Childminder

Childminder

Unique reference number (URN): 2780527 Registered with Ofsted: 09/04/2024 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 gain a very broad range of skills, knowledge and understanding. This prepares them well for their next stage in learning. Children make rapid progress from their starting points and achieve consistently well. Children develop communication and language skills that far exceed the expectations for their age and stage. Children's social skills flourish as they develop confidence in larger groups at regular meet ups with other local childminders and their children. For example, children recently enjoyed a teddy bears' picnic together. They enjoyed games that helped them practise and refine sharing and turn-taking skills.

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Achievement Strong standard

Children develop early literacy skills and a real love of books. Children enjoy listening to a story about a snail and a whale. They excitedly honk like a ship's horn. Children focus and engage well with the story. Children are captivated as the childminder reads with such joy and animation. They work out how many fingers they need to place together to cover the large whale picture. Children receive encouragement to see how many fingers cover the small snail. Children exclaim the snail is 'very small'. Children's understanding of the world is superb. They benefit from the rich and varied learning experiences and make links in their learning so they develop a knowledge of cause and effect. They receive support to understand processes not just finished products.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. Children thrive in the structure and routines of their day. They understand what is expected of them, when and why. The childminder builds a positive environment and models respectful relationships in her interactions with children. Children clearly thrive in her care. They develop social skills beyond that typical for their age and stage. The childminder praises and encourages children as they play and learn. Children show real joy in their learning and show consistently positive attitudes to others. Children are curious and inquisitive and persevere well in their play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's independence well. For example, as children put their shoes on for outside play, she speaks with them about whether their feet feel 'squished' and 'squashed' or if they feel good. Children say 'squish' and then swap their shoes so they are on the correct feet.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps children to develop understanding of their own feelings and emotions and those of others. As children sit for group time, they eagerly look at their reflections in mirrors and the childminder asks them to think about how they are feeling. Children then select from small characters displaying different emotions and use it to show their friends how they are feeling. The childminder encourages children to voice their feelings. Children giggle with joy as the childminder then describes feelings and asks children to show the emotion on their faces. The childminder speaks with parents and carers about the importance of regular attendance. This helps children to develop excellent attitudes towards their learning, and this prepares them well for their next step in education.

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Children's welfare and wellbeing Strong standard

Children show high levels of wellbeing in the care of this experienced, knowledgeable and inclusive childminder. Children learn safety measures and healthy habits as they play. For example, as it begins to drizzle, the childminder asks children if they would like their coats. Children decline. When the rain becomes heavy, the childminder encourages children to play a fishing game under the shelter so they do not become damp and cold. Some children decide to shelter under a sun parasol, while others excitedly listen to the rain from under a shelter. When the rain stops, children excitedly comment on this and say it was a 'big storm'.

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Children's welfare and wellbeing Strong standard

Children enjoy a safe and social eating experience. The childminder sits and chats with children as they eat. She models a healthy balanced content of lunch boxes and enjoys yoghurt and fruit, just like children. Children learn excellent table manners. For instance, they say 'please' and 'thank you' as they are offered their water bottles. Children wait for everyone to have food in front of them before they begin eating. They ask if they may leave the table once they have finished eating.

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Children's welfare and wellbeing Strong standard

Children learn to master care skills, such as toilet training, as the childminder works in partnership with parents and carers to ensure consistency in approach. Children learn healthy habits to promote their happiness and wellbeing. For instance, they frequently spend time in nature and eat balanced diets. The childminder supports parents well to develop their confidence and skills in promoting positive behaviours at home. This helps children to benefit from consistent expectations and routines, such as when building effective sleep routines.

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Curriculum and teaching Strong standard

The childminder is ambitious for every child. She monitors children's progress robustly and is responsive to children's characters and needs. She reflects on the effectiveness of her curriculum and adapts teaching to best support and extend learning. The childminder prioritises building children's love of learning and supporting their levels of motivation and happiness to soar.

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Curriculum and teaching Strong standard

The childminder is highly responsive to children's interests and builds these into all learning experiences. For example, children play with a small-world setup with ocean objects to build on their love of sea creatures. The childminder asks children if the sand feels the same as the sand when they went to the beach. Children consider this question as they let the sand run through their fingers. They then decide it feels the same. Children hold shells to their ears and listen intently for ocean sounds. When children wish to bring other interests into the play, such as vehicles, the childminder suggests they bring diggers. She refers to a digger in a story she shares with them where a digger tries to free a whale from the beach. Children show such intrigue in this and hurriedly put their diggers to work to create holes in their sand and release a model whale. Children's creativity and imaginations flourish as they

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Curriculum and teaching Strong standard

develop the story more. The childminder supports children's physical development well. Children develop core strength. For example, they climb steps on the slide, pedal ride-on vehicles, construct balance beams and walk steadily across them, and try and score goals in a net. The childminder supports children's early mathematical skills to develop swiftly. She interacts frequently with children as they play. The childminder promotes counting skills, knowledge of shapes and understanding of position as children make cups of tea and place them next to each other in a line.

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Inclusion Strong standard

The childminder monitors children's progress robustly. She is knowledgeable and skilled in identifying gaps in children's learning. The childminder recognises and acts when a potential need for early help arises. She works closely with parents and carers to support children to have the right help at the right time. The childminder adapts daily activities and routines to help all children achieve well.

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Inclusion Strong standard

The childminder has high aspirations for all children in her care, including those who may face barriers to their learning. She is inclusive in the curriculum and teaching she provides. This helps all children to gain skills and knowledge that prepare them well for future learning. The childminder knows that children in her care benefit from prior notice of transitions and changes throughout their day. She therefore makes sure they receive this instruction so children's levels of engagement and involvement remain high.

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Inclusion Strong standard

The childminder adapts practice well to meet children's needs. All children, including those with barriers to learning, receive frequent interactions that build well on what children already know and can do. The childminder provides targeted nurture and reassurance to children who lack confidence. She recognises children thrive when they feel settled and comfortable.

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Leadership and governance Strong standard

The childminder is highly reflective and constantly adapts her learning environment to best support all children in her care to achieve well and thrive. She provides teaching and instruction that consistently help every child to progress through a rich range of activities and experiences. The childminder is responsive and is proactive in helping children to receive the right help at the right time. The childminder works effectively with parents and carers to best support children to achieve. Parents value her expertise. They often seek her guidance on many aspects of child development, such as how to best care for their babies' or toddlers' teeth.

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Leadership and governance Strong standard

The childminder prioritises keeping her knowledge and skills current. She engages with regular professional development training. This supports her to consistently provide children with high-quality care and education. Recent training includes developing her knowledge of how to teach mathematical skills explicitly and how to promote pretend play.

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Leadership and governance Strong standard

The childminder always prioritises children. She takes her role to help children thrive and achieve seriously. The childminder holds discussions with parents to provide detailed knowledge on their children's development. For example, she tells them when she recognises a need to either adapt care routines, such as naps, or a need to keep them consistent. This supports children's learning and development to flourish.

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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 content. They thoroughly enjoy playing and learning with the childminder and have deep bonds with her. Children clearly feel safe and secure. They receive frequent interactions from the childminder. Children benefit from the childminder's focus and genuine interest in their thoughts and ideas. This excites them to tell her more about their play. Children experience a rich range of learning experiences with this inclusive childminder. Their curiosity, engagement and independence bloom in this setting. The childminder creates a nurturing and home-from-home environment. Children clearly feel a very positive sense of belonging in her care.

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

Children experience a well-planned curriculum that builds on what they already know and can do. They enjoy frequent outings. Children visit a community patch where they enjoy growing fruits and vegetables. They take walks by the river and play in local play parks. Children enjoy special interest-based outings to celebrate each other's birthdays. The childminder provides each child with a unique experience for their birthdays. This helps to build respectful relationships, appreciation and care of others. It also strengthens friendship bonds of children in her care, many of whom have been together since they were babies. The rich range of outings helps children's knowledge of their community to grow. Children's emotional wellbeing flourishes in this setting. The childminder prepares children well for their future learning. The childminder promotes positive attendance. She explains the importance of regular attendance to parents and carers and how this helps children's progress and

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

The childminder promotes all children's communication and language development to flourish. Children show confidence and skill in communicating their needs, wants and ideas. For example, as children have a keen interest in vehicles, they excitedly tell the childminder that they have found an 'excavator' in the sand tray. Children ask the childminder if she can get them the ride-on excavator. They then spend considerable time balancing and controlling their vehicles as they ride them across the garden. Children excitedly build houses together from large wooden bricks so they can focus on demolishing them with their excavators. Children show high levels of perseverance in their play. They speak to their vehicles as they master how to control them, using positional language as they move bricks around the garden.

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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 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 : 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

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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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