Childminder

Childminder

Unique reference number (URN): 2798874 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

The quality of interactions underpins the way in which children consistently achieve. Children strive to learn more as they are curious. They are encouraged to take risks, to explore and to try new ways of completing tasks with patience and determination modelled by the childminder. As a result, children use a variety of skills to move around the provision and to play together with purpose. Children are able to remain focused within an activity for longer periods as they are engaged. Children, parents and families feel prepared to transition effectively within their journeys. For example, children are confident in managing their toileting routines. Older children are prepared for their transitions through the careful planning and teaching. The childminder focuses on developing their independence as they put their own shoes on, wash their hands and feed themselves with confidence.

p.2

Achievement Strong standard

Children repeat new language as the childminder consistently engages with them. As a result, children's language is wide and developing as they experience new words and share in the importance of new vocabulary. Children share a love for singing, dancing and reading with the childminder, as books and music are celebrated throughout the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children behave respectfully and respond very positively to the childminder's clear and consistent expectations. The childminder makes a remarkable difference to children's attitudes as she establishes close relationships through her use of language, body language and routines. The childminder consistently promotes turn-taking, sharing and respecting one another through modelling and the careful use of language when narrating play. For example, she begins a singing activity by explaining whose turn it is first to choose the nursery rhyme and how 'we can use our listening ears to have our turn next'. As a result, children's interactions with one another are consistently positive and of genuine care. The childminder dedicates time to forming warm and trusting relationships from the start, with robust and carefully considered settling-in sessions. She forms close bonds with the children, who naturally seek her out for comfort and reassurance when needed. Children,

p.2

Behaviour, attitudes and establishing routines Strong standard

especially younger ones, use the childminder as a secure base when building their confidence to explore wider. Children know the childminder's expectations and have clear boundaries, which are embedded alongside a routine that has been carefully planned with the needs of children at the centre. This provides a calm and secure environment where children can develop and engage in such positive learning experiences.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote regular attendance, helping children benefit from highly consistent routines and learning.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. Through carefully considered settling-in sessions and monitoring procedures, the childminder has comprehensive knowledge of all the children. She uses this knowledge to provide an environment where all children are celebrated and cared for. Routines are strategically adapted to ensure they remain age-appropriate, relevant and tailored to all children's needs. For example, children use their pictures to self-register on arrival. This gives all children a sense of belonging. Older children also explore their emotions through identifying the relevant picture card. This insight enables the childminder to understand just how each child is feeling so she is able to provide specific support where needed. Children enjoy a variety of physical activities as they understand the importance of promoting both their physical and emotional wellbeing through exercise, dancing and outdoor play.

p.2

Children's welfare and wellbeing Strong standard

The childminder discusses the importance of healthy eating during mealtimes. Children contribute to a discussion about their favourite fruits while skilfully chopping their own bananas. Children explore the outdoor environment with excitement as resources are provided to challenge and extend physical activity. They develop their gross motor and balancing skills as they climb, run around cones and play football. The childminder incorporates children's keen interest in singing as they march high and low singing 'The Grand Old Duke of York'. As children recognise the need for a rest, they invite the childminder to share a story in a cosy space and enjoy a calming story before lunch.

p.3

Curriculum and teaching Strong standard

The childminder uses a carefully thought-out and ambitious curriculum that is specifically tailored to each child, focusing on their needs and their steps for progress. As a result, the childminder consistently ensures that all interactions are of high quality and are all an opportunity to learn. The childminder responds swiftly during interactions to teach further through specific questioning to spark curiosity. For example, she says, 'I wonder what will happen when we pour this cup of water?', as children watch with intent. As a result, children further the activity as they experiment pouring from different-sized containers, developing their fine motor skills and their understanding of cause and effect.

p.3

Curriculum and teaching Strong standard

The childminder skilfully adapts activities to ensure inclusive teaching throughout as she provides additional resources or appropriate challenge to an activity. For example, when preparing for mealtimes, children identify their own name cards. Younger children recognise their name cards, as individual pictures are added for support, whereas older children are challenged further with no picture provided. This encourages children to recognise and identify the letters in their name as they prepare for school. During singing activities, the childminder incorporates puppets to engage children and provide a visual aspect. This approach focuses on age-appropriate learning as younger children enjoy moving the animal puppets during an excited rendition of 'Old MacDonald' and enjoy singing the noise of each animal with confidence.

p.3

Inclusion Strong standard

The childminder creates an inclusive environment where the needs of all children are securely and consistently met. Different interventions and strategies are used throughout the environment, making a demonstrable difference to children's experiences. For example, the childminder uses visual aids and communication boards in everyday practice, overcoming any barriers to the learning and/or wellbeing of children. The children use these different aids confidently as they share their interests and suggestions for the next activity, such as outdoor play or jigsaws. This natural approach demonstrates how this routine is embedded and benefits children of all stages as they can communicate effectively.

p.3

Inclusion Strong standard

The childminder acts swiftly and confidently to identify and address any emerging barriers to learning. She achieves this by the secure monitoring of each child's progress and working collaboratively with parents, families and specialists when needed. All learning and experiences are carefully adjusted and skilfully adapted to make a sustained difference to all children. For example, when singing about the day of the week and the weather with children, the childminder uses additional props to engage younger children. Children develop their fine motor skills as they carefully select the correct picture to match the weather and place it on their 'daily board'. Younger children feel a sense of pride as they identify the correct image, while older children look at individual words, following the childminder's lead.

p.4

Leadership and governance Strong standard

The childminder is reflective and keen to develop her own professional knowledge through regular training and collaborative working. She uses other agencies effectively for advice and guidance when required, which is demonstrated through her extensive knowledge and use of interventions. The childminder works hard to engage with parents and families through daily feedback, newsletters and robust settling-in procedures. The childminder highlights community engagements as she embraces all aspects of local life with children. For example, children experience local walks and visits to the park and shops on a regular basis.

p.4

Leadership and governance Strong standard

The childminder regularly evaluates her provision and identifies priorities for improvement. She uses feedback, training and advice from other professionals to refine her practice and checks that changes improve children's experiences. She understands her responsibility for meeting statutory requirements and maintaining effective oversight of the provision. The childminder always strives to provide high-quality professional care, acknowledging her role to teach and care for children. As a result, a culture of continuous improvement and professional development is embedded throughout, improving the overall quality of practice.

p.4

Leadership and governance Strong standard

The childminder recognises the importance of her own wellbeing and the impact this has on children. Therefore, she forms bonds with other childminders for support and creates a calming, well-structured and caring environment where children are able to flourish. The childminder is confident in seeking advice and support from other professionals when required. This allows her to maintain a positive work ethic, which drives her passion and enthusiasm for teaching and caring for children.

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 attend this warm and engaging environment with an undeniable excitement for the day ahead. Children are clearly at the centre in all areas, as resources and activities are so carefully chosen to entice and enhance children's eagerness to learn. As a result, children's experiences are adapted to be specific and personable to each child's individual next steps. This creates an environment where children learn and achieve consistently. Children thrive further as they are continuously challenged to promote further thinking. As a result, children

p.5

About this setting

Unique reference number (URN): 2798874 are curious and confident to develop what they already know and to take risks in achieving this.

p.6

About this setting

Children are so clearly adored, as their unique personalities and characteristics are spoken about with such passion and care. The childminder treats each child with such respect and celebrates their achievements with genuine pride. Children feel safe as they explore and play with confidence. They use the childminder as their secure base to refer to when needed as they enjoy sharing warm and comforting engagements. Children clap and giggle as they share in praise provided by the childminder when achieving something new. For example, as the childminder praises the babies for using their forks, older children follow saying, 'I am proud of you'.

p.6

About this setting

Children thrive from a variety of opportunities to develop their independence. They put their own shoes and hats on to play outdoors as well as chopping their own fruit at snack time as the childminder patiently allows children to keep trying. This builds children's self-esteem as they take pride in their achievements. Children benefit from such an inclusive environment as they use different communication methods such as picture cards, communication boards and visual aids for routine. As a result, children communicate more effectively with others and participate confidently in activities alongside their peers

p.6

Next steps

The childminder 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.

p.6

About this inspection

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

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. Type: Childminder

p.6

About this inspection

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

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.7

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.7

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