Childminder

Childminder

Unique reference number (URN): 2791801 Registered with Ofsted: 26/06/2024 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 sustained progress across all areas of learning. They demonstrate confidence and are happy and excited while exploring the environment. They show a positive attitude to learning, engaging enthusiastically with the inspiring activities provided. Through meaningful interactions, children hear new vocabulary and rich language, such as 'invertebrates' and 'chrysalis'. This supports children's communication and understanding. They engage with purpose as they converse with the childminder. Children access high- quality resources that superbly support their sustained engagement. They show maintained concentration and perseverance in activities. For example, children show determination when creating play-dough caterpillars through squeezing the dough through a syringe. As a result, they build resilience and demonstrate high levels of engagement and an eagerness to learn. Children have excellent comprehension, understand familiar routines and follow

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Achievement Strong standard

instructions well. All children, including those with barriers to learning, benefit from the childminder's proactive approach in researching additional training to support her practice. As a result, all children are exceptionally well prepared for their next stage of education.

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Behaviour, attitudes and establishing routines Strong standard

Children have close and trusting bonds with the nurturing childminder. This means children feel safe and secure and develop positive attitudes to learning. Children engage with the childminder in their play and enjoy a happy and fun environment. They enjoy cuddles when they are seeking reassurance. The childminder provides a reassuring atmosphere. Children are familiar with the consistent and daily routines and the childminder's high expectations. These provide structure but are also tailored to meet each child's unique needs. Clear rules help children to learn how to manage their own safety. For example, the childminder reminds children to roll balls in the house and not throw them. This supports children to recognise and reduce simple risks.

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Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children to take turns, share and play cooperatively. Children show pride in their accomplishments when they achieve. They receive praise and encouragement from the childminder. This supports their growing self-esteem. It also helps children develop kindness and empathy that supports positive relationships with others. The childminder monitors children's attendance. She shares her attendance policies with parents during the settling-in process. This helps them to understand the importance of punctuality and regular attendance.

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Children's welfare and wellbeing Strong standard

The childminder nurtures secure relationships with children from the very beginning. This means children develop an attachment to the childminder. The childminder uses opportunities during children's play to name different emotions. This helps all children to understand a range of different feelings. The childminder provides regular praise and encouragement. This supports children's growing self-esteem and positive relationships with others. The childminder is highly skilled in helping children with barriers to learning. For example, she offers comfort and a calm presence when they are anxious. The childminder settles and soothes them at sleep time. As a result, children feel safe and secure. The childminder has an excellent understanding of safe sleep and monitors children at regular intervals.

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Children's welfare and wellbeing Strong standard

The childminder supports children to wash their hands before mealtimes. She promotes children's understanding of a healthy lifestyle. The childminder provides a healthy menu of home-cooked meals, alongside a wide variety of fresh produce at snack time. She enhances children's independence skills during mealtimes. Children help to both prepare and serve their food. They carry their plates to the table with care and attention. During mealtimes, the childminder encourages meaningful discussions about what children are learning.

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Curriculum and teaching Strong standard

The childminder plans a broad and ambitious curriculum that reflects children's interests. She makes swift adaptations to her provision based on her observations of children. This means all children, including children with barriers to learning, achieve well and are ready for their next step in education. The childminder's highly stimulating environment ensures that resources and activities match children's developmental needs. For example, children who show an interest in colour receive opportunities to learn through colour across all areas of the early years foundation stage.

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Curriculum and teaching Strong standard

The childminder has a secure understanding of child development. She uses regular assessments and observations of children to identify their starting points. This enables her to implement purposeful next steps. The childminder promotes personal, social and emotional development through sensitive interactions with children as they play. For instance, she builds children's resilience. The childminder encourages children to have a go and keep trying. She offers support so they can succeed. Children beam with pride and show pride in their achievements.

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Curriculum and teaching Strong standard

The childminder is highly effective when supporting the physical development of children. For instance, she provides a variety of purposeful tools, encouraging them to use their 'pincer fingers'. Children are able to improve their hand–eye coordination and manipulative skills through these engaging activities. The childminder provides opportunities to visit local parks. She uses these experiences to help children to become confident in different environments.

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Inclusion Strong standard

The childminder is extremely responsive to all children's needs. This means all children, including those with barriers to learning, build their self-esteem and become self-assured. The childminder swiftly identifies children's emerging needs, seeks advice and makes targeted plans to enable children to make progress. Communication and language has a purposeful focus. The childminder consistently models words and phrases intentionally throughout children's play. This enables children to communicate their wants and needs and develops their confidence. The childminder is committed to providing a setting that is inclusive to all children. The curriculum is tailored and flexible to support children to become enthusiastic learners. The space is thoughtfully designed and adaptable to meet children's needs. For example, the childminder thoughtfully moves resources to a lower level so learning is always accessible, and all children can experience success.

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Inclusion Strong standard

The childminder seeks prompt advice if she has any concerns regarding a child's development. The childminder liaises closely with advisory professionals and implements plans, providing targeted support. She also builds her professional knowledge through training courses and workshops. The childminder works closely with parents and carers to understand children's needs and shares information. This ensures a consistent approach. The childminder's nurturing approach ensures that children with barriers to learning receive the emotional support they need to build their emotional development.

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Leadership and governance Strong standard

The childminder is a highly experienced early years practitioner. She uses her professional experience to provide well-thought-out and purposeful learning opportunities. The childminder has a clear vision for her practice. She is passionate about how children learn and desires to continually improve her setting. To this end, the childminder values learning. She attends training to stay up to date with early years research and to deepen her skills and understanding. The childminder has an excellent understanding of the setting's strengths and has well-considered plans of areas for development. For instance, she would like to improve her outdoor space to support outcomes for children even further. The childminder is highly reflective and actively reviews her practice. She consistently makes enhancements and adaptations in the best interests of children, including those with barriers to learning and/or wellbeing.

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Leadership and governance Strong standard

The childminder works very closely with parents and carers to ensure that all children, including children with barriers to learning, make progress from their starting points. She regularly shares information, plans for support, children's next steps and achievements. Parents speak incredibly highly of the childminder. They say their children thrive and are valued as individuals. Highly effective partnerships are in place with other settings. The childminder liaises closely with them so children can have the best start 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

Children thrive in the childminder's warm and nurturing environment. They benefit from the childminder's well-established routines. Extremely positive relationships are well embedded from the start through comprehensive settling-in procedures. Children form deep attachments with the caring childminder. All children, including those with barriers to learning, feel safe and settled because the childminder knows children well and meets their needs. This also means children build caring relationships and develop a secure sense of belonging. Children smile, laugh and chat confidently and show happiness as they explore.

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

Children enjoy an ambitious curriculum that builds on what they already know and can do. Children independently explore the rich variety of easily accessible resources, based on their needs, interests and ages and stages of development. As children gravitate to activities they enjoy, the childminder skilfully supports their play, sparks their curiosity and deepens their thinking. As a result, children are happy, calm and inspired to learn.

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

All children make progress from their starting points, including children with barriers to learning. They benefit from the childminder weaving their communication and language development into daily activities. During their play, she asks children thoughtful questions to extend their ideas and share new vocabulary. For example, children repeat descriptive words, such as 'spiky' and 'enormous', in their play. Children have meaningful opportunities to engage in mathematics, both within the routine and during interactions. For example, children count, sort colours and compare size throughout their day. This means children

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About this setting

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

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Facts and figures used on inspection

develop a positive attitude towards early mathematics. Children develop independence and the skills required to move on to the next stage of their learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact by sharing her knowledge and experience in her wider professional network.

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About this inspection

The inspector spoke with the childminder, parents and carers 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. 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. 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 .

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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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