Childminder

Childminder

Unique reference number (URN): 2793657 Registered with Ofsted: 15/10/2024 Registers: EYR, CCR

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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 excellent progress from their starting points, especially in communication and language. They learn new words quickly, use them confidently during play and express their needs clearly. They join in enthusiastically with stories, number songs and conversations, showing early mathematical and communication skills. Children who face barriers to learning achieve very well because the childminder considers their experiences and additional emotional support they may require.

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Achievement Strong standard

Children develop increasing independence and confidence. For example, they put on their shoes, help tidy-up resources, make simple choices about their play and speak confidently about their experiences. Children develop a secure range of skills across all areas of learning. They demonstrate curiosity, resilience and collaboration. For example, they talk and work together to set up activities and take turns during play. This helps to prepare them well for their next stage in education, including the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has well-established routines and boundaries in place. This helps to support children's sense of security and emotional wellbeing. Children clearly demonstrate they know what is expected of them. They consistently show positive attitudes to each other, the childminder and their learning. The childminder builds highly effective partnerships with parents, helping them to feel very confident in the care and support she provides for their children. This helps to encourage children's regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. They are very kind and caring toward each other and play together well. Children laugh with delight as they play and show they relish each other's company. The childminder supports high levels of attention, such as gently encouraging children to look for 'one more sea creature' in the story. She knows what motivates individual children and uses this very skilfully to support them. The childminder adapts her teaching to ensure that all children, including those who may face barriers to their learning, have the right support for their needs. She teaches children to understand the feelings and needs of children who have recently started. The childminder helps children to develop an increasing focus on their learning. This supports them to make excellent progress from their starting points.

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Children's welfare and wellbeing Strong standard

Children receive caring and individual support that promotes their health, comfort and wellbeing. Daily routines are planned to meet each child's needs, particularly for babies and younger children. Mealtimes, rest times and personal care routines reflect children's ages, stages and preferences and are created with a shared understanding with parents and carers. This helps children to feel safe, settled and confident.

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Children's welfare and wellbeing Strong standard

The childminder responds quickly and sensitively to children's physical and emotional needs. Babies are comforted straight away. Children receive support through transitions that may feel difficult, such as settling in, feeling tired or experiencing discomfort during teething. This helps children feel emotionally secure and ready to take part in the day.

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Children's welfare and wellbeing Strong standard

Children's physical health is supported through daily routines that promote healthy choices and good hygiene. Children wash their hands before meals and when they come in from outdoors. The childminder supports children to manage personal care in a way that respects their privacy and dignity. Children enjoy regular outdoor play and physical activity. This supports children's wellbeing, coordination and enjoyment of movement. The childminder keeps all areas safe, clean and well organised. This enables children to explore confidently and play safely. As a result, children feel protected, valued and ready to join in with learning and play.

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Curriculum and teaching Strong standard

The childminder delivers an ambitious, well-sequenced curriculum that reflects her in-depth understanding of child development and the different areas of learning. She evaluates her practice regularly to improve her teaching. She uses assessment highly effectively to check what children know and can do. The childminder works closely with parents and carers and adapts teaching responsively to ensure that the curriculum is inclusive for all children. The childminder tailors her teaching to each child's starting points, interests and current needs. For example, she builds on children's fascination with the ocean, following a trip to an aquarium. She introduces vocabulary such as 'waddle, waddle' to describe the walking penguins. The childminder reads the story, 'Snail and the Whale' to further strengthen children's understanding of creatures that live in the sea. Outdoors, children release the frozen sea life creatures by experimenting with different methods to melt the ice. Daily

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Curriculum and teaching Strong standard

routines teach key skills, including counting and modelling healthy habits at mealtimes.

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Curriculum and teaching Strong standard

The curriculum places emphasis on children's communication and language development and children's personal, social and emotional development. Children develop coordination through outdoor play, including climbing steps and using the slide. Children use their legs to propel the cars, while babies enjoy the water play. Activities such as small construction and dressing and bathing dolls strengthens children's motor skills. The childminder supports emotional literacy through storytelling, conversations and sensitive modelling.

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Inclusion Strong standard

The childminder gathers robust information from parents to determine children's starting points in their learning and development. She makes regular assessments of children's progress. This enables her to quickly identify any gaps in children's learning so that targeted interventions are put in place. The childminder works with professionals to ensure children receive any support that they may need to further their learning and development. The childminder understands the many barriers to children's learning and works with parents and carers to ensure children's physical and emotional needs are met. She carefully explains to children why her focus is sometimes on other children, this ensures all children are valued and helps to develop children's understanding and empathy.

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Inclusion Strong standard

Although the childminder is not in receipt of any additional funding, she had a robust understanding of what the aim of the funding is used for and how it can support children's further learning and development. The childminder attends regular training to ensure her skills and knowledge are up to date. This enables her to understand and implement highly effective strategies to support children with special educational needs and/or disabilities and children that may have barriers to their learning.

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Leadership and governance Strong standard

The childminder has a very secure understanding of her strengths and areas to develop further. She is highly reflective and continually looking for ways to improve outcomes for all children in her care, including those who may face barriers to their learning. For instance, she actively seeks out research and attends training that will support her to increase her skills and knowledge even further. This helps her to support children's individual needs very effectively.

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Leadership and governance Strong standard

The childminder is an excellent communicator and establishes highly effective partnerships with everyone involved in children's care and learning. Parents and carers report the excellent progress their children have made and this has been acknowledge by the schools they are transitioning to, especially children's communication and language development. This means that parents feel extremely welcomed, valued and significantly involved and supported in their children's learning. The childminder implements a well-developed system of support and continuity for children. She provides an abundance of support for children, when they transition to the next stage of their education. The childminder ensures that children are fully supported and have an extensive range of skills to help them settle in seamlessly.

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

Children flourish in the highly nurturing care of the childminder. Children thrive in the calm, predictable environment due to well-established routines and consistently high expectations for their individual abilities. Children demonstrate a sense of belonging and demonstrate that they feel safe and secure in the childminder's home. This is further strengthened by the shared expectations of regular attendance that the childminder shares with parents.

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

Children benefit from a rich and engaging curriculum that supports all areas of development. Children who may face barriers to their learning, including children with special educational needs and/or disabilities, benefit from an environment that is adapted to meet their individual needs. This helps all children thrive in their development. Interactions are highly effective and promotes all areas of their learning and development. Children make significant progress in their learning due to highly effective teaching. As children play, the childminder effortlessly narrates alongside children's chosen play, modelling rich vocabulary and mathematical language, which is replicated in their conversations and independent play. Children count using their fingers, describe quantities and confidently use number language during play. For instance, children count and compare the different quantities of flavours and

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

scoops on the ice-cream cart. Furthermore, children's learning is extended by naturally occurring moments. For example, when children watch the butterflies in the garden, the childminder encourages them to observe carefully and asks them to recall the life cycle they have previously learned. She strengthens this learning and understanding by reading 'The Hungry Caterpillar' story. Children confidently recall words, such as 'cocoon'. Children listen intently and repeat any new words confidently. This supports their rapidly developing communication and language skills.

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

Children develop wonderful physical skills through daily outdoor play and physical challenge. They climb steps, use ride-on toys, explore sensory resources, develop strength, coordination and confidence. Children are provided with many opportunities to explore the local areas via train, bus and car. They learn to socialise with children cared for by other childminders and form wonderful friendships that they happily recall.

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Next steps

Leaders 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, parents and carers during the inspection.

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About this setting

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

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About this setting

Local authority: East Riding of Yorkshire

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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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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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