Childminder

Childminder

Unique reference number (URN): 2797951 Registered with Ofsted: 28/07/2024 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

All children make excellent progress from their starting points. This includes children with any barriers to their learning. Children receive personalised support and intervention so they are ready for the next stage in their learning. All children who will be starting school attend a weekly school readiness workshop at the local library. This ensures that they are confident and independent and feel emotionally ready for the transition to school.

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Achievement Strong standard

Older children are mastering early self-care skills, independently dressing, toileting and wiping their noses. Babies babble with excitement in preparation for starting to speak, and toddlers demonstrate positive attitudes to learning with sustained concentration levels. All children demonstrate a 'can-do' attitude. They attempt tasks several times before seeking an adult's help. They confidently articulate what they are doing when asked and ask curious questions. Children demonstrate fantastic physical skills. They navigate space as they run and use bikes in the garden. They safely use hammers and tools during play and can recognise risks.

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Behaviour, attitudes and establishing routines Strong standard

The childminder offers a calm, enabling environment where there are consistent routines and boundaries. This helps children understand what is expected of them and gives them a sense of security and belonging. Children remain engaged in their play, with very little disruption. The childminder sensitively encourages kindness and to understand how others may be feeling. When minor disputes arise, the childminder supports children to empathise and consider everyone's feelings. Children are motivated to copy what they see modelled from the childminder and learn how to share and use 'kind hands' through books and pictures. This helps a create an atmosphere where children play harmoniously and develop positive, respectful relationships.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and trusting, where positive behaviour is consistently reinforced by the childminder. She recognises and celebrates children's effort and achievements with praise and encouragement. This contributes to children's excellent behaviour. Children's attendance and punctuality are managed effectively by the childminder. She works closely with parents and carers to support any barriers to attendance. This ensures that children feel settled and can follow clear routines in readiness for school.

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Curriculum and teaching Strong standard

The childminder creates a curriculum that is ambitious and well designed. It enables children to build on what they know and need to learn next. She uses high-quality interactions to extend children's learning. For example, when children use tissues to dry cars, she encourages them to use a towel as it will 'absorb' water better. This introduces them to new vocabulary and helps them understand new concepts. The childminder carefully weaves mathematics into play. Children count the weight of bricks as they place them into wheelbarrows during construction role play. Children's physical agility is developed every day using the garden and during walks in the local area. All children, including those with any barriers to learning, develop a love of books through regular storytelling and library visits. The childminder ensures that children access stories that reflect the experiences of children who attend. This supports them to overcome

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Curriculum and teaching Strong standard

any boundaries or anxieties and helps their overall emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder models rich language and provides clear explanations to children. For example, when trying to free toy crabs from ice, the childminder encourages children to use other 'techniques' to melt ice quicker. This also supports them to grasp how to complete actions in order and remember the process. Adults sing to babies with enthusiasm as they complete actions to songs. They repeat words and engage their senses. Babies are constantly babbling and smiling as they explore the environment, which shows they feel safe and secure.

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Inclusion Strong standard

The childminder has created a highly inclusive environment where all children, including those with emerging needs or barriers to learning, are supported to thrive. The childminder demonstrates secure knowledge and experience in identifying and meeting the needs of children with special educational needs and/or disabilities and those who may face other barriers to their learning. She gathers essential information about children when they start, which enables her to identify when there may be emerging needs. The childminder works closely with professionals in the local authority, such as special educational needs coordinators and social workers. This ensures that excellent information-sharing and guidance can be implemented so children receive swift support.

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Inclusion Strong standard

The childminder is intentional and thoughtful with how funding is spent for children from disadvantaged backgrounds. She knows children extremely well, which enables her to identify resources that support them to reach their full potential. The childminder adapts practice in the moment to support differing ages of children. For example, she teaches children about cause and effect using melting ice and spray bottles, while babies explore the feeling of splashing water and delight as water toys travel towards them. This approach to teaching ensures that all children are fully included in the curriculum.

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Leadership and governance Strong standard

The childminder demonstrates a reflective and intentional approach to her inclusive practice. She has clear focus and plans how to enhance children's experiences, for example developing the garden to include areas to plant and strengthen children's understanding of sustainability. She is committed to sharing her knowledge and regularly supports her assistants to upskill their practice through coaching and professional development opportunities.

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Leadership and governance Strong standard

The childminder attends regular webinars and professional events. This supports her to maintain close links in the local authority and receive timely advice and guidance. The childminder confidently articulates her understanding of how to support transitions. She attends school visits and works closely with teachers to share important information. This helps ensure smooth transitions to school and fosters children's wellbeing. The childminder reflects on children's individual needs and has their best interests at heart. She carefully

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Expected standard

selects the training she completes to ensure that it is relevant and benefits the children who attend.

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Expected standard

The childminder builds trusting relationships with parents and carers, which enables her to cover sensitive topics in discussions. This helps her to understand the context of children's backgrounds and reduce any barriers to their learning. Parents comment on how much they appreciate the childminder and the fantastic progress their children are making.

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Children's welfare and wellbeing Expected standard

The childminder has established warm, nurturing relationships with children. Settling-in sessions are tailored to support their individual needs and circumstances. This helps children feel safe and develop a sense of belonging, which promotes their overall wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from healthy, freshly prepared meals. The childminder has recently completed a nutrition course and has achieved a recognised healthy eating award. This supports her to ensure that children receive well-balanced nutritious meals each day. Children show independence during sociable mealtimes, pouring their own milk and selecting pre-prepared fruit. The childminder promotes discussion about the food children eat. For example, at snack time she explains that fruit has natural sugar. However, further explanation of what this means and closer monitoring of portion sizes would extend children's understanding of why healthy choices are important.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about respect and dignity. Older children explain why they need privacy when toileting, and babies' nappy changes are caring and respectful. The childminder reminds children how to keep themselves safe with gentle prompts. She is attentive and nurturing. Older children receive plenty of comfort, and babies safely fall asleep in the childminder's arms. A calm, quiet, closely supervised sleep space is available that mirrors a home-from-home environment. This ensures that children can rest and remain safe.

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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 are happy and settled in the childminder's home. They show high levels of focus as they join activities where there is an excellent balance of child- and adult-led opportunities. Children choose activities that strengthen their independence and real-life experiences. They use spoons and glass cutlery as they transfer and measure rice. They learn about oral health using toothpaste to brush model teeth. Children benefit from a broad curriculum across all the areas of learning. Babies develop their core strength as they reach for toys

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About this setting

Type: Childminder purposely placed at distance and persevere as they try and roll. Older children are physically active in the well-equipped garden, using swings, slides and bikes.

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About this setting

Children's personal, social and emotional development is prioritised. Relationships with the childminder are positive and trusting. She listens to children with intent and responds to them with kindness and warmth. As a result, children feel safe, secure and comfortable to explore. Children are developing great communication skills. They share personal stories and use expressive language when sharing resources. Babies delight exploring sensory books, and children independently read and listen to stories with interest.

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About this setting

The childminder knows all children extremely well and quickly identifies any emerging needs. Children who face any barriers to their learning are extremely well supported. They receive tailored support for their individual needs. Children are equipped with the skills to manage their emotions, and the childminder works closely in partnership with parents and carers. The childminder carefully tracks all children's progress. As a result, all children, including those with any barriers, are making excellent progress in their learning.

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Next steps

The childminder should strengthen children's understanding of healthy choices by increasing opportunities to discuss and explain how these contribute to overall good health.

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About this inspection

The inspector spoke with the childminder and assistant during the inspection.

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About this inspection

We carried out the 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 the provision complies with the statutory framework for children's learning, development and care, known at the early years foundation stage. Registration date: 28/07/2024

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About this inspection

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

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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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