Childminder

Childminder

Unique reference number (URN): 2796380 Registered with Ofsted: 07/08/2024 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

All children make excellent progress from their starting points through the childminder's highly individualised support. The childminder takes rapid and effective actions to close any gaps. The plans she makes are highly effective, and children quickly reach the ambitious goals the childminder sets. The childminder's approach to learning ensures that children make progress in all areas of learning simultaneously. Children gain strong foundations in the prime areas to support all future learning.

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Achievement Strong standard

The childminder encourages children to be curious and uses a very wide range of questioning techniques tailored to individual needs to extend children's thinking further. Children experiment with making new colours as they mix coloured water outdoors, using words such as 'turquoise' to describe their creations.

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Achievement Strong standard

Children are well prepared for the next steps in their learning. The childminder works closely with parents and the local pre-school to ensure that children have the skills and knowledge they need to be successful. Young children learn to focus for extended amounts of time, engrossed in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has cultivated an extremely calm and harmonious environment in which children flourish. The childminder models highly respectful and thoughtful attitudes that children then replicate. Children help each other, show high levels of compassion and collaborate during play. When children find things difficult, they know the strategies they can use to manage difficult feelings and express themselves eloquently. Children have positive attitudes to solving problems. For example, when they see a little boy in a book is sad because it is raining, they suggest he could put on a splash suit and play in the puddles.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives frequent and specific praise for children's positive behaviour. Children thrive on this and beam with pride when they have done something kind for a friend.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides reassuring and predictable routines. This means that children anticipate changes and respond very positively. For example, children know that after singing and a story it will be nap time, and they peacefully and quickly fall asleep. The childminder upholds high levels of attendance by supporting parents to overcome any barriers to maintaining this. As a result, children form excellent habits for future learning and fully benefit from the learning opportunities available.

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Children's welfare and wellbeing Strong standard

The childminder's curriculum supports children to achieve high levels of physical activity. Children build strength, agility and coordination in their large-muscle skills through their outdoor learning experiences. The strength they build in their core muscles gives the stability they need to sit up straight at tables and focus on their small-muscle skills. The childminder effectively promotes the importance of nutrition, hydration and oral health. Children enjoy a healthy, balanced diet based on fresh fruit and vegetables. They learn where their food comes from and relish the new experiences of trying new foods they have prepared themselves. The childminder encourages children to drink water frequently and promotes their independence in doing so to create healthy habits for the future.

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Children's welfare and wellbeing Strong standard

The childminder nurtures very strong attachments with children that ensure they feel completely secure. She provides settling-in sessions that are highly bespoke to the needs of children and their families in order to ensure these supportive relationships are formed. Because of this, children feel empowered to express themselves and show high levels of trust in their warm and caring childminder.

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Children's welfare and wellbeing Strong standard

The childminder's care practices are highly respectful and promote children's independence and autonomy. Children find their own nappy, help to put on their own clothing and thoroughly enjoy gaining new independence through toilet training.

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Curriculum and teaching Strong standard

The childminder has designed a broad and engaging curriculum that gives all children, including any disadvantaged children, the knowledge and skills they need. She delivers this through well-planned activities and a wide range of engaging experiences outside of her setting. For example, children learn about numbers at a singing session in the local library and count scoops of mud for a 'mud pie' at the forest school. Much of children's learning takes place outdoors. Children find and line up pine cones in size order, identify the features of different plants and learn about different animal habitats with highly effective support from the childminder.

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Curriculum and teaching Strong standard

A love of reading is central to the childminder's curriculum. She reads engagingly to children from a wide range of quality texts. This is impactful, and children independently seek out books to look at for pleasure and ask questions about what they see. Children make excellent progress in communication and language. They seek out conversation with others and enjoy using new words, repeating them after their attentive childminder.

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Curriculum and teaching Strong standard

The childminder is highly effective at building children's confidence in their ability to learn. When children say 'I did it wrong,' she promotes a positive mindset. She tells them that while they cannot do it yet, if they keep trying, they soon will be able to. Children persevere when they find things difficult in this supportive environment.

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Inclusion Strong standard

The childminder strives to gain a detailed understanding of children's needs and any barriers to learning from the outset. She forms highly effective relationships with parents and any specialists to form a complete picture of the child and how she can best support their all- round learning and development.

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Inclusion Strong standard

The childminder uses her comprehensive knowledge of children, a thorough understanding of child development and a robust approach to assessment to identify any barriers to learning promptly. The childminder's practice ensures all children can access and benefit from the curriculum, including disadvantaged children or those known to children's social care. For example, she ensures affordability is not a barrier by providing waterproof clothing so that all children can benefit from the outdoor curriculum.

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Inclusion Strong standard

The childminder has a thorough understanding of how to secure the best outcomes for children with special educational needs and/or disabilities. She demonstrates how she works effectively with other agencies and parents to ensure her practice and provision consistently and effectively support all children.

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Inclusion Strong standard

The childminder regularly assesses the impact of any extra support she provides to ensure that it continues to meet children's changing needs and that all children are able to make secure progress from their starting points.

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Leadership and governance Strong standard

The childminder employs highly effective strategies to evaluate the quality of her setting. She constantly reviews her curriculum and teaching in line with the changing needs of children. She seeks parental input about children's progress and the activities they have enjoyed. The childminder should now plan to extend the ways in which she seeks feedback about her practice and provision in order to further inform her evaluations and raise standards to the very highest level.

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Leadership and governance Strong standard

The childminder seeks continuous professional development in areas that she knows will benefit the children most. For example, she recently sought further learning on how to support children to develop concentration through well-timed and highly effective interactions. She is highly reflective about the impact of any changes she makes. The childminder is passionate about her role and seeks to continuously improve her practice.

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Leadership and governance Strong standard

The childminder is collaborative in her approach to securing the best support for children. She maintains effective relationships with parents and other agencies to ensure that she has all the information she needs to help children make the best progress possible. She communicates clearly to help parents understand the progress children make and help them extend children's learning at home.

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Leadership and governance Strong standard

The childminder is consistently professional in her role. She has a systematic and effective approach to implementing the policies and procedures of her setting that ensures she is meeting the requirements of her role effectively.

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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 are very happy with this calm and caring childminder. Children benefit from a broad range of outdoor learning experiences. Children gleefully recall trips to the allotment and talk about the onions they dug up, the garlic leaves they tasted and the wriggly worms they held. Children make consistently secure progress in their learning and development through a highly ambitious curriculum based on play. They learn about quantities and practise counting as they experiment in the mud kitchen. Children enjoy choosing from the varied and engaging resources the childminder provides based on their needs. Children are becoming highly independent in their learning and the childminder encourages them to follow their own interests.

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

Children are consistently enthusiastic and highly motivated to learn. They chatter through the day to the attentive childminder. In turn, the childminder expertly extends what they say, giving them new vocabulary, which they then use in their conversations. Children are becoming clear and confident communicators. They know how to express their needs and feelings effectively, which helps them to manage their emotions. Children play together and alongside each other harmoniously. The childminder creates a highly positive environment where mutual respect is abundant. Children take turns, help each other and are consistently kind in their words and actions. Genuine friendships flourish between children, which extend beyond their time in the setting.

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

Children are very well cared for. The childminder forges effective relationships with parents and carers to ensure she has a thorough and deep understanding of children's individual needs. She ensures children are safe through close supervision while supporting them to

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About this setting

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

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Facts and figures used on inspection

experience challenge and adventure. For example, children learn how to be safe around a campfire as they visit a forest school. Children are reassured by the calm and predictable daily routines. They thoroughly enjoy mealtimes, where they have conversations with friends before settling down peacefully to rest.

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Next steps

The childminder should continue to seek and act on feedback from parents to further inform her evaluations about the provision to help raise quality to the highest level.

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About this inspection

The inspector spoke with 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. 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. 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 .

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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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