Childminder

Childminder

Unique reference number (URN): 2798413 Registered with Ofsted: 24/09/2024 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 make excellent progress from their various starting points. They develop confidence in their abilities and show consistent enthusiasm for their play and learning. Children demonstrate care for one another, rushing to their friend's side when they become upset, for instance. They show mature social skills, managing frustrations and minor disputes with minimal support needed. Children are chatty, happily including their friends and adults in their play. They use a wide and relevant vocabulary, absorbing and practising new words and phrases as they play.

p.2

Achievement Strong standard

Children competently use mathematical language as they explore concepts and solve problems. They understand that the toy train engine is heavier and bigger than the carriages, for instance, and therefore, will not fit under the arch. Young children develop fierce independence, persisting as they put on their shoes, for example. They sit back and exhale with pride, exclaiming in delight and enjoying enthusiastic praise when they achieve their goal. All children, including those with barriers to their learning, achieve extremely well and are thoroughly prepared for their ongoing educational journey and to tackle life.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children play in a welcoming and inclusive environment which is extremely conducive to their learning and development. The childminder considers children's individual needs, ages and stages of development when planning the provision. They learn indoors and outdoors, and outings are a key theme in their experience. The childminder uses every part of the day and routine to extend learning. She continually discusses what will come next in children's day, so they feel extremely secure, following embedded, familiar routines. They enthusiastically work together to tidy up before the special song ends. They take turns to collect their chair for lunch and decide which colour cup and plate they would like that day, taking control of their routine.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children mirror the respectful and calm manner of the childminder, behaving superbly well and maturely. They quickly become quiet and lean in to listen closely, as the childminder speaks in a whisper when children get louder. They offer to help their friends and support them with a hug or a pat when they are upset. The childminder helps children understand choices and consequences. She poses questions to help children consider what might happen if they stand on the toy basket, for instance. They decide together that standing on a stool would be a better idea. This supports children to learn to care for resources and the learning environment. The childminder plans for each child's learning and enjoyment each day, helping to promote the desire to attend and regular routines in preparation for the next stages of their education.

p.2

Children's welfare and wellbeing Strong standard

The childminder plans for routine times of the day, with the same care and thought as she plans exciting activities. She tailors these key moments to children's individual needs. Children learn that calm mealtimes and rest help them to enjoy their play. They eat together, chatting sociably about their day, and enjoy a carefully designed menu, which meets their varying dietary needs effectively. Children help set up the room for nap time, quickly settling to sleep with calm, familiar music. Children enjoy brushing their teeth, waiting patiently while the childminder sings the brushing song for each child, helping them to understand the importance of oral-health routines.

p.2

Children's welfare and wellbeing Strong standard

Children learn to assess and manage risk, through discussions on outings and as they play. They understand that there are areas they can run freely and times where they must stay close to the childminder and hold hands. Children ask if they need sun cream. The childminder praises them for their sensible question and holds discussions about the weather. Together, they decide that coats would be more helpful that day. Children enjoy stories and look at books to support their understanding of emotions, what affects them and how to manage them. Children develop consistently healthy routines and positive habits for life.

p.3

Curriculum and teaching Strong standard

The childminder's insightful understanding of what each child needs to learn next informs tailored teaching and learning experiences that support them in exactly the right ways. Robust monitoring of children's progress helps the childminder identify emerging gaps early and close them quickly. Where children have lower starting points, the childminder's skilled interactions promote rapid progress as they catch up with their peers. The childminder is committed to continuing to enhance her professional learning to support all children to the highest possible levels.

p.3

Curriculum and teaching Strong standard

The childminder consistently extends children's vocabulary, offering them context for new words, such as around different types of vehicles they travel on, during outings. She listens carefully to children's emerging language, sharing their delight when they are understood. For instance, children choose favourite songs and persevere with key words to communicate their choices. Clear strategies to support children with language delays, help them to make sustained progress. All children delight in conversations with their friends, as a result.

p.3

Curriculum and teaching Strong standard

The childminder places focus on children's emotional intelligence. They develop mature understanding of how to manage their emotions and how others may feel. The childminder gives children ownership over their learning and expertly extends their thinking. For instance, when children's toy trains will not fit through the tunnel, they hunt together for other resources to create a larger tunnel.

p.3

Curriculum and teaching Strong standard

Practising physical skills and active play are key elements of children's day. They build arm strength and core muscles as they throw pebbles into a stream, for instance. The childminder helps all children to thrive, through an exciting and ambitious curriculum.

p.3

Inclusion Strong standard

The childminder's practice and provision are inclusive and reflect the needs of each child and family in great depth. The childminder takes care to get to know each child and their family well. She understands how to best support their unique circumstances and identifies and addresses individual needs effectively. For instance, she supports children who are learning English as an additional language as they develop emerging bilingual skills. Songs and stories in multiple languages help children's language skills to flourish. The childminder uses additional funding to extend her professional knowledge of how to close gaps in children's experiences. This enhances her understanding of a range of life challenges that families may face and how this may affect children. She monitors the impact of any funding, enhancing children's experiences through outings, which reflect areas of their interest. The childminder targets key areas for children's learning, addressing any emerging issues swiftly

p.3

Inclusion Strong standard

and effectively, helping them catch up to their peers.

p.4

Inclusion Strong standard

The childminder uses effective assessment to plan for children's individual next steps in learning. She works closely with parents and carers to apply clear strategies to narrow and close gaps, for instance, in children's speech and language development. The childminder adjusts practice and provision as children's needs change and as their development progresses. She seeks expertise from other professionals and agencies, helping families and children access the targeted support they need to thrive in life. All children make notable progress from their starting points, as a result of the childminder's thoughtful care and skilled teaching.

p.4

Leadership and governance Strong standard

The childminder demonstrates consistent drive and passion to make a difference in the lives of the families and children she supports. She continually reflects on her practice and provision, sourcing professional learning in anticipation of children's needs. For instance, the childminder is keen to refresh her knowledge of supporting children in their pre-school year, in advance of those currently attending, reaching that point. The childminder forges professional relationships with other childminders to share ideas and best practice. She liaises with her local authority to continually enhance her practice further, through network meetings and training promoting local and sector-specific knowledge.

p.4

Leadership and governance Strong standard

The childminder works consistently hard to help each family in all aspects of their lives, creating an anchor for their care and support. Decisions are always made in collaboration with families and in the best interests of children. Parents and carers are included within the life of the childminder's provision and home learning is promoted very effectively. The childminder is mindful of issues within the local area, such as the prevalence of tooth decay. With this in mind, she supports families with information and resources to promote oral health. This also supports families in their routines at home. The childminder demonstrates consistent and genuine care for the families and children attending and an ongoing dedication to her role.

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 flourish and develop skills for life. They acquire essential and interesting knowledge, making rapid progress from a range of starting points, in preparation for life-long learning and enjoyment of their educational journey. Their interests and personalities are embraced by the thoughtful childminder. Children enjoy wonderful experiences, making their learning relevant and sparking exciting new interests. Visits broaden their scope of experience, depth of understanding and sense of adventure. Children take train and tram trips, as they explore different vehicles and how they move on wheels and tracks. They

p.5

About this setting

chase the childminder near a beach, darting in and out of shards of light refracted by the sun shining on a giant glitter ball. Children absorb learning as they play, finding out about colour, shape and how exertion and activity support their physical and mental health, for instance.

p.6

About this setting

Children from all backgrounds and with a range of individual needs are celebrated for their uniqueness. They enjoy special days where all their friends celebrate their family traditions, language or interests with them. Parents and carers are instrumental in planning these exciting days with the childminder, passing on family information and stories for children to share with their friends. Children who usually attend during term time also join key days and outings with their friends during school holidays, promoting regular attendance and supporting their developing friendships.

p.6

About this setting

Children thrive in the harmonious learning environment, forging secure friendships and learning to be mindful of one another. They mirror the respectful manner of the childminder and are extremely caring towards their friends. Children talk about their friends who attend on other days, spotting their friends' wellies in their special place, next to their photos, for instance. Children develop a deep sense of belonging in the childminder's home. Caring relationships extend between children's families and the childminder's family, creating a safe space, where all families feel valued and all children can express themselves.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children, including those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke to the childminder and children and reviewed written feedback from parents and carers 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. Unique reference number (URN): 2798413

p.6

About this inspection

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

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.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