Childminder

Childminder

Unique reference number (URN): 2805910 Registered with Ofsted: 21/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, make consistent and sustained progress from their starting points. They build a solid foundation of knowledge and skills that prepares them well for the next stage in their education. For example, children who are at an earlier stage in their language development, increasingly communicate using signs, gestures and emerging language. They show a willingness to interact with others, enabling them to participate more fully in daily routines and play.

p.2

Achievement Strong standard

Older children communicate confidently, express their ideas clearly and use an increasing vocabulary. For instance, they explain that astronauts 'float' on the moon because of gravity. Older children recognise letters in their names, count accurately and solve simple mathematical problems as they play. Younger children develop increasing control and coordination as they use scoops to transfer water and begin to count independently. All children, including the youngest, demonstrate impressive levels of independence. For instance, they manage their toilet routines and wash their hands afterwards with little support.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear expectations and consistent routines that children quickly understand and follow. Even the very youngest and those who are newly settled know what is expected of them. The childminder takes genuine delight in celebrating children's achievements, including those who face barriers to their learning. For example, children receive enthusiastic praise when they accomplish something new, such as offering a toy to another person. Their peers readily join in these celebrations, creating an inclusive environment where every achievement is recognised and valued.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate extremely positive attitudes to learning. They participate enthusiastically, remain deeply engaged and show high levels of perseverance and resilience. For instance, when tall towers made out of construction bricks collapse, children eagerly rebuild them rather than giving up. Children listen attentively to the childminder's instructions and respond well to the strategies she uses to support smooth transitions throughout the day. For example, a timer helps children tidy away resources promptly before lunchtime. Mealtimes are relaxed and are social occasions where children confidently share experiences from home, knowing the childminder values their thoughts and contributions. Experiences such as these help children develop a secure sense of responsibility and belonging.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder successfully promotes children's social development and respect for others. Children consistently play cooperatively, take turns, share resources willingly and show kindness and consideration towards one another. Robust procedures for attendance and punctuality, alongside close partnerships with families, help ensure children benefit fully from the rich learning opportunities the childminder provides.

p.2

Children's welfare and wellbeing Strong standard

The childminder gives utmost importance to children's welfare and wellbeing. She provides highly responsive care that reflects children's individual needs and closely mirrors established routines from home. Transitions are carefully planned, and supports children to understand daily routines and expectations, enabling them to feel secure and settle quickly. Children confidently seek reassurance, proudly share their achievements and ask for help when needed. The childminder responds with warmth and sensitivity, helping children, including those with special educational needs and/or disabilities (SEND), develop secure attachments and high levels of emotional security.

p.3

Children's welfare and wellbeing Strong standard

The childminder is proactive in promoting children's emotional wellbeing. She helps them recognise and understand their feelings through nurturing discussions. Children with SEND are encouraged to make choices, such as selecting what they would like to eat first from their packed lunches, helping develop their independence, self-awareness and decision- making skills.

p.3

Children's welfare and wellbeing Strong standard

The childminder makes excellent use of everyday opportunities to promote healthy lifestyles. For instance, children know that drinking milk contributes to healthier teeth and bones. They also explain that they wear sun cream 'so our skin doesn't go red', demonstrating their growing understanding of how to keep themselves safe and healthy. The childminder works closely with parents and carers to encourage children to try new foods. This approach has been particularly successful for children with barriers to their development. Children benefit from daily opportunities to be physically active outdoors. They enjoy playing on the childminder's balcony and make regular visits to the local park, supporting their physical wellbeing, particularly for those who thrive in the fresh air.

p.3

Curriculum and teaching Strong standard

The childminder designs and delivers a highly ambitious, carefully sequenced curriculum that meets the needs of every child. She draws on her extensive knowledge of child development to identify precisely what she wants each child to learn. She uses accurate assessments to plan for meaningful next steps. The childminder joins in children's play, asking purposeful questions. She encourages them to think critically and solve problems independently. For example, during water play, she expertly prompts children to predict what might happen when pom-poms are placed in water. Children confidently apply their counting and matching skills, while the childminder identifies well-timed opportunities to address misconceptions and extend children's thinking. The childminder judges carefully when to provide support and when to encourage children to persevere, helping them become motivated, resilient learners.

p.3

Curriculum and teaching Strong standard

The childminder implements the communication and language curriculum extremely well. She skilfully models vocabulary, extends children's sentences and gives children sufficient time to think, recall previous learning and respond. For children who are at an earlier stage in their language development, the childminder carefully adapts her interactions to build vocabulary in context. For instance, while peeling satsumas at snack time, she models and encourages words such as 'help' when these children encounter difficulty. More competent talkers learn the word 'segments' as they eat their satsumas. Those with a keen interest in mark making are encouraged to hear, recognise and pronounce letter sounds, helping to strengthen their early literacy skills they need for future learning.

p.3

Inclusion Strong standard

The highly committed childminder places inclusion at the heart of her practice. She maintains consistently high expectations for every child and ensures thoughtful adaptations enable all children to access the same rich learning opportunities. Rigorous assessment procedures help the childminder identify gaps in children's learning and development. When concerns arise, she acts swiftly, working closely with parents and carers and other professionals to secure timely, personalised support. For example, the childminder makes prompt referrals to speech and language therapists and demonstrates a secure understanding of how to use additional funding effectively. For instance, she provides enriching outdoor opportunities that children may not have yet experienced. Consequently, children with special educational needs and/or disabilities and those who face barriers to learning make sustained progress and continue to build securely on their knowledge and

p.4

Inclusion Strong standard

The childminder continually adapts her teaching, activities and routines to minimise barriers to learning, including those from disadvantaged backgrounds. She skilfully uses simplified language and gestures, as well as visual prompts to help those children who are at an earlier stage in their development understand routines, express their ideas and make independent choices. The childminder's interactions are carefully tailored to each child's individual needs. For example, she sensitively shares books with children who need support to regulate their emotions, helping them feel calm and ready to learn while enabling them to enjoy stories. The childminder reviews children's progress regularly with parents and professionals, adapting strategies as needed to ensure they continue to have a positive impact on children's development.

p.4

Leadership and governance Strong standard

The childminder demonstrates highly effective leadership. She has a clear understanding of children's individual needs, their family circumstances and the local community. The childminder evaluates her provision accurately and takes timely action to further improve outcomes for children. For example, she maintains an excellent oversight of the curriculum and children's progress. The childminder regularly seeks guidance from local authority advisers and engages with other childminders to reflect on her practice, identify strengths and prioritise areas for development. This commitment to continuous improvement enhances the ongoing quality of education she provides.

p.4

Leadership and governance Strong standard

The childminder identifies emerging children's needs promptly and works closely with parents and carers, and professionals to secure and implement appropriate support. This collaborative approach helps to reduce gaps in learning, enabling children to access the curriculum, participate fully and make rapid progress. As a result, children benefit from continuity and consistency in their education and care, helping prepare them well for the next stage in their learning.

p.4

Leadership and governance Strong standard

The childminder places a high priority on her professional development, selecting training and completing research that reflects the needs of children in her care. She continually applies this learning to strengthen her practice. For example, she plans to complete a special educational needs and/or disabilities accreditation to further enhance her support for children who face barriers to learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children demonstrate that they feel extremely safe, secure and happy in the childminder's care. They flourish across all areas of the highly inclusive curriculum, making excellent progress from their individual starting points. This includes children who begin with emerging gaps or other barriers to learning. All children thrive as they lead their own learning throughout the day, drawing on their previous experiences and one another's contributions. They confidently choose activities that reflect their evolving interests, sustaining high levels of engagement, independently and alongside their peers. For example, younger children recreate a familiar firefighting scenario, recalling earlier play with fire engines. They eagerly welcome older children into their play, who enrich the storyline by suggesting ways to rescue people in danger. Children confidently gather additional resources to extend their

p.5

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

imaginative play, demonstrating a deep sense of belonging and ownership of their environment. They show impressive levels of curiosity, creativity and motivation which provides secure foundations for lifelong learning.

p.6

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

Children form warm, trusting relationships and settle quickly into the welcoming environment. Those who are at an earlier stage in their development make excellent progress from their starting points. They become increasingly aware of others and communicate using sounds and words they hear. Children celebrate one another's achievements, creating a harmonious culture where everyone feels motivated to succeed. They confidently seek support when needed while becoming increasingly independent in managing their personal care, such as washing their hands thoroughly before meals and after using the toilet. Children show resilience and determination when minor difficulties arise. For instance, after several unsuccessful attempts at building a tall tower with bricks, they evaluate the problem, adapt their approach and ask for another person to steady the base. They become reflective, resourceful learners who think critically, persevere and take

p.6

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

pride in achieving their goals. Children establish excellent attendance habits through close partnerships with families, helping them develop routines that prepare them very well for the next stage in their education.

p.6

Next steps

The childminder should sustain self-evaluation processes to ensure continued improvement and high standards. This should focus on creating a transformational impact on the outcomes and experiences children with special educational needs and/or disabilities.

p.6

About this inspection

The inspector spoke with the childminder, children and read written feedback from parents.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8