Childminder

Childminder

Unique reference number (URN): 2801960 Registered with Ofsted: 04/09/2024 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

Children make significant progress as a result of attending the childminder's setting. A strong focus on supporting children's emotional wellbeing means children feel safe, secure and are able to fully participate. Communication and language development are particularly secure. Children communicate confidently, listen attentively and use an increasingly wide vocabulary during conversations. Young children demonstrate mature speaking and listening skills and engage enthusiastically in discussions, in particular, during interactive stories.

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Achievement Strong standard

Children develop the knowledge and skills they need for their successful future learning. They show high levels of independence during daily routines, cooperate well with others and sustain attention during activities. All children, even the very young and those with barriers to learning, quickly learn the skills to be independent and confident communicators. Children are happy in the calm environment. They are comfortable in the support and high-quality interaction they receive from the experienced, knowledgeable and dedicated childminder.

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Behaviour, attitudes and establishing routines Strong standard

Children play in a harmonious, calm and reassuring environment. They have formed secure and trusting bonds with the childminder. They make friendships with others attending. Children learn to regulate their behaviour effectively, even from an early age. This is because the calm and reassuring childminder and assistant, are so effective in the support they provide. The childminder acknowledges and validates children feelings and is gentle in encouraging them to talk about their emotions. For example, when children choose to play with different toys and not play with each other. The childminder helps children learn the impact of the behaviour on others, and that their friends may feel sad. Children are praised when they resolve issues and discussion takes place about feeling happy as they rejoin play. The childminder's calm and gentle response helps children to quickly resolve any disagreements. As a result, any disruptions are minimised and a respectful and inclusive

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Behaviour, attitudes and establishing routines Strong standard

Children take turns and play cooperatively during adult-led activities. They follow their own interests and actively make choices. They confidently self-select toys and a wide range of books available to them. The childminder works closely with parents and carers to promote children's engagement and welfare and positively encourages children's regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children show sustained concentration and perseverance during activities. They listen with intent and follow the childminder's instructions, contributing to a calm and fun learning environment. Children understand the childminder's high expectations and participate in well-established daily routines. For example, children help to tidy away toys after use, or wash hands before snack. These embedded routines promote positive attitudes to their learning.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of children feeling safe, secure and happy to be able to learn. She therefore, prioritises children's welfare and wellbeing. The childminder works closely with parents and carers from the beginning, providing meaningful information and policies within a parents pack. She has a flexible approach to settling children and is respectful of parents' wishes regarding their child's care routines. The extremely calm and nurturing childminder provides children with a comfortable and homely environment to learn. Children have their own storage for their personal belongings which creates a sense of belonging. They settle quickly and form close and trusting bonds with the childminder.

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Children's welfare and wellbeing Strong standard

The childminder helps children understand their feelings and explore their emotions through stories, resources and conversations. The childminder provides lots of reassurance and cuddles and offers comfort and praise whenever needed. Therefore, children feel safe and secure to share their feelings. The childminder has a comprehensive knowledge of the children in her care. She promotes their wellbeing through familiar routines within a respectful atmosphere.

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Children's welfare and wellbeing Strong standard

Children's physical wellbeing is thoughtfully considered. The childminder encourages children to make healthy choices during snack and lunchtime. The childminder effectively supports children to independently manage their self-care. They know the importance of hand washing and confidently explain the need to wash away germs. There is a strong emphasis on outdoor learning. Children receive fresh air and exercise daily as they engage in activities in the well-equipped garden. They are routinely able to participate in additional activities, such as forest school and beach school activities. Children problem solve, learn resilience as they have opportunities to challenge themselves and engage in age- appropriate risk play, closely supported by the childminder.

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Curriculum and teaching Strong standard

Children benefit from a well-designed, high-quality curriculum. This includes a broad range of learning opportunities outside of the home that enrich children's opportunities and learning further. The childminder skilfully follows children's interest through a well- sequenced curriculum that meets all areas of learning and development. This is also designed to include the childminder's principles for learning, such as, building confidence, independence and emotional understanding. A strong emphasis is placed on being curious, willing to explore new experiences and have a connection with nature. This helps children to build secure foundations for future learning.

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Curriculum and teaching Strong standard

Children make rapid progress from their starting points. There is a strong focus on supporting communication, language, mathematics and personal development. Children use a wide vocabulary during discussions. They hold conversations, recall previous learning and share information. For example, they excitedly recall butterflies they grew from caterpillars. They relish stories and make comparisons as they discuss the eel in the story looking like a snake. Young children have solid grasp of numbers and shapes. They learn mathematical concepts through activities and conversation provided. For example, they discuss more or less as they fill pots with rice. They learn about volume and weight as they transport water in buckets. Assessment is used effectively to check what children know and can do. This enables the childminder to accurately target teaching to children's different starting points and stages of

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Curriculum and teaching Strong standard

development. Teaching is adapted thoughtfully for those who face additional barriers. Resources are provided to support children's emerging needs and enable them to fully participate. The childminder's teaching is consistently responsive and enables all children to make robust progress. The childminder's knowledge and experience are clearly reflected in the way she offers ideas to parents on how they can continue learning at home to ensure a consistent approach to purposeful learning.

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Inclusion Strong standard

The childminder provides children with a welcoming and nurturing environment. She knows children extremely well and supports them to take part in all activities provided. The childminder swiftly identifies children's emerging needs through careful observations. This means she can adapt her inclusive practice and support quickly to meet children's individual needs. This thoughtful and responsive approach helps reduce barriers to children's learning and wellbeing.

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Inclusion Strong standard

The childminder demonstrates a broad knowledge in meeting a range of needs. She monitors children's progress carefully and discusses any concerns with parents and carers so that appropriate support can be put in place promptly. The childminder completes targeted training and personal research to strengthen her understanding and knowledge. The childminder monitors children's speech closely and uses her professional expertise to provide parents and children with strategies that promote speech and language development. She works closely with other professionals when necessary, and this promotes a shared approach to children's education and care. The childminder ensures strategies in place enable children to fully participate, feel included and gain confidence. The childminder demonstrates the importance of purposeful and targeted use of any additional funding, such as early years pupil premium funding to ensure children access enrichment,

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Inclusion Strong standard

improve their communication and build their confidence.

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Leadership and governance Strong standard

The childminder and her assistant work seamlessly together. They share the same vision to provide children with the highest quality care and education. The childminder ensures her assistant understands their role and responsibility, along with the policies of the setting. This means children's welfare is effectively promoted. They successfully share a culture of evaluation that is securely embedded as they strive for excellence.

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Leadership and governance Strong standard

The childminder actively provides support, coaching and training opportunities. This ensures that they keep up-to-date with relevant training, In addition the childminder and her assistant complete targeted training that helps them to learn about specific topics and strengthen their knowledge. For example, explicitly teaching mathematics, supporting communication or extending their knowledge further of how to support children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

While the setting is homely and small, a key-person system is in place. The childminder monitors children's progress and have a robust knowledge of the children attending. The childminder uses this information to complete ongoing monitoring of children's development and informs the progress check at age two.

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Leadership and governance Strong standard

The childminder promotes excellent professional partnership working with parents and carers so that information about children's care and learning needs is regularly shared. This ensures that there is continuity of care and meet all children's individual needs effectively. Parents speak highly of all aspects of care and learning their children receive and comment on the superb progress their children have made as a result of attending the provision.

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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 flourish in the childminder's care. They experience a rich, engaging and a meticulously designed curriculum that extends learning beyond the setting. For example, children routinely visit the beach, forest school and toddler groups. They enjoy and benefit from music and singing sessions at a local residential home for the elderly. This helps their understanding of the wider community in which they live. These experiences also help children build social skills, confidence in unfamiliar environments and positive relationships with a wide range of people.

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

Children are provided with a home-from-home, fun nurturing environment where they feel welcome, safe and valued. Children form positive trusting relationships with the childminder. They make friendships with other children attending. The childminder and her assistant know the children well. They invest time in getting to know the child and their family before they attend. This means they support children's learning through responsive interactions and meaningful conversations. Children are happy, settled and eager to participate . They demonstrate confidence as they explore all activities on offer within the inclusive environment. Children feel valued, respected and secure. Children confidently move between activities, understand routines and demonstrate good manners in their interactions with others. They develop increasing independence and show enthusiasm for learning. As a result, children develop the knowledge, skills they need for their next stage of learning,

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

including being prepared for transition to pre-school or school.

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

The childminder places a high priority on supporting children's communication and language skills and constantly builds on what children already know in a clear and sequenced way. The importance of attendance for children's learning and wellbeing is understood. The childminder has a flexible approach and offers support to ensure children's regular participation and welfare.

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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 and the 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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