Childminder

Childminder

Unique reference number (URN): 2784836 Registered with Ofsted: 24/04/2024 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, including those who face barriers to their learning and/or wellbeing, consistently make excellent progress from their starting points. They sustain their attention and focus on chosen activities for long periods of time. Children relive their personal experiences through role play and enjoy creating scenarios together, developing their imaginations. They practise dressing toy dolls and are meticulous in what they want them to wear. Children develop smaller physical skills as they do up buttons and persevere when they face trickier tasks.

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Achievement Strong standard

Children use a variety of language and use words such as 'bumpy' to describe textures. They ask questions and learn new words, such as 'tentacles', as they explore sea animals. Children confidently identify sea animals they have been learning about, such as jellyfish. Children display a keen love for stories and books. They enjoy a number of stories with the childminder and independently through shared reading with their peers. Children show excellent early mathematical skills as they recognise how many pieces of fruit are on their stick without touch counting. All children are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children. This supports her to establish a calm and respectful environment where routines are well embedded and modelled extremely well. This means children know what is expected of them. The childminder fosters a culture of respect and kindness. She uses strategies to support children's understanding of taking turns and sharing. The childminder uses stories and encourages children to share the 'special shell' on each turn of the page. Children show superb skills as they shift their attention yet hold their focus on the story. They help each other and independently say sorry when they accidently bump into their peers. Children show self-confidence as they tell the childminder when they do not like something. The childminder swiftly intervenes and gently guides their thinking on how to begin to solve their own problems. The childminder is an excellent role model for children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses timers and songs to support children's transitions between activities. She recognises the importance of limiting interruptions during children's play and learning. This allows children time to understand what is happening next. As a result, children move between activities seamlessly. The childminder is encouraging and offers consistent praise. Children enjoy choosing their stickers linked to their interests of sea animals. Children gain self-esteem and build respectful relationships with the childminder and their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in their independence skills as they relish the responsibility of small tasks. They help to set tables for mealtimes and wipe them clean when they have finished. Children demonstrate motivating and positive attitudes towards their learning. The childminder monitors children's attendance and punctuality to ensure consistency and promoting positive habits for the future.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare. She is highly responsive to children's needs and provides impactful support for families based on their individual circumstances. This helps her to tailor care practice for each child's needs, improving outcomes for all children and families. Children feel safe and secure and form positive relationships with the childminder. The childminder reviews policies to ensure she is keeping up to date with changes to legislation and guidance, including safer eating and safer sleeping. She has recently updated the welcome pack to include information on weaning for parents and carers. The childminder helps children to develop their awareness of how to keep themselves safe through gentle reminders. For example, she reminds children they must be gentle when playing with the real china cups in the role-play area.

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Children's welfare and wellbeing Strong standard

Children develop a superb awareness of how to lead healthy lifestyles. They wipe their noses and face in front of the mirror, encouraging excellent independence in their self-care skills. Children chop their fruit for snack and pour their own water with minimal support from the childminder. The childminder shares healthy eating expectations with parents and has recently updated policies around birthday treats, encouraging parents to bring a healthier alternative. The childminder helps children to understand the importance of oral hygiene. Children brush their teeth and talk about their visits to the dentists. They begin to learn how to make healthy choices.

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Children's welfare and wellbeing Strong standard

The childminder is attentive, nurturing and responsive. This supports children's emotional security. The childminder uses the daily circle time to help children discuss how they are feeling to the 'worry monster'. Children describe they are happy, and the childminder helps them to express what makes them feel happy. This helps children to link their experiences to how that makes them feel, developing their emotional awareness. Parents comment that the childminder prioritises children's emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder provides a curriculum that is tailored and meticulously planned to support individual children's next steps in learning. The well-thought-out activities ensure children practise and develop their skills, helping to extend and consolidate their learning. The childminder has high expectations for children. She utilises opportunities throughout embedded daily routines to promote their learning. The childminder uses her interactions to capture children's spontaneous learning moments to consistently help children further build on their skills. She adapts her teaching to suit the individual needs, ages and interests of children. The learning environment is carefully planned with a variety of resources and learning opportunities consistently available to children. The childminder understands that every interaction with children is an opportunity for teaching and learning.

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Curriculum and teaching Strong standard

The childminder places high focus on supporting children's communication and language. She strengthens their use and understanding of language through daily stories, rhymes and discussions. The childminder links stories to children's experiences and next steps so they show a keen interest, developing their early literacy skills. She uses open questions to encourage conversations about children's experiences so she can draw on these for future planning. Children speak with confidence. All children make consistent progress in their learning. The childminder uses opportunities to promote children's mathematical skills. For example, she introduces language around 'halves' when children cut their fruit, and children talk about shapes when modelling dough. Personal, social and emotional development is a clear priority for the childminder. Children flourish in their responsibility and independence and form lovely friendships with their peers. They show empathy towards each other and learn

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Curriculum and teaching Strong standard

how to care and respect others. The childminder recognises how this underpins children's enjoyment and focus in their learning and development.

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Inclusion Strong standard

The childminder demonstrates excellent knowledge of the children in her care. She knows how best to reduce barriers to their learning and/or wellbeing and support children with special educational needs and/or disabilities. The childminder uses her effective and precise assessment to identify when children require additional support for their learning. She is highly committed to providing high-quality care and education for all children.

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Inclusion Strong standard

The childminder targets her training to meet the needs of individual children. For example, she implements strategies from recent training to support children's speech and language, such as recasting vocabulary and focusing more on supporting mouth movements. The childminder works closely with families to share specific targets and outcomes for children to ensure consistency across their learning between home and setting. This secure approach helps all children to achieve the best possible outcomes in their learning and development. Parents and carers comment on the unwavering support they have received from the childminder that has impacted positively on their children's speech.

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Inclusion Strong standard

The childminder fully understands how to access external support for children and welcomes advice and support when needed. She is aware of the importance of sharing information with other settings children attend and fully supports children's transitions. For example, she uses pictures to help children begin to recognise their new settings and school readiness leaflets to share with parents. The childminder is aware of funding and how she would use this to support children when needed.

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Leadership and governance Strong standard

The childminder has an excellent overview of her curriculum and practice. She uses self- evaluation to provide a culture of continual improvement. For example, the childminder targets her training excellently to support children's learning as well as building on gaps in her own knowledge. She has recently completed training on 'outside play'. This has further strengthened the quality of provision for outside, particularly mathematics. This consistent approach has a positive impact on children's learning and development. The childminder makes decisions in the best interests of children.

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Leadership and governance Strong standard

The childminder has formed robust partnerships with parents and carers. She ensures detailed information regarding children's learning is communicated effectively. For example, the childminder uses a parent board to promote key messages, daily handovers and summative assessments to ensure parents are fully aware of children's learning and upcoming events. Parents highly praise the childminder and the variety of opportunities she provides children. They report on the noticeable progression children have made, particularly in their communication and social development. The childminder works closely with a network of other childminders, who share their expertise and ideas. She takes children on visits to the local parks, shops and safaris, helping them to gain an awareness of the world around them. Partnerships with other professionals are meaningful. The childminder works closely with advisory officers and

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Leadership and governance Strong standard

health professionals to support the needs of children with special educational needs and/or disabilities. She seeks advice to assess children's needs and creates robust and effective support plans.

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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 thrive in the warm, nurturing and caring environment the childminder has created. Children demonstrate their self-confidence and trusting attachments with the childminder. This helps children to feel extremely valued, safe and secure. As a result, children show high levels of engagement and focus in their learning and development. Children play collaboratively and enjoy their time together. Their interactions are respectful and kind, showing the blossoming relationships they form. Children form a real sense of belonging that supports their emotional wellbeing. The childminder knows children and families well, and from this she forms effective partnerships with parents and carers. She welcomes families to share photos of family members to keep in the setting. Children refer to these proudly and know the family members of their peers. This helps to provide consistent reassurance and comfort for children. The childminder works closely with parents and

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

shares the importance of attendance and punctuality.

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

Children explore a rich, ambitious and well-planned curriculum. For example, children confidently find their names and begin to recognise the initial sound. They enjoy carefully shaping and rolling dough into small circles to represent bubbles under the sea, linking to their interest of sea animals. This builds on their hand and finger strength. Children relish their back-and-forth conversations about their home lives and family members. This demonstrates their excellent communication skills. Children, including those who face barriers to their learning and/or wellbeing, access an inclusive environment. This means children make impressive progress from their starting points.

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

Children demonstrate inspiring independence. They are eager to do things for themselves and the childminder. For example, they set the table for snack and begin to make fruit kebabs, chopping and carefully putting the variety of fruit on the stick independently. This shows children are provided with consistency and ample opportunities to practise and develop their skills.

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Next steps

The childminder should sustain self-evaluation processes and continue to target training to ensure continued improvement and high standards to focus on creating a transformational impact on the outcomes of children who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children, and parents and carers shared their views, 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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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Our grades explained

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.

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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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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