Childminder

Childminder

Unique reference number (URN): 2794267 Registered with Ofsted: 30/08/2024 Registers: EYR, CCR, VCR

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

All children, including those who face barriers, make swift progress towards their targets. They show a huge capacity for autonomy when making choices, supported by the childminder's consistently positive responses. As a result, children's emotional wellbeing is high. This enables children to gain maximum learning benefit from this very well-resourced environment. Children demonstrate high levels of resilience and perseverance. For instance, young 2-year-old children persist in peeling the thick skin of a whole orange completely independently. Children often celebrate their own achievements as they complete trickier tasks, reinforced by timely praise from the caring childminder.

p.2

Achievement Strong standard

Children also show an excellent ability to recall earlier experiences and make meaningful connections. For example, they replay a previous hide-and-seek game with the childminder in the garden using crawling ants. Children using similar language but adapt it creatively, such as, 'Where are you ant?', followed by 'found you'. Children develop an emerging understanding of self-care for themselves and others. This is evident during an activity making small and large dinosaur footprints in wet sand. Children notice that the dinosaur feet have become dirty and quickly find ways to clean them.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder shares warm, caring and respectful relationships with children. She quickly recognises emerging behaviour difficulties, particularly around turn-taking, and plans a curriculum that promotes positive interactions. As a result, children rapidly learn this important skill and independently remind each other of the rules. Young children are seen sharing musical instruments with a play doll, saying, 'Your turn, baby'. They learn to resolve minor conflict highly effectively, with the childminder stepping in only when needed.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder promotes high expectations with parents and carers regarding consistent attendance. As a result, children build secure relationships with each other and with the childminder. These well-embedded routines contribute to the rapid progress children make in their learning and development. The childminder purposefully develops children's confidence in making choices and seeking help. For example, when the water runs out in the garden's interactive water board, children promptly seek her support to refill it.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works tirelessly to provide stimulating learning opportunities. She takes children on nature walks where they discover minibeasts and wildflowers. Back at the setting, she extends this learning through creative activities, such as searching for hidden bugs or reading stories about minibeasts. In the garden, children excitedly pull out wildflowers from the grass, and the childminder reminds them of the flowers they saw in their earlier walk. As a result, children develop a highly positive attitude to learning. This is evident in their eagerness to explore every opportunity available to them.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's emotional wellbeing as the secure foundation for developing their capacity to learn. She keeps children well informed about what will happen next and consistently encourages them to make choices. Currently there are no children on roll with special educational needs and/or disabilities or those who face additional disadvantages. Nevertheless, the childminder demonstrates an excellent understanding of how to remove barriers so that all children benefit from equal opportunities and develop the emotional security needed for future learning.

p.3

Children's welfare and wellbeing Strong standard

The childminder keeps parents and carers rigorously informed of daily activities in advance. This enables children to know what to expect when they arrive each day. The childminder encourages parents to discuss these activities the night before. As a result, parents report that children look forward to attending the setting. The childminder's consistent reminders about what is happening next guide children smoothly through their routines. Consequently, children are completely at ease and trusting of the childminder. This contributes to their high levels of wellbeing, confidence and self-esteem.

p.3

Children's welfare and wellbeing Strong standard

Children are on a secure path in developing independence and self-care from their starting points. Younger children understand that they need to stand on a step to wash their hands. They eagerly do this independently, supported sensitively by the childminder. Children navigate the setting with confidence. When asked by the childminder to collect plates and cups for snack time, they independently retrieve them from the correct cupboard. Children as young as 2 years old help to prepare snacks. They cut fruit safely under the childminder's careful guidance, pour milk and eat and drink independently. As a result, all children make rapid progress in developing independence and healthy self-care routines.

p.3

Curriculum and teaching Strong standard

The childminder skilfully designs her curriculum and teaching strategies to capture children's interests. As a result, children are highly motivated to engage with the learning opportunities provided. In the childminder's communication, she uses expressive language to help children to develop a wide vocabulary, including carefully introducing mathematical language. Children count spontaneously when the childminder purposefully pauses to allow them to fill gaps while singing nursery rhymes or reading. Furthermore, some children have developed a complex understanding of concepts, such as 'today' and 'tomorrow', well before their typical age-related expectations.

p.3

Curriculum and teaching Strong standard

The childminder uses nursery rhymes throughout the day during learning activities, whether supporting personal care routines or playing in the garden. She often makes up personalised words to familiar tunes that delight children. Consequently, children are motivated to learn and benefit from this creativity. They are frequently heard copying the childminder's rhyming tunes in the context of their own independent play.

p.3

Curriculum and teaching Strong standard

The childminder consistently plays alongside children to encourage them to explore resources and equipment that are new to them. As children scoop coloured rice and lentils into small cups, she purposefully uses descriptive language, such as 'layers of colour' and 'sprinkle', to extend their learning. When children sprinkle the rice and it makes a distinctive sound, the childminder interjects at the correct moment to say, 'It sounds like rain.' She has successfully embedded children's ability to make personal choices. The childminder always offers children an 'either-or' option. Children confidently make their choice, which the childminder respects.

p.3

Inclusion Strong standard

There are currently no children on roll with special educational needs and/or disabilities or those facing other barriers. However, the childminder is highly confident in accurately assessing children's needs and seeking timely support when required. She places emphasis on engagement with parents and carers in identifying children's emerging needs and liaising with external professionals. This holistic and well-coordinated approach ensures that any barriers to learning are removed swiftly. There are no children on roll in receipt of early years pupil premium funding. Nevertheless, the childminder has a secure understanding of how to allocate funding effectively to meet children's specific needs. As a result, all children successfully reach their age-related learning and development milestones.

p.4

Inclusion Strong standard

The childminder diligently observes children. She makes reasonable adjustments to the environment and curriculum to meet every child's needs. For instance, to help children with a delay in crawling, she promptly rearranges the environment and uses their interests to introduce small and purposeful activities that strengthen their physical mobility. As a result, all children in her care make excellent progress in overcoming barriers and becoming active and motivated learners.

p.4

Inclusion Strong standard

The childminder monitors children's progress closely. She seeks parental input when planning children's next steps in learning. The childminder keeps parents well informed and provides ideas for extending learning at home. Parents feel highly involved and value the childminder's excellent work in helping children make noticeable progress across all areas of development. Through this inclusive and carefully considered practice, children make excellent progress from their starting points and develop essential skills for their future learning.

p.4

Leadership and governance Strong standard

The childminder actively seeks opportunities to extend her knowledge and keeps all statutory training up to date. This includes training to enhance support for children with specific needs or barriers to their learning. The childminder has purposefully limited her provision to children from the age of birth to 3 years. She firmly believes children need exposure to larger groups in a nursery for school readiness. The childminder prepares timely progress checks when children are between the ages of 2 and 3 years. She provides carefully targeted and highly individual transition reports. This makes a significant difference to securing smooth transitions for all children.

p.4

Leadership and governance Strong standard

The childminder is highly reflective and deeply committed to giving children the best possible start to their learning journey. She seeks out the views of parents and carers and uses her observations of children to inform her priorities for improvement. For example, when the childminder recognised children's deep interest in outdoor play, this led her to prioritise developing the garden. As a result, children now access a well-equipped outdoor area daily. They use larger equipment to strengthen their core physical skills and explore stimulating spaces that promote curiosity and imagination. The childminder plans to enhance this further by creating potting areas where children can grow flowers and vegetables to nurture their appreciation of nature.

p.4

Leadership and governance Strong standard

The childminder's current priority is to build a pool of local childminders to create a network to share and exchange positive practice. She believes this will have an even more transformational impact on the social and communication skills of the children in her care in readiness for later learning. Parents value the childminder's professional guidance. They note the increased confidence and independence their children show at home.

p.5

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

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children thrive in this nurturing, caring and home-from-home setting. They form warm and trusting relationships with the childminder and with one another. When uncertain, children confidently seek reassurance, knowing the childminder will respond sensitively and promptly. From a very young age, children learn to express their views, make healthy choices about what they eat and drink and influence their own learning. Impressively, parents and carers report that the independence and self-autonomy children develop in the setting are clearly evident in their interactions at home.

p.6

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

Children are immersed in rich and expressive language through daily interactions with the childminder. As a result, they develop an excellent range of vocabulary and communication skills. Children, including young children, use language very accurately in context. They make meaningful connections between experiences and apply their learning across different activities. Children thoroughly engage with reading and confidently interpret pictures in stories. They copy the childminder and use expressive vocal tones to bring narratives to life. Children's familiarity with favourite books enables them to recall stories with excitement and complete the childminder's sentences at key moments. This significantly boosts their self- esteem and strengthens their love for books.

p.6

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

Children develop a secure understanding of self-hygiene. They demonstrate age- appropriate physical independence in caring for themselves. Children make healthy snack choices, and, to further promote independence, the childminder purposefully involves them in preparing their own snacks under close guidance. As a result, children show high levels of persistence and pride when completing tasks. Children develop a deep love for the outdoors through free access to the garden and regular nature walks and park visits. The childminder has instilled in parents the importance of consistent attendance and routine. As a result, children form secure bonds with the childminder and their peers and are highly motivated to learn. They demonstrate huge pride in their achievements as they clap for themselves on completing a task. The childminder has updated her sleep policy in line with current guidance. She carries out robust sleep checks to ensure that all children remain safe.

p.6

Next steps

The childminder should continue her commitment for high standards. She should focus on building networks with other childminders to exchange, share and strengthen the transformational impact of her practice on outcomes of all children in her care.

p.6

About this inspection

The inspector spoke with the childminder 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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Our grades explained

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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.8

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8