Childminder

Childminder

Unique reference number (URN): 2792412 Registered with Ofsted: 25/07/2024 Registers: EYR

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

Children make impressive progress from their starting points and are exceptionally well prepared for the next stage in their learning. They make particularly rapid progress in communication and language through rich conversations, songs and stories, with children confidently expressing their ideas and engaging in conversations.

p.2

Achievement Strong standard

Children develop high levels of independence and self-regulation, confidently managing routines and selecting, completing and tidying activities independently. Their physical development is promoted extremely well through activities that strengthen fine and gross motor skills, including using pipettes, pushing carts and negotiating space with increasing control.

p.2

Achievement Strong standard

Carefully planned activities by the childminder help develop children's mathematical thinking, problem-solving and concentration. Children persevere with challenges, such as mastering peg activities, and beam with pride in their achievements. They remain deeply engaged in learning for sustained periods and quickly learn skills across all seven areas of learning.

p.2

Curriculum and teaching Strong standard

The childminder demonstrates a clear and accurate understanding of the quality of children's learning. She has designed an ambitious, well-sequenced curriculum that places children's emotional wellbeing, communication, independence and curiosity at the centre of learning. Teaching supports children's independence highly effectively. Children confidently serve food, pour drinks, tidy resources and manage personal care routines with increasing confidence. The childminder provides calm guidance and adapts teaching carefully to suit children's ages and stages of development. Younger children benefit from simplified instructions and repetition that help them to engage successfully in routines and play.

p.2

Curriculum and teaching Strong standard

The childminder supports children extremely well with high-quality interactions. She is very responsive to what they say and uses purposeful questioning to extend children's thinking. Children enjoy recalling previous experiences of watching the life cycle of a caterpillar and tell visitors how the butterflies flew away. The childminder places a strong emphasis on communication and language, modelling vocabulary skilfully and embedding rich opportunities for talk, songs and stories throughout the day. Mathematical understanding is developed consistently through meaningful, everyday experiences. For example, children enjoy participating in counting and puzzle activities.

p.2

Inclusion Strong standard

Children thrive in this setting, which is a fully inclusive environment, where the childminder values their individuality and helps them participate fully in all aspects of learning. She identifies and assesses children's individual needs promptly through effective partnerships with parents and her secure understanding of each child's development.

p.2

Expected standard

Regular observation and assessment helps the childminder to identify emerging gaps early and provide timely support that helps children make good progress. As a result, the childminder knows children exceptionally well and understands their strengths, interests and emerging needs.

p.3

Expected standard

The childminder takes well-considered and targeted action to reduce barriers to learning and wellbeing. She adapts her curriculum effectively to ensure all children can access it, including those who may have barriers to their learning such as those learning English as an additional language. She adapts activities thoughtfully to ensure children participate fully and build on what they already know and can do.

p.3

Expected standard

Children develop respect for differences because the childminder celebrates cultures, languages and family experiences through daily practice and discussions about the wider world.

p.3

Leadership and governance Strong standard

The childminder demonstrates a highly reflective understanding of the strengths of the setting and takes proactive steps to enhance aspects identified for further development. She undertakes well-targeted and effective professional development to strengthen her practice and improve the quality of her provision. For instance, the childminder has completed a wide range of relevant training, including on block play, and has drawn on ideas shared through professional networking to strengthen her messy play provision. This has had an extremely positive impact on the quality of teaching.

p.3

Leadership and governance Strong standard

The childminder has successfully established highly supportive partnerships with families. She keeps them fully informed about their children's day, achievements and next steps in learning. Parents are extremely positive about the childminder and the high-quality care their children receive.

p.3

Leadership and governance Strong standard

The childminder does not currently care for children with special educational needs and/or disabilities, those who are in receipt of additional funding or who face other barriers to their learning. However, the childminder understands her responsibilities to promote inclusive practice for all children and secure their best possible progress should she care for them in the future. The childminder is aware that if she were to care for disadvantaged children who are eligible for additional funding in the future, she must assess the impact of this.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children thoroughly enjoy their time with the childminder. She creates a calm and well- organised space where children confidently explore a variety of resources and activities to support their learning and development across all areas of the curriculum. Children develop increasing independence, managing their personal care and making choices in their play. They wash their hands before eating, help tidy resources and prepare themselves to go outdoors. For instance, children help put on sun cream and ensure they have a suitable hat and shoes on before going outside.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children and their parents and carers have positive relationships with the childminder, and children's attendance is good. The childminder follows up on unnotified absences to ensure that children are safe. The childminder is a positive role model. She models good manners, kindness, care and respect. Children behave well and respond positively to her guidance and support and have a positive attitude to learning. However, on occasion, the childminder does not consistently explain to children how their behaviour affects others. Consequently, opportunities for children to develop an understanding of their actions are not fully maximised. Despite this, children learn to share resources, take turns and play cooperatively with others.

p.4

Children's welfare and wellbeing Expected standard

The settling-in process is tailored to each child and their family. The childminder takes time to get to know them and understands their individual care needs. She has formed secure and caring attachments with children. Children appear to feel safe and happy in their environment and frequently run to the childminder for a cuddle and confidently express their feelings and thoughts.

p.4

Children's welfare and wellbeing Expected standard

The childminder provides children with meals which are healthy and well-balanced. Mealtimes and snack times are sociable, and children are well supervised when eating. Children manage their personal hygiene well, including wiping their noses and washing their hands.

p.4

Children's welfare and wellbeing Expected standard

Children are supported to live healthy lifestyles. They are encouraged to be physically active outdoors as they run around, push trolleys and ride cars along pathways and navigate corners with skill in the well-resourced garden. The childminder supports children to keep themselves safe by modelling and reinforcing safe practices, such as keeping hydrated and wearing protective hats and sun cream in the hot weather. However, the childminder does not consistently explain to children why these measures are necessary, limiting children's understanding of the importance of this.

p.4

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

Children thrive in this nurturing and highly inclusive setting where they feel safe, valued and eager to learn. Children show high levels of engagement and enjoyment, particularly when they engage in planned activities lead by the childminder. They concentrate for sustained periods, listen attentively to stories and recall key vocabulary they have learnt such as 'octopus' and 'dolphin'.

p.4

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

Children enjoy learning and make excellent progress from their starting points. They develop skills through meaningful play and everyday routines that match their stage of development. The childminder builds on what children already know and can do. She extends their language, thinking and independence through consistently well-timed interactions. Children develop early skills in communication, mathematics, physical development and social interaction.

p.5

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

Children develop positive attitudes to learning and sustain engagement in a wide range of experiences. They confidently explore their environment and independently choose from a wide range of well-resourced activities. This helps to maintain their interest, curiosity and engagement in their learning. For example, younger children persevere as they attempt to put on and fasten their shoes as they get ready for the outdoors. As a result, children are well prepared for their next stage of learning, including school.

p.5

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

Children develop a strong sense of belonging. The childminder reflects their home languages, family experiences and individual interests in daily activities. This helps children feel recognised and comfortable. For instance, the childminder promotes a bilingual environment by introducing children to Mandarin through everyday interactions, stories and songs. Children also learn about and celebrate festivals that are meaningful to the childminder, children and their families. This supports children to develop an appreciation of different languages, cultures and traditions, which helps children to feel respected and included as part of the setting.

p.5

Next steps

The childminder should consistently support children to understand the impact of their behaviour to enable them to consider how their actions affect themselves and others. The childminder should consistently explain why safety measures are important to help children learn how to keep themselves safe.

p.5

About this inspection

The inspector/inspectors spoke with the childminder during the inspection.

p.5

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.

p.5

About this setting

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

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

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.7

Urgent improvement

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

p.7

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.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7