Childminder

Childminder

Unique reference number (URN): 2802846 Registered with Ofsted: 22/10/2024 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 are curious, confident and independent as they engage purposefully in their learning and consistently achieve well. They interact and play with purpose. Children, including those with special educational needs and/or disabilities, make secure progress as the childminder ensures that all learning is impactful and adapted to meet their individual needs. As a result, children's knowledge and skills are constantly developing, enabling them to apply what they have learned in their play and everyday experience. For example, children share a love for stories as they read books aloud whilst also using sign language. This supports nonverbal communication and creates an environment that promotes inclusive learning.

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Achievement Strong standard

Children are well prepared for transitions as independence and confidence are a priority focus for learning. For example, children wash their hands before mealtimes and help the childminder by laying the table. The childminder encourages a positive mindset, motivating all children to have a go and to take appropriate risks. Children show a willingness to learn, knowing the childminder is there as a secure comfort when needed.

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Behaviour, attitudes and establishing routines Strong standard

Children respond to the clear and concise expectations set by the childminder and display high standards of positive behaviour. They interact with one another with empathy, patience and understanding. Children take turns and share resources, with minor conflicts quickly resolved through gentle words, such as 'no thank you' and 'you can finish your turn, then it can be my turn'. The childminder praises the positive behaviour and explains how this 'makes me happy'. Children enjoy feeling a sense of pride because of their positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Routines are securely embedded into the environment, which provides a stable and secure base for children to learn. Children with special educational needs and/or disabilities thrive because of these predictable routines, as they know what is happening and what is expected of them. Children are excited to attend this provision, and parents and families are equally engaged in their child's experiences. The childminder works closely with parents and families to maintain consistent attendance and to share the importance of this for children's learning. Parents describe how the childminder creates 'fun, stimulating and enriching experiences for all children'.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is central to the childminder's practice as she creates a homely, nurturing environment. She consistently prioritises children's needs as she has a thorough understanding of their individual personalities, likes and dislikes. The childminder confidently meets the needs of all children, despite their differing ages and stages of development. She adapts and embodies comfort, play and teaching into one person. For example, safe spaces are created for children with special educational needs and/or disabilities, where children can express their emotions and regulate themselves in a carefully considered and safe environment. As a result, children's mental health and wellbeing are acknowledged and supported to enhance their development. The childminder regularly reviews policies and practice to ensure that these adaptations continue to meet children's changing needs.

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Children's welfare and wellbeing Strong standard

Children are encouraged to develop independence as they manage their own hygiene routines, such as toileting and handwashing. Through clearly embedded routines, children understand the importance of making healthy choices, such as resting, healthy eating and exercise. As a result, children describe how they 'love this food' and how 'peppers are vegetables which make me strong' whilst enjoying a nutritious lunch. Children enjoy developing their gross motor skills as they balance on beams and jump or walk across different textured sensory pebbles. They also access the cosy reading area for a story when they are 'feeling a little bit tired'.

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Curriculum and teaching Strong standard

Highly effective teaching is securely embedded with a carefully considered curriculum that underpins practice. The childminder uses every interaction as an opportunity for learning, as she promotes critical thinking and curiosity through skilful questioning. As children explore play dough, they develop their fine motor skills by rolling, squashing and chopping the dough. The childminder extends their learning by asking children if they can mix the colours. Children enjoy making their own predictions about the new colours. Mathematical language is promoted as children begin creating play dough cakes as the childminder provides number candles. As a result, children begin to count and identify numbers. Teaching is focused accurately on children's age- and stage-appropriate learning, as older children discuss the different number values, linking to their own ages. Younger children enjoy counting alongside the childminder.

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Curriculum and teaching Strong standard

The childminder promotes independence as children put on their own shoes before exploring the outdoor environment. Through carefully considered, exciting and engaging learning opportunities, children use their fine motor skills to dig in the sand, hunt for insects using magnifying glasses and pour water down different length tubes as they excitedly await the outcome. Children give meanings to the marks they make as they draw around one another using large chalks, developing their fine motor skills and pincer grip. Children add features to the bodies they draw as they draw smiles, eyes and noses. The childminder extends this learning as she encourages children to reflect on their own emotions and how they are feeling before drawing their faces. This links to an activity completed earlier where children looked at their own faces in the mirror whilst the childminder discussed different emotions. Children reflect upon this prior learning and are confident in linking their emotion

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Curriculum and teaching Strong standard

to the expression, building on what they already know and can do.

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Inclusion Strong standard

The childminder provides an environment where children's uniqueness is celebrated. Children with special educational needs and/or disabilities (SEND) are supported through consistent and highly effective adaptations, such as their own calming spaces to support emotional regulation. As a result, children with SEND can express themselves with confidence, knowing their needs and emotions are supported. This promotes their sense of belonging, as children are able to identify their own personal needs and emotions and know they can be effectively responded to.

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Inclusion Strong standard

The childminder follows a robust settling-in process, where she prioritises speaking with parents and families to complete an accurate baseline of children's development. The childminder then continues to monitor their progress and regularly shares this with parents, as she supports any emerging gaps through interventions and effective next steps. The childminder is confident in accessing guidance and advice from other professionals as she works collaboratively with external agencies, such as speech and language therapists. She implements advisory interventions, such as sensory toys and picture cards to support daily routines and shares these with families also. Parents and carers express how they feel supported to meet their child's needs and how the childminder has signposted them to relevant training. As a result, parents can develop their knowledge and skills, which creates a secure link between home and the childminder ensuring children receive consistent

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Leadership and governance Strong standard

The childminder regularly reflects on her practice and identifies priorities for improvement. She uses feedback and advice from other professionals to enhance her provision, ensuring that changes improve children's experiences. She understands her responsibility for her own professional learning as she instils a culture of continuous improvement as well as meeting statutory requirements.

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Leadership and governance Strong standard

The childminder works closely with other childminders to support her own wellbeing, as she recognises the impact this has on children. As a result of this, the learning environment is calm and nurturing with the wellbeing of children and the childminder skilfully prioritised and supported.

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Leadership and governance Strong standard

The childminder's extensive knowledge of supporting children with special educational needs and/or disabilities helps to create a culture of belonging and safety throughout the provision. The childminder, parents and families all recognise this as a real strength of the childminder's practice. This has helped the childminder form trusting and secure bonds with parents and families, as they feel communication is 'honest, open and for the wellbeing of each individual'.

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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 and their families are welcomed into this setting, and children are excited to attend and learn. Children thrive within this provision as the environment promotes curiosity, exploration and learning. Children move across the environment with confidence and a high level of independence, as they access carefully considered activities and resources. Children consistently develop their skills, with a focus on communication and language and social skills. Children use effective communication methods, such as speaking and sign language, as they interact with one another with respect and care.

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About this setting

Registration date: 22/10/2024 Children are safe and have a real sense of belonging within the homely environment. Children naturally seek comfort when needed from the childminder and show care and compassion towards one another, as the childminder promotes positive behaviour. When conflicts rarely arise, children are equipped and confident to manage these together effectively through calming language, as they say 'no thank you' or gain support from the childminder. Children of various ages play harmoniously together and enjoy interacting as they use their imaginations to role play an ice-cream parlour.

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About this setting

Children are keen to learn and reflect happily upon past experiences, such as visiting the aquarium. Children engage in a variety of different experiences as they enjoy using public transport, visiting the local library, attending singing classes and socialising with other children at local playgroups. Children's learning flourishes from these enriching opportunities as their world is made so much bigger.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to provide a transformational impact on the learning of all children, including those with special educational needs and/or disabilities to ensure they are exceptionally well prepared for future success.

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About this inspection

The inspector spoke with the childminder, parents 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. Register(s): EYR, CCR, VCR

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About this inspection

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

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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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