a positive impact on the quality of the setting. For example, assistants have recently created exercise routines to support children with reduced mobility. The childminder provides excellent support for any assistants she works with, encouraging them to make steps in their own professional progress. They work extremely well together, sharing ideas and creating an environment in which children thrive. Parents report that 'the impact this setting' has had on their child and family life 'has been profound'. They comment on deeply individualised care plans, that make a significant difference to their child's wellbeing and progress. The genuine passion, care and commitment the childminder shows to supporting children in the setting and beyond are

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Leadership and governance Strong standard

unwavering. Children moving on to school are incredibly well prepared through the thoughtful and prolonged transition support they receive.

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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 form deep bonds with the nurturing childminder, supporting them to settle quickly, feel safe and develop their emotional security. Well-embedded daily routines give the children a sense of predictability. They feel confident, knowing what to expect when they arrive and having a clear visual plan of their day ahead. Children's families are highly involved in their child's care. The childminder places high importance on supporting children both in the setting and at home. For example, with routines and emotional wellbeing. This supports children to thrive and make excellent progress in all areas of their learning.

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

Children benefit from a well-resourced and visually stimulating environment. They are motivated and enthusiastic to take part in the many exciting opportunities on offer. Children consistently become highly engaged in meaningful learning experiences that pique their interest and curiosity. They enjoy playing co-operatively with their peers, sharing their ideas and working as a team. Children often giggle and exclaim in excitement at the inspiring

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About this setting

Registration date: 23/09/2024 activities. For example, they squeal with delight as they master using small pipettes and proudly show their friends how to cut an orange segment into halves and quarters.

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About this setting

A meticulously planned curriculum supports children to make sustained progress from their starting points. Each child receives individualised care and their own next steps in development are consistently supported. This highly inclusive setting helps all children, including those with special educational needs and/or disabilities and those with barriers to their learning, to excel in their development. Children learn independence, including the importance of privacy and how to keep themselves safe in the home and the garden. Many trips and outings support children to develop confidence in different situations and an understanding of the world around them. Detailed and supportive transitions help children to feel excited about moving on to school. This prepares children extremely well to go on to flourish in their next steps in life.

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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 all children.

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About this inspection

The inspector spoke with the childminder, assistants children and parents 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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

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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