Childminder

Childminder

Unique reference number (URN): 2788988 Registered with Ofsted: 07/06/2024 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 make secure progress from their individual starting points across all areas of the early years foundation stage, including those with special educational needs and/or disabilities, who achieve highly because of the precise and targeted support they receive. Children are highly motivated learners who thrive in a curriculum that is expertly sequenced and rigorously planned. The well-organised curriculum ensures children develop a range of skills. For example, children are developing independence in dressing and managing their personal needs. They can sustain their attention and concentrate at tasks for significant periods of time. Children are kind and independent during routines such as getting dressed for outside play and helping each other tidy-up after activities. Their excellent social skills mean that they show empathy and respect for each other and play together harmoniously. Mathematics is deeply embedded. For example, older children count the fruit slices they

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Achievement Strong standard

have cut and decide what the difference in quantity is.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm, trusting and positive relationships within the setting, which helps them feel secure and ready to learn. They respond well to praise and encouragement, showing pride in their attempts and achievements. As a result, children's confidence grows, including those with special educational needs and/or disabilities, who benefit from tailored reassurance and consistent routines that help them engage fully. The childminder ensures that children can attend regularly and if there is any change in the routine, she ensures there are additional days or spaces offered so children do not miss out on any care and education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder communicates regularly with parents and carers. This supports consistent routines and strengthens children's wellbeing and behaviour over time. Children behave extremely well and are happy together. They learn to take responsibility as they help with keeping the environment tidy. For example, they tidy toys away after using them and enjoy helping to wipe down tables before they eat and discuss the impact this has on their health and safety. During structured activities, children listen attentively and sit patiently while their friends choose songs. They respond well to the childminder's instructions, such as when asked to tidy-up, and remain engaged in activities. The childminder works closely with parents to establish clear expectations around punctuality and regular attendance, which helps children to attend consistently and settle quickly into the day.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given the highest priority. They form warm, secure attachments with the childminder, who responds to their needs with genuine sensitivity and care. She has high expectations for all children's welfare and wellbeing, including those with special educational needs and/or disabilities. She knows children well. This helps to provide tailored support so that all children are well cared for. Children enjoy regular outdoor play and physical activity. This supports children's wellbeing, coordination and enjoyment of movement. The childminder keeps all areas safe, clean and well organised. This enables children to explore confidently and play safely. As a result, children feel protected, valued and ready to join in with learning and play. Children benefit from secure relationships. They form strong attachments with the childminder, which helps them to be emotionally secure.

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Children's welfare and wellbeing Strong standard

The childminder places a strong focus on children's emotional wellbeing. She supports children to identify and manage their feelings and works closely with parents to extend this support at home.

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Curriculum and teaching Strong standard

The childminder has high expectations for children, including those with special educational needs and/or disabilities. She has designed an ambitious and well-sequenced curriculum that builds on what children already know and can do. The childminder consistently supports the development of communication and language. She expertly models new vocabulary, asks open-ended questions and creates frequent opportunities for meaningful conversations. Every interaction is skilfully used to extend children's thinking and language. For example, when children shared their excitement about the cocoon she found, the childminder sensitively extended the moment by encouraging them to remember the life cycle of butterflies; this helps them deepen their understanding of the world. Children are provided with frequent, well-structured opportunities to refine their fine motor control. They use scissors, pencils and a range of tools with growing precision and confidence, supported

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Curriculum and teaching Strong standard

by other challenges that encourage purposeful control.

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Inclusion Strong standard

Every child is meaningfully supported in the setting. The childminder has established a highly inclusive environment where children's individual needs are identified swiftly and supported extremely well. She knows children and their families very well. Children build confidence and develop the skills they need for future learning and participation in group activities. The childminder understands to liaise closely with parents to ensure that if she receives additional funding it is used effectively to meet the unique needs of children, for example by providing targeted resources, tailored experiences and additional support that help disadvantaged children to engage fully and make strong progress. The childminder has established strong partnerships with parents. Her communication is highly effective through daily discussions, photos and updates via communication apps. This ensures that parents are fully informed and involved in their children's learning. Additionally, she identifies and

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Inclusion Strong standard

signposts parents to additional support. These strong partnerships provide continuity of care for children.

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Inclusion Strong standard

Children's progress is carefully monitored through regular, purposeful observations. Emerging needs are swiftly identified, and timely, targeted support is planned that helps children continue to make sustained progress. Children with special educational needs and/or disabilities are quickly identified, and plans are written and followed to support their development. The impact of this support is regularly reviewed and adapted when needed. The childminder seeks advice from external professionals when needed and has sought professional development to improve her practice.

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Leadership and governance Strong standard

The childminder is superbly dedicated to ensuring that she delivers an ambitious vision for her setting. She considers changes to practice well and implements them smoothly, sustaining positive outcomes for children. This highly reflective approach ensures that any children facing barriers to learning are supported to the best of her ability. The childminder undertakes an ambitious programme of professional development, challenging her to continually review and improve her practice. This has been extremely effective in enabling her to adapt and evolve support for children with special educational needs and/or disabilities. The childminder has developed effective partnerships. She collaborates with parents. They comment positively about the care and support their children receive. The childminder's leadership creates a culture of high expectations, continuous improvement and strong partnership working.

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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

The childminder provides a warm, responsive and nurturing environment in which every child feels genuinely valued. Children's individual needs, interests and abilities are skilfully recognised and purposefully supported. Children are friendly and confident, and the childminder is a positive role model. She teaches children to listen, communicate positively and understand the difference between right and wrong. Children respond well and successfully develop valuable social skills. They achieve consistently well. Children show an excitement for their learning and show fantastic concentration as they learn something new.

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About this setting

Registration date: 07/06/2024 The childminder superbly supports their curiosity and develop their confidence. For example, children excitedly experiment with what they can add to paint to make it thinner for an activity.

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About this setting

Children show high levels of engagement and are engaged learners. The childminder offers a rich and thoughtfully planned range of activities for children to explore. For example, children show clear excitement when mixing colours and predicting what colour they will make. Behaviour is extremely well supported, and children consistently demonstrate respect and positive attitudes to learning. Children work harmoniously together; they take turns as they build with magnetic blocks and help each other to create 3-D shapes. Children benefit from outdoor experiences that extend their learning and social development. For example, through well-planned outdoor experiences and visits to the local community. Children feel safe, secure and emotionally ready to learn. All children, including those with special educational needs and/or disabilities, reach age-appropriate milestones and are supported to thrive in the setting.

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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 children.

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About this inspection

The inspector spoke to the children and the childminder 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,Wednesday,Friday : 08:30 - 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

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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