Childminder

Childminder

Unique reference number (URN): 2565313 Registered with Ofsted: 20/01/2020 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

Children demonstrate high levels of concentration, resilience and perseverance. They are eager, enthusiastic learners and thoroughly enjoy showing their skills and knowledge to others. Young children have high levels of independence and quickly develop their physical skills. Older children use advanced language to communicate and have excellent mathematical awareness, beyond what is typical for their age. For instance, they show accurate awareness of how many spots are on the dominoes without counting them individually. Children excel in their physical and social development. They use a wide range of skills for different tasks. For instance, young children show balance and coordination as they go up and down the paved area on bikes. They greet visitors and can hold conversations with new people.

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Achievement Strong standard

All children make consistently positive progress across every area of their learning. They manage their feelings and emotions well and are confident to communicate their needs and interests. Children are supported effectively to minimise any gaps in their development. This ensures that they are well prepared to start school, and they are supported to achieve to the highest level.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model for children. She consistently provides praise, reassurance and support to meet the needs of the children in her care. All children thrive in their personal, social and emotional development. They have superb levels of self- confidence and are kind, caring and polite. Older children demonstrate a clear understanding of the rules, boundaries and behavioural expectations. They follow routines without any help and often offer support to their younger peers. For example, they play games together, and young children experience difficult emotions when they lose the game. Older children explain how they can try again and help to boost their self-esteem. The childminder encourages families to bring children to the setting regularly, and attendance is positive. This helps children to form strong bonds with each other and feel secure.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports all children to know and understand what happens next and when it is time to prepare to move on, successfully removing any barriers to participation. This helps children have time to prepare for the next part of their day, such as snack and lunch, and they willingly participate as a result. The childminder gathers and uses detailed information from families to help her understand children's routines and changing circumstances. This helps her to understand anything that may have an impact on children's learning or wellbeing, and she swiftly adapts to meet their needs. For instance, parents share when children have not slept well, and the childminder closely monitors their wellbeing throughout the morning, offering cuddles and rest periods. This helps them to maintain high levels of engagement and positive attitudes to their learning.

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Children's welfare and wellbeing Strong standard

Children demonstrate a thorough understanding of how to keep themselves safe and healthy. The childminder is aware of the needs in the surrounding areas and works closely with parents to promote good nutrition, oral hygiene and positive emotional wellbeing. For example, children come into the setting and tell the childminder they have brushed their teeth at home. They show huge amounts of pride as they share how many 'stamps' they have on their chart and anticipate when they will receive their certificate. Children begin to develop positive levels of self-care and independence from an early age. The childminder supports them to begin to use the toilet, and they automatically hang up their coats and shoes when they go inside.

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Children's welfare and wellbeing Strong standard

Children are supported to develop healthy habits for the future and build on skills that will support them throughout their lives. For example, they benefit from fresh air every day and show a love of physical exercise and the outdoors. They understand the world around them and talk about where food comes from and how you can buy it and celebrate which foods are healthy. For instance, during snack, children talk about how fruit is good for you and point out which ones they have eaten on their chart on the wall. Children go inside to wash their hands before they eat. Older children chatter to the younger children about washing germs off before they eat or they could become ill. Young children nod along and copy the actions, carefully washing their hands. Parents are very happy with the trusting, safe and secure relationships their children have with the childminder and how their children are flourishing in her care.

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Curriculum and teaching Strong standard

The childminder provides children with an ambitious, well-sequenced, interesting curriculum. She plans activities based on their individual needs and interests and sharply focuses her teaching. This helps them to make progress in the areas they need the most support in. For example, the childminder ensures that she sits close to younger children who need help with their communication and language skills. She models clear words and provides a narrative for children as they play together. Focused small-group activities support children to learn new words and focus on pronunciation. Children show high levels of engagement as they pull items from a bag and sing corresponding songs. They delight when the childminder joins in and uses the opportunity to introduce counting backwards with the currant buns.

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Curriculum and teaching Strong standard

The childminder skilfully adapts planned experiences for children who prefer to learn outdoors. For example, she encourages them to join the group time by doing this in their preferred environment. They show curiosity as the group begins to sing and come across to join in on their 'motorbike'. Children have fun as they learn. The childminder uses imaginative play to extend and challenge their skills and build on prior learning. For example, children use their pencils with increasing control as they make their shopping lists. The childminder asks how much items are and introduces addition. They practise these skills in the local bakery and talk about how they use money to buy their gingerbread men. This helps them to become confident, and they develop lifelong skills.

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Inclusion Strong standard

The childminder provides an inclusive, respectful environment for all children to grow and develop. She uses her extensive skills and experience to swiftly identify any gaps in children's learning from the start. This helps her to plan activities that all can participate in, and they make extremely swift progress in relation to their starting points, especially in their language development. The childminder maintains an excellent, professional working relationship with the advisers from the local authority and attends specific training to help her meet children's individual needs. She liaises with other professionals, such as health visitors, to help her monitor children's progress and knows how to access appropriate support for children if this is needed.

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Inclusion Strong standard

The childminder is aware of the needs of the families who attend and consistently looks at ways she can offer support. For example, she recently offered to cook meals for children instead of parents providing packed lunches and offers flexible times of attendance to create a support network for parents. The childminder helps children to become aware of the wider world and identifies a potential barrier to learning as they live in a small, rural area. She provides a range of activities using calendar festivals to broaden their experiences and talks to them about different family backgrounds.

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Leadership and governance Strong standard

The childminder is experienced, skilled and dedicated to providing families and children with the best possible outcomes. She helps them to build secure foundations for the future and provides an effective support network for parents and carers. Highly effective partnerships with other professionals mean that the childminder can access help and support swiftly when appropriate. The childminder has excellent oversight of the curriculum, children's progress and the effectiveness of her provision. She regularly speaks to the local authority advisers and other childminders to help her evaluate and reflect on her strengths and areas to enhance. This helps her to make continual improvement. For instance, she has recently evaluated the use of mathematics in the outdoor area and has made plans to enhance this further. Children already excel in this area of their learning, but this will enable them to further practise their skills outdoors.

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Leadership and governance Strong standard

In addition, the childminder regularly accesses training and professional development to maintain the highest levels of practice for children. For example, she has completed an inclusion training programme to enhance her understanding of how to support children with special educational needs and/or disabilities effectively. The childminder maintains close links with the local school to ensure that children have the best possible start. She shares detailed information about children's learning and development before they start. The childminder invites teachers into her home so they can meet children in an environment that they feel safe and secure in. Daily, children walk to the school with the childminder to take older children, and they know the names of familiar staff in the office. This promotes smooth transitions effectively, and children are excited and confident to start school.

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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 show they feel safe and happy with the childminder. They are supported to flourish and thrive across every area of their learning. All children, including those who start with delay or barriers to their learning, make excellent progress in relation to their starting points. The childminder ensures that all children have access to the full curriculum, and they benefit from being in the inclusive, nurturing environment. Children are at the heart of all decision- making, including their own learning throughout the day. For example, they consistently choose to engage in learning activities because the childminder knows where and how they prefer to participate. Children build solid foundations for future learning and are very well prepared for the next stages in their development, including starting school.

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

Children demonstrate excellent communication and language skills and have high levels of self-confidence. The childminder protects their emotional wellbeing and nurtures their enthusiasm. For instance, older children are keen to lead the group time, and the childminder becomes a participant. Children show pride as they lead the small group and provide instructions to their peers on how to join in. The childminder provides children with independent access to resources and carefully prepared activities, indoors and outdoors. Children consistently practise their skills and build on their existing knowledge. They sing familiar songs throughout much of the morning and fill the space with laughter and learning.

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

Behaviour is consistently exemplary. This is because the childminder has clear boundaries for children and is an excellent role model. Children show respect and kindness throughout the day. They are keen to help each other and offer praise, following the childminder's lead. Children benefit from participating in activities out of the setting with the childminder. For

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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About this setting

Local authority: East Riding of Yorkshire

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Facts and figures used on inspection

example, they regularly attend local groups in the community, including pantomimes at the local school. They are very familiar with their village and local area. This helps them to develop a sense of belonging.

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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 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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