Childminder

Childminder

Unique reference number (URN): 2798876 Registered with Ofsted: 17/09/2024 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

All children make sustained progress as they embrace all activities as learning opportunities. They overcome any barriers in their learning with skills they have already learned or through the guidance and teaching of the childminder. They share these skills together as they enjoy achieving and succeeding together.

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Achievement Strong standard

Older children enjoy modelling to younger children and including them within their play. As a result, babies observe and re-enact different skills, such as pouring water, scooping up insects and clapping their hands. Children are quick to develop their skills as they are confident and secure within their learning environment. Children transition within the routine seamlessly and are very well prepared for future changes, such as their move on to school. Children with special educational needs and/or disabilities and those who may face other barriers to their learning achieve securely and consistently through the well-considered adaptations in the provision. As a result of these adaptations, these children are able to develop their skills and independence and make excellent progress.

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Behaviour, attitudes and establishing routines Strong standard

Leaders set high expectations for children's behaviour, and children respond in such a positive way. They are caring, considerate and respectful individuals who want to learn and explore, enabled by such positive role models. The childminder and staff model skills to enhance children's personal, social and emotional development and use their high-quality interactions to reinforce these. Children demonstrate their empathy and understanding to one another through consistent turn-taking and playing cooperatively. Older children encourage and embrace younger children within their play as they share the fishing nets to scoop up insects together. Older children praise the babies as they giggle and say, 'Yay, well done, good job.'

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a secure environment where parents and families support good attendance. Parents work collaboratively with the childminder as they develop strong bonds. The childminder acts swiftly to address any barriers and establish strong routines, with parental input. Children want to attend and reflect on previous experiences, such as the butterflies and the baby cow who came to visit. They are enthusiastic for future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides daily feedback and home learning bags filled with exciting traditional tales, activities and stories. This continues children's learning and progression and provides opportunities for children to share these experiences across the childminder and their families. Children take pride in their achievements and are keen to show what they have been learning at home as the childminder displays their impressive creations.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the centre of all the childminder does as she strives to ensure all children are happy and healthy. The childminder embeds healthy choices into her well-structured routines and curriculum, which is further supported by her effective policies and procedures. For example, the curriculum highlights the importance of outdoor play, and children understand the benefits of this. Therefore, children enjoy running, climbing and dancing, developing their gross motor skills and physical health. Children express they 'need a rest' and can communicate to the childminder that they would like a 'bed making'. Children access a healthy and nutritional menu as the childminder explains the importance of healthy eating. Children are taught independence within their self-care routines as they can use the toilet and wash their hands on their own. All these skills enable children to make

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Children's welfare and wellbeing Strong standard

As all children's individual needs are understood and met, children's wellbeing is strong and fully supported. The childminder uses her knowledge of each child and ensures that all activities, or the routine, are inclusive and appropriate for children to complete. This empowers children to feel positive and successful. As the childminder praises and celebrates children's achievements, children take pride in doing well and sharing these with their friends.

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Curriculum and teaching Strong standard

The childminder is clear with her ambitious and carefully designed curriculum, where the expectations for children to achieve and learn are high. This standard of practice is consistently embedded. The childminder and staff always provide high-quality interactions, where all engagements are treated as an opportunity to learn. As children play outside, the childminder and staff carefully deploy themselves to cover all areas for high-quality engagements. Staff challenge children's thinking to provoke further thoughts as staff say, 'I wonder how?' As a result, children wonder along with staff and begin to think of new ways or consider different aspects.

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Curriculum and teaching Strong standard

Staff are skilled at using children's play to create learning as children explore number recognition. Numbers are hidden among frogs and lily pads within the water play. As children count out the frogs, they also identify the hidden numbers and match the number of frogs to the number value found. Staff also explore mathematical language as children identify number values on a parrot. They then add the number of feathers, which provokes language to describe the colour and texture of the feathers. Children engage with activities at their own pace, so learning feels natural and very calm. The childminder adapts activities based on age and stage of development as some children work to identify numbers 1 to 3. Through differentiation, other children are challenged further to identify numbers 1 to 10. This ensures that all learning is specifically focused to remain age-appropriate and accurate. Babies engage in mirror play as they explore the textures of water, sensory toys and leaves.

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Curriculum and teaching Strong standard

They enjoy hide and seek games, hiding animals and exploring where they have gone.

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Curriculum and teaching Strong standard

The childminder promotes a focus on communication and language as children clearly share a love for singing and books. Opportunities for reading and/or singing are consistent throughout the provision. Children sing 'Five Little Speckled Frogs' within the water play and enjoy reading a variety of books within the small-world and role-play areas.

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Inclusion Strong standard

All children, including those with special educational needs and/or disabilities (SEND) or those who may face other barriers to their learning, are embraced as their unique personalities and characteristics are celebrated. As a result, children feel valued and secure with the childminder, setting high expectations for their achievement and progression.

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Inclusion Strong standard

The childminder and staff are consistent in adapting areas and activities for all children to engage safely as they reflect continuously. The childminder is swift in seeking further advice and works with various agencies to provide specific strategies of support, such as speech therapy and SEND support. The childminder is receptive in applying these suggestions, such as specific interventions and resources, into the provision. As a result, children are supported quickly to make effective progress. The childminder is robust in monitoring the progress of every child and works with staff to reflect weekly and to identify improvements or further interventions that may be required. As a result, a sustained difference is made to children's opportunities as the adaptations made are so skilfully incorporated.

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Inclusion Strong standard

The childminder and staff are consistently making demonstrable differences to provide such a variety of experiences for all children, including those who may be disadvantaged. For example, children enjoy learning through local trips to the library, supermarket and parks, as well as farm, park and zoo visits. Children are taught how to care for the world through recycling, donating to local charity shops and litter picking within their community. The childminder explains how she uses additional funding to allow for these experiences to fully enrich children's opportunities.

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Leadership and governance Strong standard

The childminder is clear and productive when reflecting upon her setting's strengths and areas for improvement. She identifies any barriers to learning and is responsive in overcoming this. For example, the childminder has noticed a need to further develop her outdoor environment. She has been keen to make plans and shares with passion how this development will further support her provision. Along with these improvements, the childminder prioritises continuous professional development and promotes her own and her staff's access to training. The childminder works effectively with her staff, and together they are consistent in providing positive contributions of improvement. Staff express how supported they feel. The childminder uses platforms such as supervisions and appraisals to formally reflect on wellbeing, workload and ideas. Staff also explain how they share open communication daily to discuss training needs or ambition for improvements in the moment.

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Leadership and governance Strong standard

The childminder instils a culture of support and guidance as she strives to engage with all parents and families. Parents share their positive feedback on how the childminder and staff have supported their child and their family 'from the start by providing such a warm and nurturing environment'. Parents also explain how they appreciate the home learning bags to 'further extend their child's learning' and how it gives them, as parents, new ideas for fun things to do. The professionalism and dedication from the childminder is clear, and her passion is infectious as staff and children flourish within her presence.

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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 excited to attend and are extremely settled in the home-from-home environment. As a result, children feel secure and confident as they embrace fun activities in an engaged and relaxed manner. Children welcome their friends with enthusiasm as they say 'hello' and wave excitedly. As playful conversations can be heard, children involve the childminder and staff as they discuss going on holiday and flying on an aeroplane.

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

Children explore the calm environment with confidence, seeking out different experiences and sharing these together. Messy play and water play encourage children's development of

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About this setting

Type: Childminder fine motor skills as they scoop and pour, whereas gross motor skills are enhanced through running and climbing on play equipment. As the childminder and staff keep learning at the centre of everything, children's experiences are opened to a variety of new skills, learning opportunities and memories. For example, children visit the library to choose books for their next topic or explore animals and their habitats at local farms, zoos and parks. They learn about supporting their local community through litter picking and charity shop donations as well as developing their understanding of the wider world around them and how to care for it.

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About this setting

Older children model turn-taking and the skills needed to explore and play, as younger children observe and copy. As a result, all children are confident, independent and willing learners who demonstrate a curiosity to explore and involve themselves. Children embrace the well-structured and clearly very familiar routine, which results in a calm, organised environment. As staff adapt all areas to suit the various ages and stages of development, the provision celebrates being inclusive and a place for all children to thrive and flourish.

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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, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, assistants, parents 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. Registration date: 17/09/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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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