Childminder

Childminder

Unique reference number (URN): 2776303 Registered with Ofsted: 01/03/2024 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

Children progress through the curriculum extremely well. The environment is well organised and purposeful, which supports children to explore with enthusiasm. Children are observant about the world around them, make comments and instigate discussion. Younger children express themselves and make their needs known, even as they establish their initial speaking and communication skills. Children sequence their learning through opportunities that are finely tailored to their age and stage of development. For example, babies giggle as they hold out their arms, clap hands and begin to bear weight as they stand and balance. Older children are confident to access steps independently and use a garden slide. Children have opportunities to refine their physical skills, which helps them to build high levels of confidence. They benefit from a curriculum that is fun, engaging and thoughtfully designed to meet their individual needs.

p.2

Achievement Strong standard

The childminder has cared for children with special educational needs and/or disabilities in the past and understands the importance of supporting all children to have the opportunity to explore and establish new skills. Children demonstrate they have superb listening and attention skills, are confident and have high levels of independence. All children are developing the age- and stage-appropriate skills and knowledge they need as they progress to the next stage of their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have developed positive relationships with the childminder and demonstrate they are happy and settled in her care. They independently go to her for reassurance, when they accidently fall over and enjoy her warm and nurturing care. The childminder has the highest expectations for all children and is an extremely positive role model. She consistently supports positive behaviour through role modelling and encourages children to share and take turns. She provides constant encouragement and enthusiastic praise. Children are beginning to understand boundaries in line with their age and stage of development. For example, they listen carefully to adults and patiently wait until someone else has stopped talking before speaking.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children have consistently positive attitudes to learning. They are eager to access resources and are immersed in play and learning. For example, children enjoy painting the garden fence with a brush and a bucket of water before trying to use a range of crayons to make marks on paper. They keep trying to hold the piece of paper as it moves on the table and show that they have a 'can do' attitude. Children show that they are engaged and resilient. The childminder understands that children exhibit and understand positive behaviour at different rates depending on their age and stage of development. She adapts her practice to support all children in her care to understand boundaries. Children's behaviour is extremely positive.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of attendance and will telephone parents or emergency contacts to ensure that all is well at home if a child does not arrive as arranged. She understands the importance of working in partnership with parents to establish routines, which support children's behaviour, attitudes and understanding.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's wellbeing at the centre of her setting. She understands that children need to feel secure and settled before high-quality learning can take place. The childminder identifies how children's moods may change depending on different factors. She understands that children who have been off with sickness may need additional time to settle back into the routine or that they may need further emotional support if they have changes going on at home.

p.3

Children's welfare and wellbeing Strong standard

The childminder cares for children with special educational needs and/or disabilities through supporting their emotional wellbeing and giving them time to do things at their own pace. She teaches children how to use sign language and uses visual symbols to support their understanding. This helps children to feel secure and engage in learning opportunities. The childminder shows a comprehensive knowledge of children in her care and is extremely responsive to their changing needs.

p.3

Children's welfare and wellbeing Strong standard

Children have built secure attachments with the childminder. They remind her that she has to eat lunch as they sit down to eat lunch together, showing an awareness of the needs of others. Children are encouraged to take part in risky play and assess their own personal safety. For example, they consider how many steps they can climb on the slide before asking for help. Children begin to understand healthy lifestyles. For example, after lunch they brush their teeth. They enjoy a wide range of freshly prepared meals, which are tailored to support their dietary needs and enjoy outings to local groups, where they build their social skills.

p.3

Curriculum and teaching Strong standard

The childminder has developed a curriculum that accurately supports every child to thrive and achieve. She identifies that every part of the day can be a learning experience. For example, she sings gently to younger children as they wake from sleep and encourages older children to find their shoes and put them on as they request to go out to play. This supports children's listening and attention skills.

p.3

Curriculum and teaching Strong standard

She has a thorough knowledge of child development and understands how to sequence activities so that children constantly revisit activities as they establish new skills. She engages younger children by rolling a ball backwards and forwards, she creates anticipation by saying 'ready steady go' and praises children as they engage with taking turns and sharing resources. She supports older children by repeating vocabulary, using words in context and asking questions to engage children in learning. Activities fully support children's next steps in learning and she takes every opportunity to mentor and support. For example, children who are not yet 3 years of age start to use positional language, such as 'on' and 'behind', as they play with small farm animals. Children are encouraged to explore, be active and inquisitive about the world.

p.3

Curriculum and teaching Strong standard

The childminder ensures that children's natural interests and curiosities are included in activities and this encourages children to make excellent progress. For example, children are fascinated as they observe aeroplanes and helicopters in the sky. The childminder encourages children to draw the patterns they can see in the sky using crayons and paper. Mathematics is incorporated throughout the day. Children are encouraged to count, use construction blocks to build different shapes and place items in size order. The childminder thoughtfully differentiates her teaching to support the needs of all children so they can fully access the curriculum.

p.3

Inclusion Strong standard

The childminder completes regular observations of children as they play and accurately identifies their next steps in learning through rigorous assessments. She is highly reflective of the curriculum and environment to ensure that it is inclusive and meets the needs of all children. This helps to close the gaps in children's learning and reduce the barriers that children may face. The childminder ensures the curriculum is adapted to meet the needs of all children. For example, she presents activities in different ways, considering children's natural interests, development stage and sensory needs.

p.4

Inclusion Strong standard

The childminder involves parents in processes of assessment so that she can build a whole picture of every child. She recognises that children present differently in different environments. Engagement with other professionals is proactive and benefits children. For example, she invites health visitors to observe children at play in her setting, when they complete progress checks on children.

p.4

Inclusion Strong standard

Children who have potential barriers to their learning are very well supported. The childminder adapts the curriculum, teaches children sign language to support their communication and meets with teachers to support children as they transition to school. The childminder spends any additional funding in a targeted way to have significant impact on children's learning. For example, she has developed a range of story sacks to take home to support children's literacy skills and takes children on outings using public transport as part of National Book Week. These learning opportunities give children experiences they may not have had previously.

p.4

Leadership and governance Strong standard

The childminder reflects on her practice and setting on a daily basis. She identifies areas for development so that the provision is constantly changing to meet the needs of children she is caring for at that particular time. Training has a very clear focus and is purposeful to support children's learning. She has attended training to support children's communication and language and is now a literacy champion. This means that she is able to identify high- quality, literacy-rich experiences for children, which support children's literacy outcomes. She identifies training to broaden her knowledge on a wide range of subjects. For example, she has attended training on intensive interactions and shared this knowledge with parents so they feel more confident to support children's play at home.

p.4

Leadership and governance Strong standard

The childminder welcomes the views of parents, meets regularly with other childminding professionals and receives support from the local authority. These partnerships help her to reflect on her provision and identify areas for further improvement. She considers the needs of families so she can support them. For example, she has attended 'perinatal mental health' training to help her support new parents. The childminder takes decisions that are always in the best interest of all children and particularly those children she has cared for with special educational needs and/or disabilities or those children that face barriers to their learning. She consistently works closely with parents, shares information from training that she has attended and promotes home learning. This helps children to have a consistent approach and helps to reduce barriers to children's learning and wellbeing.

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 explore this setting with enthusiasm. They eagerly access abundant resources and lead their own play, happily engaging with the childminder and their peers. The childminder supports children's achievements, which helps children to feel empowered and have high levels of self-esteem. Children demonstrate superb listening and attention skills for their age and stage of development. They listen with intent and are able to carry out tasks that involve multiple instructions from the childminder. They giggle with delight as they use water and brushes to paint a garden fence and explore sensory activities involving tractors placed in breakfast cereal. The curriculum enriches children's learning and takes into consideration the different ages and stages of development of all children in her care. This helps to reduce the barriers to learning some children may face. Children are extremely well prepared for the

p.6

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

Children feel confident to make their needs known. The childminder differentiates the curriculum so that older children are given small responsibilities and challenges. Children show care and consideration for their peers. For example, older children listen to a baby monitor and identify a younger child is waking from their sleep. They quickly go and inform the childminder so she can go and tend to their needs. Children demonstrate they are extremely settled and show the highest levels of security. The childminder constantly invites parents to be part of processes of assessment and sends photos home every day so that parents can contribute further to children's learning at home. Parent partnerships are extremely well established and contribute greatly to the care and learning that is given to children.

p.6

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

Children have built warm attachments with the childminder. The childminder's ethos has always been to provide a home-from-home setting, which is like 'visiting your aunt's house'. Children are extremely relaxed and happy in her care. Children independently involve the childminder in their play. Laughter fills the air as they race toy tractors and are pronounced the 'winner'. Children listen carefully to her as she models and explains how to build a car track.

p.6

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

The childminder understands the importance of regular routines and attendance on outcomes for children. She celebrates every child's uniqueness, which contributes to making them feel special, motivated to learn and thrive in her care.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder, children and took account of written parent testimonials during the inspection.

p.7

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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.8

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 . Store Street Manchester M1 2WD

p.8

Urgent improvement

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

p.9