Childminder

Childminder

Unique reference number (URN): 2789618 Registered with Ofsted: 11/06/2024 Registers: EYR

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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 secure progress from their individual starting points across all areas of the early years foundation stage, including those with special educational needs and/or disabilities, who achieve highly because of the precise and targeted support they receive.

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Achievement Strong standard

The ambitious and well-sequenced curriculum enables children to develop a broad range of knowledge and skills across all areas of learning. Babies make excellent progress in their physical development. They confidently crawl through tunnels, climb steps and skilfully balance on small bicycles, developing their coordination, strength and confidence. Children flourish as they are encouraged to persevere, embrace challenge and have a go for themselves. They demonstrate high levels of determination when completing tasks and beam with pride as they celebrate their achievements. These meaningful experiences help children to become confident, resilient and independent learners. They have the essential skills they need to thrive at the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a reassuring atmosphere and uses every opportunity to reinforce positive behaviour. Children respond positively to the childminder's guidance and adapt their behaviour accordingly. For example, older children engage in quieter activities as the babies are settling for their naps.

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Behaviour, attitudes and establishing routines Strong standard

Children of different ages play and learn harmoniously together, forming secure friendships and demonstrating empathy towards one another. For example, older children wait their turn on the balancing beams while babies have a go at climbing.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to the consistent, daily routines and the high expectations the childminder sets. The routines in place help children to develop a sense of security and familiarity. The childminder is responsive to children's changing moods as she knows them so well. She is fully aware when young children feel tired and offers cuddles and reassurance before settling them for a nap. Children quickly form secure, trusting bonds with the affectionate childminder. They enthusiastically engage with her in their play. The childminder positively promotes punctuality and attendance. This ensures that children are fully involved, ready to learn and settle quickly.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent understanding of each child and their family. This enables her to provide highly responsive care that is carefully adapted to meet children's individual and changing needs. Children form trusting bonds with the dedicated childminder and confidently seek comfort, cuddles and reassurance when needed before returning happily to their play.

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Children's welfare and wellbeing Strong standard

The childminder provides carefully chosen activities and stories that help children to recognise, understand and express their emotions. These experiences support children to develop emotional awareness, confidence and self-regulation skills.

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Children's welfare and wellbeing Strong standard

Consistent routines in place motivate children to develop long lasting healthy habits. For example, the childminder gently asks children if she can change their nappy to make them more comfortable. The childminder sings songs to children about germs as they wash their hands before eating. Mealtimes are sociable occasions. Children sit and eat together, and the childminder supports children to use good manners and helps them to understand the benefits of eating healthy foods. Children have ample opportunities to exercise and receive fresh air daily. They learn how to stay safe when using play equipment. For example, they engage in 'risky' play as they challenge their physical abilities as they climb and balance on equipment.

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Curriculum and teaching Strong standard

The childminder provides a high-quality, inclusive curriculum that is individualised to support every child to do their best. She regularly takes the time to review and assess what she offers, so that she can quickly identify anything that needs altering. This careful planning ensures that every child thrives. The childminder plans her environment to meet the needs of children with barriers to learning, particularly in supporting physical development.

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Curriculum and teaching Strong standard

Children show high levels of engagement and demonstrate a genuine enthusiasm for learning. They become deeply involved in the rich and thoughtfully planned experiences the childminder provides. For example, children excitedly use moulds in play dough to create different animals, remaining focused and motivated throughout their play. The childminder extends their learning by introducing the names of different birds, helping children to broaden their vocabulary and develop their understanding of the natural world.

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Curriculum and teaching Strong standard

The childminder is skilled at using every opportunity to extend and enhance children's learning. She adapts teaching plans in the moment to suit each child's needs and to keep them engaged and interested. For example, the childminder models different mathematical language in play, such as numbers and quantity. Children are provided with frequent, well- structured opportunities to refine their fine motor control. They use pencils and a range of tools with growing precision and confidence, supported by other challenges that encourage purposeful control.

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Inclusion Strong standard

Children's progress is carefully monitored through regular, purposeful observations. Emerging needs are swiftly identified, and targeted support is planned with parents and carers. Children with special educational needs and/or disabilities are quickly identified. The childminder works closely with external professionals to review targets and adapt her practice. The impact of this support is regularly reviewed and adapted when needed to ensure that children continue to make sustained progress.

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Inclusion Strong standard

The childminder adopts a highly flexible approach to settling children and works closely with parents to ensure transitions from home into her care are smooth and reassuring. She has recently created a sensory room to support children's emotional wellbeing and uses this space thoughtfully to meet children's individual needs. For example, when children first start, they benefit from spending time in the sensory room to enjoy a calm and relaxed introduction to the setting.

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Inclusion Strong standard

The childminder skilfully adapts activities in the moment to enable every child to take part and achieve according to their age and stage of development. She has a secure knowledge of how to successfully and purposefully use any additional funding children may receive. She demonstrates a commitment to evaluating the impact that this funding has on improving outcomes and closing gaps in children's learning.

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Leadership and governance Strong standard

The enthusiastic childminder is passionate about providing children with the best possible start in life. She works effectively alongside her co-childminder and any assistants to create a culture of continuous improvement. Through regular reflection and evaluation, she identifies strengths and areas for development, carefully considering the impact of any changes made on outcomes for children. She is proactive in adapting her provision to meet children's emerging needs, ensuring that children receive high-quality care and education that supports their individual development

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Leadership and governance Strong standard

Parents are warmly welcomed. They are provided with meaningful information that helps reduce barriers to children's learning. For example, the childminder shares information about the impact of using a dummy regularly on children's developing speech. The childminder shares activity ideas to support how learning can continue at home. She routinely discusses children's progress. Parents receive regular communication and information about their children's next steps in learning.

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Leadership and governance Strong standard

The childminder is also proactive in establishing secure partnerships with other early years professionals working with the family. This ensures continuity and a consistent approach in supporting children.

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Leadership and governance Strong standard

The childminder demonstrates a thoughtful approach to staff wellbeing and workload management. She works closely with any assistants she works with to understand their individual circumstances and provides flexibility where possible. This enables staff to feel supported, valued and able to maintain a positive contribution to the care and education of children. They work extremely well together, sharing ideas and creating an environment in which children thrive.

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

The childminder provides a warm, responsive and nurturing environment in which every child feels genuinely valued and safe. Children are friendly and confident, and the childminder is a positive role model, helping children to use consistently good manners. A carefully planned and ambitious curriculum supports children to make sustained progress from their individual starting points. Each child receives individualised care, and their next steps in learning are consistently supported. The childminder skilfully nurtures children's curiosity and builds their confidence as they explore and investigate. For example, children eagerly engage in water play, showing high levels of interest and concentration. Babies delight in splashing the water and exploring the sensation of it on their hands and faces. Older children confidently experiment with pouring water through tubes, eagerly predicting and observing where it will emerge. These engaging experiences encourage children to

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

investigate cause and effect while developing their curiosity and problem-solving skills.

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

Behaviour is extremely well supported, and children consistently demonstrate respect for one another and highly positive attitudes to learning. They play and learn harmoniously together, showing kindness, cooperation and consideration for others. For example, children hold their friends' hands to help them balance along beams, share stories together, and patiently take turns using equipment. These positive interactions help children to develop secure friendships and social skills preparing them well for the next stage in their learning.

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

Children benefit from rich outdoor experiences. They develop kindness and a sense of responsibility as they help to care for and feed animals, including ducks and chickens. Children are fascinated as they observe chicks hatching and delight in helping to care for them, such as gently bathing the chicks. These first-hand experiences help children to develop an understanding of the natural world while fostering empathy and respect for living things.

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

Children's families are highly involved in their children's care. The importance of attendance for children's learning and wellbeing is understood. The childminder has a flexible approach and offers support to ensure children's regular participation and welfare.

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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 on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the childminder, co childminder, assistants and children during the inspection.

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About this setting

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

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About this setting

Local authority: Nottinghamshire County Council

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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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12

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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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. 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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