Childminder

Childminder

Unique reference number (URN): 2800930 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

Children are making excellent progress across their learning and are very well prepared for their next stage, including readiness for school. They have a firm understanding of daily routines, they confidently wash their hands, tidy up and independently choose activities. They show resilience and attempt trickier tasks themselves before seeking help from adults. They show high levels of focus, with even the youngest children staying engaged in imaginative activities.

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Achievement Strong standard

Children show a love of books, they handle them with care and finish key words during stories with the childminder. They show excellent listening skills as they engage in discussions with their peers and use complex words in their vocabulary. Children demonstrate high levels of precision using equipment to enhance fine motor skills. This will support them in readiness for early writing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a warm, positive environment with high expectations and clear routines in place. Children have positive attitudes to their learning. The childminder is an excellent role model and, consequently, children are polite, respectful and their behaviour is fantastic. The childminder knows children well, and adapts her approaches to managing children's behaviour well. She encourages all children to express their emotions in ways that match their age and stages of development. For example, with visual prompts for younger children and the use of expressive words for those who are able to so. Children know they have calm, quiet spaces to go to, if they need time to regulate.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between adults and children are secure, they know children's personalities and needs extremely well. This helps them to settle quickly and feel safe and secure in the environment. Children enjoy spending time together and have established firm friendships. They run to the door to greet each other with hugs. The childminder has systems in place to monitor children's regular attendance and actively promotes this with parents.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a priority to the childminder. Attachments with adults are positive and secure. They seek out the childminder to share their achievements, stories and cuddles. The childminder supports children to learn how to keep themselves safe. The childminder asks children what they might need to think about, rather than telling them to be careful. This helps them manage their own safety and wellbeing. Children's privacy and dignity are always considered during routine hygiene practices. This supports children to feel safe and builds their overall self-esteem and confidence.

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Children's welfare and wellbeing Strong standard

Children enjoy well-balanced, nutritional meals, freshly prepared by the childminder. Mealtimes are relaxed and sociable, where children regularly discuss the benefits of the healthy foods they eat. During imaginative play, the childminder promotes healthy food choices and children are taught about teeth brushing. This helps them develop healthy habits for the future. Children benefit from daily physical play and purposeful activities that support their stage of development.

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Curriculum and teaching Strong standard

The childminder provides a broad, ambitious, stimulating curriculum that matches children's interests and individual needs. She has high expectations for all children and skilfully builds on their knowledge and experiences. Children are highly independent and use their imagination as they test out ideas. For example, when exploring cause and effect using transport toys on slopes. They persevere developing their motor skills as they manipulate play dough and complete complex puzzles. The childminder encourages children's confidence as they put on a puppet show for everyone and create their own stories. Children's learning is extended further as the childminder follows their lead, linking books and experiences through discussion.

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Curriculum and teaching Strong standard

The childminder is patient and kind and offers endless praise, this helps secure children's social and emotional development. Children are developing complex mathematics skills, matching bugs into pairs and counting and comparing the number of legs they have. Children are using admirable language skills. While sharing out resources, they tell their friends things must be shared equally, and explain this means that they have the same. Children sing and use instruments to tap to the beat. They become familiar with technology, using the interactive speaker as they dance to favourite songs.

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Inclusion Strong standard

The childminder shows a clear understanding and experience of supporting children with any additional needs. She explains how to plan, implement targets and review progress. The childminder demonstrates confidence in making referrals to necessary professionals within the local authority. The childminder has robust information gathering when children start and observes them closely to help identify any gaps. This means that early identification and swift support for children with special educational needs and/or disabilities (SEND) can be put in place.

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Inclusion Strong standard

The childminder is meticulous in adapting her teaching to meet children's needs, ensuring activities offer different levels of challenge. All children benefit from high-quality interactions and inclusive, diverse activities that support children to reach their full potential. Training specific to supporting children with SEND is continuously undertaken by the childminder and her assistant, even when there are no children with SEND on roll. This keeps their specialist knowledge up to date and ensures they can share this in professional discussions with parents, if any concerns arise.

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Leadership and governance Strong standard

The childminder is passionate about continually improving her practice. She is clear about strengths and areas of development, and plans to enhance her garden even further, supporting even better free flow to the outdoor space and enriching learning about nature. She is dedicated to providing high-quality care and education and frequently evaluates her provision. The childminder ensures her training is current and personalised to build on the needs of children that attend. The childminder also shows a commitment to providing an inclusive environment. She ensures training for any assistants also focuses on special educational needs/and or disabilities. This supports their professional development and confidence for when children with any needs arrive.

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Leadership and governance Strong standard

The childminder maintains professional relationships with other childminders and with the local authority. This enables her to information share and receive the most up-to-date information, to improve practice. For example, following recent updates, the childminder adapted her safe sleep policies. This ensures children always remain safe. Parent and carer relationships are a significant strength, where information-sharing has a positive impact on children's outcomes. Parents speak highly of the childminder; they comment on how much their children benefit from attending.

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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 thoroughly enjoy attending this nurturing, inclusive, home-from-home setting. On arrival, they are greeted warmly by adults and excited peers. Children show a sense of safety and belonging as they immediately become engrossed in chosen activities and share stories about their families. The childminder has formed strong attachments with children and is gentle and responsive to their needs. They enjoy books as they nestle into her arms and giggle as they play together. Children play cooperatively and the childminder supports children as they develop their sharing skills. She is an excellent role model and teaches children about how their actions might make others feel.

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

Children are highly focused in the wide range of play opportunities available, which the childminder ensures are well balanced between planned and child-led. For example, children delight exploring farm animals in the sensory tuff tray. They recall learning as they recite animal sounds, following their weekly trip to the farm. Children engage in meaningful discussions throughout the day. The childminder and her assistant continuously promote children's communication further, introducing and repeating new words to them. The childminder has robust procedures to track children's attendance to ensure they have full access to the curriculum.

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

Children benefit from rich learning experiences alongside physical challenge. Daily outdoor walks happen every day to the nearby town, golf course and local woodlands. Children develop healthy habits as they learn about brushing their teeth and making healthy food choices. The childminder helps strengthen children's social skills in larger groups, when they visit local playgroups. This will support them in readiness for school. The childminder monitors children's progress and regularly shares this with parents. She reflects and adapts activities consistently to ensure children can achieve the next steps in their learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, and any other barriers to their learning.

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About this inspection

The inspector spoke with the childminder and assistant 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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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.

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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

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

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