Childminder

Childminder

Unique reference number (URN): 2760847 Registered with Ofsted: 30/04/2024 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 demonstrate considerable skills for their age, including those with special educational needs and/or disabilities. Children have an expansive vocabulary and very swiftly learn the correct pronunciation of words, such as 'telescope'. They show a deep love of books, rhyme and singing. Children develop a secure understanding of mathematical concepts, including shape, quantity, simple subtraction and positional language, such as left, right, behind, up and down. They confidently apply this knowledge as they tap claves in different directions to music, following and responding accurately to instructions.

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Achievement Strong standard

Children are highly independent. They collect and put on their own shoes before going outdoors and know to clear away and take their plate to the kitchen sink when they finish eating. Children show deep critical thinking skills and high levels of perseverance when they encounter problems. They work out the best tool to use to extract dough from a container when it becomes stuck. In addition, children continue to try and pick up dried pasta pieces with toy tweezers for a sustained period of time. Children are very well prepared for the transition between different stages of their education, including starting school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children's behaviour and attitudes. She serves as an excellent role model. The childminder consistently demonstrates kindness and respect. She skilfully guides children to show care and consideration towards others. As a result, children's behaviour is impeccable. Their interactions with each other and the childminder demonstrate genuine respect for their peers and their environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, harmonious and respectful environment where children thrive emotionally and socially. Through her nurturing interactions, she builds children's confidence in recognising and understanding their own emotions and those of others. She places an emphasis on teaching children the language of feelings. The childminder uses targeted strategies, such as mirrors and sign language, to empower children with special educational needs and/or disabilities to recognise facial expressions, express their emotions, and understand how their peers are feeling. She fosters a highly positive attitude to learning by promoting a growth mindset. If children say they cannot do something, the childminder consistently reinforces the message that they 'can learn how to do this'. She encourages children to persevere, embrace new tasks and develop resilience as learners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder regularly takes children to visit residents in a care home. Children form meaningful relationships with older people. This increases their empathy, respect and an appreciation of the valuable contributions different generations make to their community. The childminder understands the importance of children's punctuality and attendance, and shares this ethos with parents and carers. She has rigorous procedures in place to monitor children's attendance and take appropriate action if needed.

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Children's welfare and wellbeing Strong standard

The childminder knows the children in her care extremely well. Children thoroughly enjoy the childminder's company and are reassured by her presence. They build very close relationships with her because she is very attentive towards them. The childminder places a high priority on meeting children's emotional needs, particularly those of children with special educational needs and/or disabilities. She completes check-ins throughout the day to ensure their wellbeing. This helps all children to feel safe, valued, and emotionally secure. This enables children to thrive and reach their full potential. The childminder works in very close partnership with parents and carers to ensure she has all the information she needs to thoughtfully and precisely adapt children's individual care needs. For example, she replicates each child's familiar rest routine from home. This provides continuity between home and the setting. Children feel settled and emotionally secure so they can rest well and

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Children's welfare and wellbeing Strong standard

wake refreshed, ready to fully engage in their learning and play.

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Children's welfare and wellbeing Strong standard

The childminder supports children to lead healthy lifestyles very effectively. She takes them on regular outings, giving them ample opportunities to be physically active, play outdoors and explore the natural environment. Children learn to assess risks under the close supervision of the childminder as they climb trees. They also negotiate space as they play badminton and soft tennis at a sport facility. The childminder promotes healthy eating. This includes children developing a secure awareness of how different food and drink helps to fuel their bodies and minds.

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Curriculum and teaching Strong standard

The childminder forms her engaging, highly motivating and ambitious curriculum carefully around children's learning needs and evolving interests. She closely monitors children's development, undertaking regular in-depth assessments in partnership with parents and carers. The childminder implements thoughtfully planned learning to engage, motivate and inspire children. Children benefit from an abundance of experiences during outings in the community and further afield. For instance, they benefit from visits to farms, zoos and regular woodland walks. This provides them with rich first-hand experiences beyond their local environment. Children develop a deep understanding of the natural world by learning about different animals, their habitats, life cycles and how to care for living things. These experiences spark children's curiosity, inspire meaningful conversations and help children to embed their learning through the rich engaging activities the childminder provides at home.

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Curriculum and teaching Strong standard

The childminder is a skilled teacher. Following a visit to a farm, the childminder entices children to become more confident in learning through highly engaging sensory experiences. She encourages children to dribble gloop over toy pigs, linking the activity to the muddy pigs they observed on the farm. The childminder's sensitive reassurance and responsive adaptations enable all children to participate with confidence. She quickly recognises when children need additional support and introduces spray bottles to wash the toy pigs. This inspires enthusiastic participation while strengthening their hand muscles, coordination and confidence.

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Inclusion Strong standard

The childminder has lots of experience of supporting children with special educational needs and/or disabilities. She has undertaken focused training to provide for their needs. The childminder works hard to provide an inclusive provision where every child is valued and supported. She carefully identifies, assesses and diligently supports children's individual needs in close partnership with parents and carers and other professionals.

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Inclusion Strong standard

The childminder skilfully adapts areas and her support around children's individual needs. She embeds highly effective strategies throughout the setting, including the use of visual timetables, now-and-next boards, and sign language. These approaches successfully reduce any barriers to children's learning and wellbeing. Children confidently communicate their preferences, make choices and understand what will happen next, reducing any anxiety around routines. This enables them to fully engage in all learning experiences alongside their peers. Children feel increasingly secure and make rapid progress at a pace appropriate to their needs.

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Inclusion Strong standard

The childminder builds highly effective partnerships with staff at the settings children move on to. She shares detailed information about each child's individual needs, strengths and highly effective support strategies. This enables staff to provide consistent support and helps children to make a seamless and confident transition when the time comes.

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Leadership and governance Strong standard

The childminder is committed to continually enhancing her provision and demonstrates a genuine passion for supporting children and their families. She is extremely reflective of the provision she provides, always looking for ways to improve, adapt and develop to be the best it can be. The childminder takes swift and meaningful action to enhance her practice. Most recently this includes successfully boosting her teaching of mathematics even further.

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Leadership and governance Strong standard

The childminder places a clear emphasis on continuously developing her professional skills to enhance the quality of her provision. She links with local authority advisers and other childminders to gain and share new ideas. The childminder also completes a wealth of training that directly supports the needs of the children in her care. She uses this knowledge to enrich their learning experiences. As a result of recent training on sensory profiling, the childminder skilfully tailors activities and the learning environment to meet each child's sensory needs. This removes barriers to learning, particularly for children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

The childminder establishes close partnerships with parents and carers. She works collaboratively with them from the moment children begin bespoke settling-in sessions. The childminder consistently shares children's achievements, experiences, progress and guidance. This includes unique ideas to continue to support children's learning at home. Feedback from parents is very positive. They appreciate the thorough and excellent communication and comment how the childminder is 'incredible' with children.

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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

The environment is calm, welcoming and extremely inclusive for all. Each individual child is celebrated for their own achievements and children show immense pride in themselves. They have a true sense of belonging and feel valued as unique individuals. Children eagerly find their personalised wooden figures to self-register themselves. They become deeply engrossed in looking at a photo album of their 'adventures'. Children talk fondly, smile and laugh with delight about the experiences they recall enjoying with their peers.

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

Children build very secure bonds with the childminder who knows precisely how to meet their individual needs. They benefit from the childminder's very caring and understanding manner. Children thoroughly enjoy her warm interactions and enriching range of learning and experiences she provides. They have plentiful and carefully planned experiences to mix with larger groups of children, where they build positive relationships and thrive in confidence. Children play harmoniously together. They have immense fun as they take turns to hide and find each other underneath a large scarf. Outdoors, children collaboratively consider the best way to clean gloop off toy farm animals following an immersive sensory activity.

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

Children with special educational needs and/or disabilities benefit from highly successful strategies that help them to feel safe and secure, particularly when there are any changes in routine. For example, the childminder creates personalised short and simple stories that include an excellent visual representation of words. These explain new situations, routines or expectations in a reassuring and easy-to-understand way. Children listen to these stories read by the childminder, who also shares these with parents and carers to provide

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00

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Facts and figures used on inspection

consistency. This has a highly positive impact, helping children feel relaxed and ready to learn. All children flourish in the childminder's provision. They rapidly develop an excellent range or skills and knowledge from their starting points.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to realise a transformational impact to provide children with opportunities to build even further on previous concepts to excel in their learning and development.

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About this inspection

The inspector spoke with the childminder 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. 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. 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 .

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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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