Childminder

Childminder

Unique reference number (URN): 2753601 Registered with Ofsted: 08/03/2024 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

All children, including those with special educational needs and/or disabilities, make significant progress from their starting points towards school readiness. They become confident, independent and curious learners. Children develop the necessary physical skills to dress themselves for outdoor play. They put on their all-weather suits and demonstrate perseverance as they pull up and fasten their zips. During snack time, children peel and chop their own fruit and crack eggs. They confidently mix their ingredients using a variety of utensils as they prepare pancakes. Children smoothly transition between different activities in their routine, such as tidying up their toys, sweeping up sand, and washing their cutlery and plates after snacks.

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Achievement Strong standard

Children make significant strides in their communication and language skills. They excitedly join in with familiar songs, complete phrases from well-known stories and count and name shapes. Children listen extremely well, follow instructions independently and engage fully in their learning. They demonstrate great enthusiasm and curiosity for learning. Children are highly responsive to new experiences. For example, they explain that the cocoon will become a butterfly. Children are exceptionally well prepared for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Children understand what is expected of them at each part of the day. They consistently follow a well-established routine, anticipating what comes next. The childminder supports all children, including those with special educational needs and/or disabilities, by using a visual timetable. This provides them with reassurance about what is happening next. Children help to tidy away resources and help the childminder to sweep the sand using a dustpan and brush. They receive abundant praise and encouragement, which helps to build their self-esteem and confidence.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a wonderful and caring relationship with children. These positive relationships help children to feel very secure and settled in her care. The childminder consistently models respectful interactions with children, such as thanking them for waiting while she prepares for snack time. This has a deep impact on children, fostering positive and respectful relationships. The childminder uses every opportunity possible to support children to collaborate. For example, when they share utensils to prepare a snack, she asks children to wait their turn, telling them, 'We need to work as a team and take turns.' The childminder clearly shares her policies and procedures with parents and carers so they understand her expectations regarding children's attendance. She explains the importance of being punctual and attending regularly to support children's learning.

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Children's welfare and wellbeing Strong standard

The childminder excels at promoting healthy attitudes and lifestyles. Children enjoy daily walks to the park, which provide plenty of fresh air and exercise. They grow fruit and vegetables, such as pears, tomatoes and strawberry plants. The childminder prepares nutritious and home-cooked meals. Importantly, children help to shop for ingredients and prepare meals. This involvement in growing food and preparing meals fosters children's deep and early understanding of healthy choices.

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Children's welfare and wellbeing Strong standard

Sleep, hygiene and mealtime routines are highly effective in keeping children safe. The childminder tailors these routines to meet the needs of children at different stages of development. Children are very independent in managing their self-care. They recognise when to wash their hands. Children happily tell the childminder when they need to do this, and afterwards put their paper towel in the bin. The childminder is excellent at developing children's safety awareness. For example, children learn about the importance of fire safety, including the evacuation procedure.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled at developing children's awareness of their own and others' feelings. She uses stories, circle time and play opportunities to continually deepen their understanding. The childminder uses routine moments, such as when the children try to fasten their coats, to discuss more complex emotions, such as 'frustration'. This approach significantly supports children with special educational needs and/or disabilities in regulating their emotions. In addition, the calm environment greatly helps children to learn to regulate their feelings. Children learn to show empathy towards each other and thrive because of the care and attention they receive.

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Curriculum and teaching Strong standard

The childminder provides a wide range of activities that support children's different learning styles. She rigorously gathers information from parents and carers. This includes observations to establish starting children's points. The childminder plans accurately for children's next steps to support their developmental stage and interests.

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Curriculum and teaching Strong standard

Children benefit greatly from high-quality teaching. The childminder uses open questions to extend children's understanding, such as, 'Why do we need nets on our strawberry plants?' She embeds communication and early mathematics throughout the day. For example, children discuss the size of the pieces of fruit they cut or whether a cocoon is oval or circular. These experiences support children to develop their mathematical understanding and language. The childminder ensures that children with special educational needs and/or disabilities have access to the same curriculum opportunities as their peers. For example, she consistently uses clear communication and visual aids. The childminder enhances children's communication skills by singing songs and rhymes and reading stories. She provides plenty of opportunities for children to practise new words. For example, the childminder uses the words 'squeeze', 'pop' and 'squidgy' as children explore textures. The

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Curriculum and teaching Strong standard

childminder uses rich and descriptive language as she narrates children's play. This enables children to significantly develop their vocabulary.

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Curriculum and teaching Strong standard

Children engage in a wealth of activities that help to ensure they develop excellent physical skills. The childminder demonstrates how to cut fruit safely and helps children to practise this skill. Children squeeze teabags during water play, which helps develop strength in their hands. They benefit greatly from regular opportunities for active play at the local park. Children develop their coordination, balance and confidence as they enjoy climbing equipment. The childminder also prioritises children's personal, social and emotional development, helping them to build confidence and form positive relationships. She consistently encourages children to explore their emotions during their play.

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Inclusion Strong standard

The childminder has a comprehensive understanding of children with special educational needs and/or disabilities. She swiftly addresses any gaps in children's learning through rigorous observations and assessments. The childminder implements highly effective support plans. This helps all children to access the curriculum and feel safe and secure. The childminder meticulously measures children's progress.

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Inclusion Strong standard

The childminder works closely with parents and carers and other professionals. She builds very effective relationships to ensure children continue to make significant progress. The childminder plans all activities to be fully inclusive, adapting them to meet each child's needs. She skilfully adapts circle time. The childminder uses a range of resources to maintain children's attention and enjoyment. For example, she uses visual weather symbols and encourages children to move the scarves to demonstrate the 'swish' of the wind.

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Inclusion Strong standard

The childminder is highly effective at supporting children who are in receipt of additional funding. She uses it to provide resources that support individual children's development. For example, the childminder has created a 'welcome box' for children who struggle to transition from home to the setting. In addition, she involves children by letting them choose resources for the box on shopping trips to local shops. This greatly helps children's emotional wellbeing and supports their interests and fascinations. The childminder confidently explains how she removes other barriers to learning for children. She adjusts menus to accommodate those with known allergies or specific dietary needs, ensuring that all children receive nutritious food. The childminder also communicates with parents to gather important information. This helps to ensure that every child is fully included.

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Leadership and governance Strong standard

The childminder is passionate about her role. She shows an exemplary attitude towards her continuous professional development. The childminder regularly attends a variety of training courses and webinars to extend her knowledge and understanding and strengthen her support for children who face barriers to learning. She focuses on continuously improving the setting, and a reflective approach is well established. Excellent systems are in place to gather the views of parents and carers and children. The childminder regularly reviews the quality of the service she offers, using feedback to plan future areas of development.

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Leadership and governance Strong standard

Excellent partnerships are in place. The childminder builds excellent working relationships with agencies that support the children in her care, such as speech and language services. This has a significant impact on the progress of children who face barriers to learning. Parents speak highly of the 'care and incredible education' their children receive. The childminder keeps parents informed about their child's day and ongoing progress. There is a robust and collaborative approach to children's assessments and sharing their next steps in learning. The childminder ensures continuity of learning by providing parents with guidance to support children's learning and development at home. She places great emphasis on ensuring children have a smooth transition to their next setting. This includes transition reports and visits so that children become familiar with their new surroundings. This level of preparation is incredibly supportive of children's future learning and eventual move to

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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 are extremely happy and thrive in this homely and welcoming setting. They demonstrate how safe and secure they feel. Children confidently express their likes, dislikes and emotions. They behave exceptionally well and exhibit a positive attitude to learning. The childminder's curriculum invites children to explore and investigate a wide range of natural resources and the natural world. She encourages children to become curious learners by offering real-life experiences. For example, children explore the life cycle of a butterfly and create a bug hotel in the garden. These experiences broaden children's understanding of the world around them. The childminder speaks confidently about each child and their unique needs. This deep understanding has a sustained impact on children's learning, particularly for those with special educational needs and/or disabilities. For example, the childminder has created a mud kitchen to support children's interests and

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

The childminder creates a well-organised environment. This helps children to lead their own play, engage and sustain concentration for extended periods. For example, children have lots of fun exploring primary colour paints in soapy water. They excitedly squeeze paint from bottles and enjoy exploring the different colours they can make, such as purple and green.

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

The childminder's curriculum places an emphasis on supporting children's independence. She uses every opportunity to encourage children to manage tasks independently. For example, children help to prepare meals, wash up afterwards and dress for outdoor play. Children learn about democracy by voting using a visual aid, such as stones. For example, they vote on whether to give the butterflies an apple or an orange. This gives children a voice and develops a sense of belonging.

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

The childminder creates a nurturing and very inclusive setting. She establishes very deep bonds with both children and their families. The childminder encourages their involvement so she can align her care with their home routines. This consistency in care and education enables children to flourish. Children develop excellent daily routines and are eager to attend the setting.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, thereby realising a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke to the childminder, parents and carers and children 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.

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About this setting

Operating hours: Monday,Tuesday,Thursday : 08:00 - 18:00,Wednesday : 08:00 - 16:00

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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

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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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