Childminder

Childminder

Unique reference number (URN): EY478774 Registered with Ofsted: 31/07/2014 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 make sustained progress and show skills above their age. This includes children with barriers to their learning and wellbeing. They gain considerable independence skills and sense of responsibility. Children acquire skills that prepare them very effectively for their move on to school. They carefully take note of tips and advice the childminder gives them, adapting their approach to help their success. Children persevere to cut up their orange or apple themselves. They work hard to count and add on one more effectively as they share out fruit. Children learn to be kind and helpful. They hold hands and help their friends when out on their walk and show excellent road safety awareness.

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Achievement Strong standard

Children's communication develops quickly and very effectively. They build a complex and varied vocabulary and are keen to use new words, such as 'carnival'. They show remarkable knowledge and self-confidence discussing their ideas and remembering details. Children learn to creatively tell or read a story. They show considerable confidence and put their growing imagination to great effect.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an extremely thoughtful and well-organised setting. Her established routines and work to support children's regular and ongoing attendance provides a place that children can flourish. Children form beneficial and close relationships with the childminder and her assistants. Children receive caring, kind, thoughtful and attentive support on which they thrive. Their confidence soars, and this helps them achieve at high levels. The childminder is skilled in supporting children's behaviour. She quickly picks up on any instances of children showing any frustration and offers them highly effective ways to work things out. Children join the childminder in singing the 'sharing song'. They take turns with the resources or work together on tasks.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that routines are well organised and embedded. She makes highly effective use of her daily routines as opportunities for children to learn. The childminder uses mealtimes and tidy-up times to build children's independence, confidence and social skills. Children show considerable resilience and very positive attitudes to learning. They gain valuable skills for their future. Children grin broadly, clearly very proud when they achieve their goals. They wash up the tools they use for play dough, clear away snack and persevere to dress themselves ready for their outdoor play, showing mature skills for their age.

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Children's welfare and wellbeing Strong standard

The childminder uses a wealth of relevant initiatives to teach children about their bodies and their physical and mental health. Children build close relationships with the childminder and her assistants. They also develop beneficial early friendships. Children learn mindfulness practices and show excellent awareness and control of their emotions. The childminder closely supports children with any allergies they may have and dietary requirements children may have. She thoughtfully teaches older children to understand and manage their allergies independently in readiness for their move on to school. Children learn about healthy foods, that their bodies need rest as well as exercise, and they enjoy joining the childminder on their 'daily mile'. Children learn what is good for their bodies and about the world around them. They grow produce with the childminder. Children learn about sustainability and

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Children's welfare and wellbeing Strong standard

composting, singing a song about recycling as they scrape their leftover fruit into the bin.

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Children's welfare and wellbeing Strong standard

The childminder provides children with a wide range of learning opportunities to enrich their lives. She leads children in beach and forest school activities, giving children exciting and highly stimulating ways to learn about the natural world. The childminder provides a rich range of experiences out in her garden, sparking children's curiosity. They spend considerable time testing out their ideas in exciting sensory activities that the childminder provides. For example, children use fresh lemon and lime to mix with petals in water, marvelling at the colours and scents.

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Curriculum and teaching Strong standard

The childminder forms a rich curriculum that she rigorously reviews and adapts to ensure she sparks children's curiosity and exploration. Children develop very high skills at this provision. The childminder skilfully builds on what children can already do. She forms precise next steps in children's learning as well as extending their skills as high as possible. The childminder uses a customised collection of approaches, teaching styles and adult-led activities to ensure children have wonderful opportunities at her provision. She shares her curriculum, environment and teaching with other settings. The childminder works with national associations to promote effective early years policy and practice.

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Curriculum and teaching Strong standard

Children are highly curious and confident learners, excited to investigate the childminder's highly stimulating provision. The childminder's teaching has a very beneficial effect on all children, including those that face barriers to their development. She has very high expectations for what children can achieve. The childminder expertly weaves mathematical ideas into children's self-chosen play and her daily routines. Children gain superb confidence in using mathematical language. They show excellent listening and attention skills. The childminder helps them form and tell stories, and they learn new complex words. The childminder teaches children resilience. She inspires their interest in nature at beach and forest school sessions. The childminder works tirelessly to prepare children for their move on to school.

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Inclusion Strong standard

This highly qualified childminder has very high aspirations of what children can achieve. She checks children's progress rigorously to identify any gaps in their development and wellbeing, including for those who may face barriers in these areas. The childminder skilfully uses key research and targeted programmes to help close gaps in children's learning. She ensures her provision and practice are inclusive. All children benefit greatly from the high levels of support the childminder provides to help them to achieve. The childminder values and includes each individual child. She ensures that all children access activities easily and that they have the chance to speak and share their knowledge. This boosts children's confidence and skills superbly. The childminder meets regularly with parents and carers to discuss children's needs. She shares information with parents to help them support children's learning at home. The

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Inclusion Strong standard

childminder uses additional funding thoughtfully and very effectively, focusing on progressing children's outcomes and skills. For example, she provides resources to support their development and experiences at home. The childminder makes sure that children and families receive the help they need. For example, she makes referrals and seeks additional support from external experts.

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Leadership and governance Strong standard

The childminder shows considerable dedication, giving so much of her home, life and time to ensure children have engaging experiences at her provision. She shows a thirst for new knowledge, and since the last inspection she has undertaken significant professional development, gaining relevant qualifications to degree level. The childminder is committed to gaining still more knowledge and conscientiously networks with other professionals. She has close links with local authority advisers and leads the practice of other providers with the learning materials she creates and shares. The childminder supervises and supports the practice of any assistants working with her very successfully. She considers the effectiveness of practice and teaching, adapting in the moment and making changes to her curriculum. The childminder continually reflects on the set-up of her provision and undertakes significant research to find the best possible support to add into her practice.

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Leadership and governance Strong standard

The childminder works with other professionals so that children receive additional help they may need. She builds warm and trusting relationships with families. The childminder keeps parents and carers fully informed about their children's ongoing progress and daily achievements. She shares some useful ideas and information to support children's learning at home. Feedback from parents is extremely positive. They are very grateful for the superb skills the children acquire while at the childminder's provision.

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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 wonderfully supportive environment that the childminder provides. They develop a sense of belonging, and this lays a very beneficial foundation for them to learn and develop. Children build warm and trusting relationships with the childminder and her assistants and know that they are valued. Children are considerate of others and demonstrate a very secure understanding and respect for one another. Children work both independently and achieve together. The atmosphere is calm and harmonious, with the childminder skilfully helping children to express their feelings. As a result, children feel safe, respected and motivated to engage fully in their learning.

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

Outdoor learning is embedded throughout the curriculum and is used effectively to enhance children's development. Children benefit from regular access to a variety of outdoor environments where they can explore, problem-solve, take managed risks and develop a deep connection with nature. They happily move through their daily routines, confidently and independently breaking into songs about crossing the road, tidying up and recycling. Children relish story time, which sparks their interest. They benefit from rich conversations, learning new vocabulary successfully. Children learn skills in early mathematics and problem-solving through their everyday play. This is because the childminder encourages children to explore, ask questions and share their knowledge. Children count with confidence and try again if it is not right. They relish extending their learning and show excellent confidence and attitudes to learning.

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

Children achieve considerable skills for their age and make substantial progress from their starting points. They are provided with a wealth of experiences to learn about the world around them. The childminder takes children on daily local walks in the community. Children independently remind each other about road safety. They happily say 'hello' to neighbours, showing confidence, impeccable manners and their excellent social skills. Children benefit considerably from learning new concepts and building knowledge in a logical order. The

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About this setting

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

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About this setting

Local authority: Gloucestershire childminder helps children to practise and revisit previous learning to secure their new skills very effectively. Children take photos of houses on their walks. They focus on shapes and colours, fascinated to recognise and see these in a practical context. Children then explore these further, painting cardboard houses, comparing photos of their own houses and linking to their experiences.

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Next steps

The childminder should ensure continued improvement in the setting's successful work 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, her assistants and children during the inspection and took account of parents' and carers' written comments.

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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.

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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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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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