Childminder

Childminder

Unique reference number (URN): 2795990 Registered with Ofsted: 28/10/2024 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, including those with special educational needs and/or disabilities or those who may face barriers to their learning, make secure progress from their starting points across all areas of learning. Children confidently demonstrate their progress with their communication and language skills. Older children actively engage in conversations with the childminder. They express their ideas through strong interactions, which enables them to develop and build a rich vocabulary. Younger children build on their Makaton sign language using 'please' and 'thank you' at snack times. They quickly develop their babbling to making familiar sounds linked to words, and use actions to demonstrate making their needs known.

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Achievement Strong standard

All children develop a sense of responsibility and independence that is age- and stage- appropriate. For example, older children willingly help with tasks like finding bibs in the draw for their younger peers and selecting fruit from the fridge. They spread their chosen filling to make sandwiches and pull off lids on yoghurt pot independently.

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Achievement Strong standard

Children count, name colours and shapes and use mathematical language as they play, building on their experiences at the childminder's. Younger children turn pages in books during story time and copy animal sounds. Children are proud of their achievements and happily show the childminder their creations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a positive, caring and nurturing environment for all children to feel welcome and included. She has high expectations for all children, including those with special educational needs and/or disabilities (SEND). She actively reinforces positive behaviour and promotes this through her calm and consistent routines. The childminder role models social interactions which support children to learn to share resources and take turns age- and stage-appropriately. She gives children clear explanations about what is happening next. This gives them time to think and prepare themselves and continue learning. Children build on their self-help skills. For example, when children choose to play in the garden they understand they need to put on their outside shoes and sun hats, which they do independently.

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Behaviour, attitudes and establishing routines Strong standard

Children actively listen to the childminder and follow instructions when required. They behave extremely well and use good manners. The childminder teaches children about different emotions and supports children with SEND to have a calm space to help them self- regulate and build on their emotional wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents. She follows up on any absences and helps families to establish habits that encourage regular attendance and punctuality, to build a strong foundation for future learning and subsequent move to school.

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Children's welfare and wellbeing Strong standard

The childminder knows children extremely well, including those with special educational needs and/or disabilities. She places a high priority on children's welfare and wellbeing and is extremely attentive to their needs. Children thoroughly enjoy their time in her company and benefit from their strong attachments. This ensures children can increase their confidence to build their independence and try new things for themselves. They feel secure to check in when needed and can ask for cuddles or reassurance.

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Children's welfare and wellbeing Strong standard

Children benefit from fresh air and daily opportunities to extend their social and physical skills. Younger children enjoy time in the swing and older children use water and sponges to wash the bikes. The childminder strategically plans trips to outside places in the community to enrich children's learning experiences further. Children learn about nature in the woods, attend local rhyme time sessions and enjoy trips into London where they recall in detail about different buildings they have seen. This extends their curiosity and increases their understanding of the diverse world in which they live.

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Children's welfare and wellbeing Strong standard

The childminder follows effective care practices to ensure all children's needs are fully met. Children eat healthy, nutritious snacks and meals and follow well-established hygiene routines. The childminder maintains safer eating practices and sits with children while they eat. She talks to children about safety and supports them to manage risk as they use equipment and play. The childminder proactively supports transitions to help prepare children for future learning.

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Curriculum and teaching Strong standard

The childminder has high expectations for all children. She plans a purposeful and well- sequenced curriculum that is ambitious and builds on children's previous learning, interests and experiences. She carefully plans what she wants children to know and learn across all 7 areas of learning. The childminder places a high priority on the prime areas of learning with added emphasis on children's communication and language development. The childminder identifies children's next steps through her observations, and shares these with parents alongside ideas to extend learning at home.

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Curriculum and teaching Strong standard

The childminder uses her teaching skills to engage children in a range of activities to practise their next steps and extend their understanding and skills. For example, children learn about mathematical concepts as they carry different sized bottles of water and pour them into bowls. Children demonstrate their curiosity as they test out objects to see if they will float or sink and gain an understanding of numbers and weight. Babies are included in the activity and splash in bowls of water in their highchairs. The childminder encourages language to a high level. She uses questioning to promote problem-solving and ongoing conversations with older children. With younger children she clearly introduces new words, repeats sounds and animal noises. Children repeat sounds and use new vocabulary in their play.

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Curriculum and teaching Strong standard

The childminder actively promotes children's social interactions and physical skills. Babies are supported to develop their large-muscle movements as they pull themselves to standing to increase their balance and start to take steps. Older children develop their fine motor skills as they learn how to use the attachment on the hosepipe understanding when to start and stop with precision.

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Inclusion Strong standard

The childminder has established a fully inclusive setting, where she strives to ensure all children are fully supported and have their individual needs met. She is passionate about supporting children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. The childminder knows children and their families extremely well. She uses observations to assess children's starting points when they begin, and discuss any concerns with parents. This enables them to work together collaboratively to identify any gaps in learning or development. The childminder also completes progress checks, which are shared with health professionals.

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Inclusion Strong standard

The childminder has extended her continued professional development with the local authority, to increase her knowledge to support children with SEND even further. She is using her skills effectively, to adapt her teaching and support individual children with developing their speech and language. She provides a variety of resources and continues learning across different environments, including trips in the community and learning outdoors in all weathers. As a result, children are making significant improvements with their speech and language development. Children have learned new songs, talk in sentences and have learned new vocabulary. Younger children are using Makaton signs, repeating sounds and engaging in back and forth interactions.

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Inclusion Strong standard

The childminder understands the procedures for making referrals when needed, to ensure all children receive the appropriate support in a timely manner to aid their future learning. She also has a secure knowledge of using additional funding to support children with SEND.

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Leadership and governance Strong standard

The childminder has a clear understanding and overview of her practice. She has a secure knowledge of requirements and of her responsibilities to provide high-quality care and education for all children in her care. She is very reflective in her practice and makes adaptations and changes to her teaching to ensure she benefits the children, especially those with special educational needs and/or disabilities and those who may face barriers to their learning.

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Leadership and governance Strong standard

The childminder is committed to supporting neurodiverse children to fully access the curriculum and enhance their learning. She has actively increased her continued professional development to enable her to understand more and to plan effectively to meet individual children's needs. The childminder uses current research and has made communication and language a priority for all children. The results of her continued intervention have shown that children are making strong progress from their starting points.

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Leadership and governance Strong standard

Partnership working is extremely collaborative. Parents speak highly of the childminder and the positive care and education their children receive. Effective communication keeps parents updated and actively involved in their children's learning. The childminder works with other professionals when referrals and additional support are needed, and to prepare children with moves to their next stage of learning.

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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

All children build strong attachments with the childminder from the start. They benefit from her warm, responsive and caring nature which helps them to settle quickly, feel secure and be ready to start their day. Children's individual needs, interests and abilities are recognised

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Inspector:

Helen Craig and acted upon swiftly. This enables them to select resources to explore, demonstrate their independence and confidently ask for help when needed.

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Inspector:

Children actively participate in a broad range of well-planned learning experiences, which are skilfully adapted to meet children's ages and stages of development. Older children extend their fine motor skills as they make marks and give meaning to their drawings, extending their vocabulary. Younger children are encouraged to copy blowing movements with their mouths as they chase after and pop bubbles. Children sing songs with the childminder and share stories. They are encouraged to fill in the blanks to demonstrate their knowledge and join in with the repetitive text. The childminder expertly recaps on previous learning, which enables children to develop their memory recall and talk about their home experiences. Children respond well to targeted praise and encouragement and demonstrate a strong sense of self-belief and belonging. Children thrive in the childminder's provision and quickly progress their skills, to enable them to achieve in preparation for their future

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Inspector:

Children actively seek the childminder to join them in role play, which sparks their imaginations. They take on different roles and actively increase their social skills. Children are effectively supported to build on their previous experiences, such as eating food in a cafe, choosing from a menu and remembering previous trips to the doctors. New language is introduced to enrich their vocabulary as children explore, share the resources and learn to problem-solve. The childminder skilfully uses these planned activities to broaden children's understanding of the world around them.

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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, 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 the 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 : 08:00 - 18:15

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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

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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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