Childminder

Childminder

Unique reference number (URN): 2790856 Registered with Ofsted: 17/12/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make secure and sustained progress from their starting points. Children independently and purposefully access a range of high-quality play resources and spend extended periods engaged in exploration. Children of all ages learn to be confident and articulate communicators and consistently practise their accurate pronunciation of words. They have a rapidly developing vocabulary and acquire new and ambitious words on a regular basis. Children develop a deep and embedded love of reading from a very young age. Children confidently recognise their own names and identify numbers displayed throughout the setting. They learn about the various colours and shapes as they engage in activities with the childminder.

p.2

Achievement Strong standard

Children of all ages demonstrate high levels of concentration and engagement. They remain deeply focused on activities for sustained periods of time. Children enthusiastically embrace new experiences with confidence and curiosity, showing a genuine enjoyment of learning. This confidence, alongside their consistently positive attitudes to learning, ensures they are exceptionally well prepared for their transitions to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder forms strong, secure and trusting relationships with children. She knows the children in her care exceptionally well. Children receive high levels of meaningful interaction from the childminder and her assistants throughout the day. Children are highly familiar and confident with the daily routine, which allows them to anticipate and understand what comes next. For example, children confidently move swiftly to clear away toys independently before a change in routine. Younger children refer to a picture board to identify what comes next in their daily routine, such as pointing out the correct visual prop for handwashing when the childminder tells them to get ready to have breakfast.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have a clear and consistent understanding of the rules and boundaries. The childminder consistently reinforces the need to take turns and share resources. Children eagerly assist the childminder to tidy up and begin to develop a strong sense of responsibility. Positive behaviour is consistently and effectively reinforced. The childminder uses frequent praise and encouragement and takes time to recognise and celebrate children's achievements. As a result, children behave very well and benefit from positive and consistent role models, who model good manners and teach children to be respectful and considerate of others.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear and proactive understanding of the importance of regular and punctual attendance. She works closely and effectively in partnership with families to establish these habits, helping to prepare children for the move on to school. She has robust and well-established systems in place to address any lateness or absences.

p.2

Children's welfare and wellbeing Strong standard

The childminder uses children's settling-in periods effectively to get to know and understand their individual needs. This supports the development of secure and trusting relationships, as she takes time to build strong connections with each child. The childminder and her assistants are kind and highly nurturing towards all children. They talk to children about their feelings and use picture props purposefully to help them express and manage their emotions. This is very evident with younger children, who may not have the language, as yet, to express themselves.

p.3

Children's welfare and wellbeing Strong standard

Children benefit from a carefully structured weekly and seasonal menu. The childminder places a strong emphasis on healthy eating and carefully considers the nutritional value of the meals she provides. Meals are home cooked using fresh ingredients. The childminder promotes children's independence during mealtimes by encouraging them to serve themselves, while supporting younger children to practise using cutlery specifically designed for their different abilities. Children use tongs to serve their own pasta, and child safety knives to cut up fruit with skill and increasing confidence. The childminder ensures she is fully informed about any food allergies and health conditions and shares this information effectively with her staff team so that all needs are consistently met.

p.3

Children's welfare and wellbeing Strong standard

Children develop a clear understanding about personal health and how to keep themselves fit and well. They develop good habits around dental care, handwashing and participate in a range of physical activities in the home and community.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations for all children. She knows precisely the intentions for learning for each child. The childminder uses her deep-rooted knowledge of child development to deliver a rich and varied curriculum. The childminder prioritises children's personal, social and emotional development. Curriculum planning takes account of each child's differing abilities and children make rapid progress from their starting points on entry to the setting. The childminder undertakes regular assessment of each child's progress. She promptly identifies and addresses any gaps in children's learning and development and takes appropriate steps to address these to minimise any further delay.

p.3

Curriculum and teaching Strong standard

The childminder makes the very best use of daily routines and values these as learning opportunities. Children love the creative and tactile play, such as play with play dough and water play with underwater animals. Constant chatter can be heard all of the time as they play and engage with the childminder and her staff. All children enjoy looking at a quality range of varied books throughout the setting, and they access books with props to get a better understanding of stories they are familiar with. Children from a young age learn to solve problems, they recognise numbers with ease from a young age, learn the names of different shapes and enjoy completing puzzles. There is a great emphasis on the balance between adult-led and child-led play. The childminder ensures she is aware of children's current interests. She builds these into the activities to further children's enjoyment and to keep them deeply engaged in their learning.

p.3

Inclusion Strong standard

The childminder is highly skilled and confident in assessing children's development and identifying specific needs. When children first start, she works closely in partnership with parents, discussing any gaps in learning and addressing any concerns they may have. Together, they plan purposeful next steps, identifying how best to support children's development, both within the setting and at home. The childminder has developed a strong breadth of knowledge and experience in supporting children with special educational needs and/or disabilities, informed by her previous practice. The childminder has learned to use specific signing with children, who may have partial hearing or speak English as an additional language. In addition, she is proactive in extending her expertise, engaging in training and researching specific conditions as needs arise. Where appropriate, the childminder has a clear understanding of referral pathways and external agencies, enabling

p.4

Inclusion Strong standard

her to guide parents in accessing additional support locally and funding. She demonstrates a secure and thorough understanding of child development, allowing her to swiftly identify early signs of delay and respond effectively.

p.4

Inclusion Strong standard

The childminder actively promotes inclusion and respect for diversity. She supports children to become aware of and understand differences among their peers in a positive and sensitive way, helping them to develop acceptance and respect. This is further supported with specific training, undertaken to implement in practice, such as the importance of physical play, particularly for boys.

p.4

Leadership and governance Strong standard

The childminder engages in periodic self-evaluation to reflect on her practice and identify areas for development. The childminder and her assistants work as a well-organised and cohesive team, committed to delivering high-quality care and education for young children and their families. They keep their knowledge up to date through both mandatory and additional training, including recent training focused on supporting children's specific learning styles. Since registration, the childminder has worked to gain a recognised childcare degree. The childminder is currently further extending her knowledge for special educational needs and/or disabilities through specific training. The childminder and her assistants meet regularly for briefings, ensuring that important information is shared and practice remains consistent. She ensures her assistants also continue to develop their skills and knowledge through specific, targeted external training and briefings from herself. This

p.4

Leadership and governance Strong standard

helps to ensure that all children receive a highly consistent approach to their learning and development.

p.4

Leadership and governance Strong standard

The childminder welcomes support from the local authority to further raise standards and enhance the curriculum. Parents speak very highly of the provision, particularly valuing their children's progress, regular communication and periodic reviews of their child's development. They appreciate the range of communication methods used, which help to build strong partnerships. Although, some parents have expressed a wish for a more hands- on approach, such as seeing their child within the setting environment at handovers. As part of rigorous self-evaluation, the childminder has reflected upon parental views and plans to enhance parental partnerships even further. These plans are currently in their infancy.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel welcomed and valued in this stimulating and safe childminding environment. The well-planned curriculum enables children to make rapid progress in their development. The childminder ensures she regularly reviews children's development and knows their interests. Children enjoy the activities provided and are busy throughout the day in their play. They form strong bonds with the childminder, her assistants and their peers. The childminder and her assistants know the children well and provide them with individual support. Children welcome new challenges in their play as they make consistent progress in

p.5

About this setting

their development. This helps to keep them engaged and motivated to learn. Young children welcome the time to practise skills as they learn to put their shoes on correctly and prepare the fruit salad for their dessert using knives safely. Learning is not rushed. The childminder gives children ample time to explore new learning, she plays alongside them and shows them how to use the resources. Children relate well to previous learning experiences, such as learning about the snails in the garden. Children develop an extensive range of skills in preparation for early writing. For example, they use spray guns to spray different colour water outdoors, and use brushes and different rollers in creative activities with skill. These opportunities help to build on children's manipulative skills over time.

p.6

About this setting

Children have a strong say in their play and have easy access to quality and varied play materials, because the childminder organises the play environment indoors and outdoors to be safe and easily accessible. Children are very aware of the daily routine, and they flow from one activity to another with ease. Children have a strong sense of belonging. The childminder works positively with parents to encourage children's regular attendance. This supports children to develop well and ensure their welfare and wellbeing. Children flourish in their development and receive high levels of attention and support from the childminder and her assistants.

p.6

Next steps

The childminder should sustain her work and continue to build on her existing highly positive partnerships with parents. She should focus on creating a transformation impact on the outcomes and experiences of all children in her care with continued parental involvement.

p.6

About this inspection

The inspector spoke with the childminder, assistants and children during the inspection. The inspector gathered written feedback from parents.

p.6

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. Unique reference number (URN): 2790856

p.6

About this inspection

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

p.7

About this inspection

Local authority: London Borough of Waltham Forest

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8