Childminder

Childminder

Unique reference number (URN): 2782990 Registered with Ofsted: 12/06/2024 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 make rapid progress from their starting points in all areas of learning and development within the curriculum. They gain the knowledge and skills needed for their next stages of learning because activities reflect their interests and stages of development. Communication and language development are particularly secure. Children communicate confidently with adults and their peers. They learn new words daily, building a vast vocabulary. This supports children to further build on all other areas of learning, including their social and emotional skills. Even the youngest children demonstrate mature speaking and listening skills and engage enthusiastically in discussions and imaginative play.

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Achievement Strong standard

Children show high levels of concentration and independence during daily routines. They cooperate well with each other and sustain attention during activities. They confidently make choices, explore resources independently and show pride in their achievements. As a result, children develop confidence, curiosity and positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a highly positive environment where expectations for behaviour are clear, consistent and well understood. The childminder has built up secure and trusting relationships with the children, which means they are confident to explore the exciting activities available to them. Children are eager to participate in activities independently, with the childminder, and with other children. The childminder models calm, respectful interactions. She uses gentle guidance to help children understand her expectations and develop positive relationships with others. For example, during play experiences and routines, children are encouraged to share resources, take turns and play alongside one another positively. Through these supportive interactions, children develop increasing confidence and cooperation. The childminder intentionally gives children time to problem- solve before intervening. She shows great care and empathy in her interactions with

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Behaviour, attitudes and establishing routines Strong standard

children. For example, she recognises when children are upset and offers comfort by giving them a cuddle. Children have a warm and trusting relationship with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance and works closely with families to encourage consistent routines. This helps to embed positive habits and for children to feel secure so they can benefit fully from the experiences available each day.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children are safe. She supports them to recognise potential risks and how to keep themselves safe during play. For example, while children play on a ramp in the garden, the childminder uses open questions to support children to consider the risks. The childminder ensures that routines provide opportunities for children to learn to keep themselves healthy, develop their independence and build their confidence in their own capabilities. For example, children are involved in cracking eggs to help make an omelette for lunch. The childminder promotes healthy eating effectively and provides a variety of

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Expected standard

snacks and meals. She supports children to try new foods, which helps children develop positive eating habits.

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Expected standard

Well-established routines mean that children learn to understand the importance of hygiene. They automatically wash their hands before eating and are taught to respect the privacy and dignity of other children in their personal care routines.

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Expected standard

The childminder diligently follows children's routines from home. She works closely with parents and carers to keep continuity with changing routines and learning new skills, such as toilet training.

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Expected standard

Children benefit from regular opportunities for outdoor play and physical activity. The childminder uses outdoor experiences and outings to the local woods to help children develop confidence exploring different environments and support their physical wellbeing.

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Curriculum and teaching Strong standard

The childminder has a strong understanding of the curriculum and a sound knowledge of child development. Planned activities inspire children to investigate and spark their curiosity. For example, children show a great interest in making soup in the mud kitchen and enthusiastically talk about which ingredients they will add to their mixture. The childminder uses detailed observations and secure knowledge of children's development to tailor teaching precisely and plan challenging next steps in learning.

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Curriculum and teaching Strong standard

The childminder prioritises the children's social and emotional learning as the foundation to developing confidence and curiosity. Nurturing interactions and role-play activities help children to learn empathy, confidence and understanding of the world around them. High- quality interactions are engaging and purposeful and the childminder makes references to prior learning and experiences, which helps children to build on previous knowledge. Through effective modelling and purposeful questioning, she helps children build vocabulary and develop confidence in speaking. The childminder observes children carefully and adapts activities to extend children's thinking and involvement. She builds on their interests and developmental stages. For example, while playing shop, she gives the children shopping bags and money to pay for the items they buy. These experiences help children to develop early mathematical understanding, communication and problem-solving skills.

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Curriculum and teaching Strong standard

Children confidently use mathematical language in their play and enjoy singing counting songs.

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Inclusion Expected standard

The childminder prioritises getting to know children and develops a strong understanding of their backgrounds, routines and individual needs. She monitors children's development through ongoing observations and uses what she knows about children's individual stages of development, interests and personalities to support their participation and learning. No children currently attend the setting who receive additional funding, for example early years pupil premium funding, or who are identified with special educational needs and/or disabilities (SEND). However, the childminder demonstrates an appropriate understanding of how additional funding and targeted support can promote children's learning, development and wellbeing. She engages well with families to support positive outcomes for their children through a collaborative approach to learning. The childminder shares advice and tips with parents on how they can support their children's learning at home and

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Inclusion Expected standard

maintains good communication with local settings that children attend. This helps to promote continuity in children's care and learning experiences. However, the childminder has not yet focused her professional development to deepen her knowledge and understanding of how to support children with SEND and make referrals to outside agencies.

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Leadership and governance Expected standard

The childminder is fully aware of the strengths of her setting. She recognises that children develop high self-esteem, confidence and independence in her setting. She successfully prepares children for the next stage of their learning. She identifies areas in which her practice could grow. For example, she is interested in further professional development to enhance her own understanding of supporting children with special educational needs and/or disabilities or other barriers to learning.

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Leadership and governance Expected standard

The childminder knows the children in her care very well. She is committed to providing a nurturing and family-centred environment. Partnerships with parents are highly effective. Before children start, she gathers detailed information from parents. She finds out about children's home routines, likes and dislikes and current stages of development. The childminder takes time to get to know children before they begin attending. This helps them settle quickly and build secure relationships from the outset.

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Leadership and governance Expected standard

The childminder engages thoughtfully with families through daily conversations, written reports and electronic communication. She shares children's learning and progress clearly, ensuring consistency between home and the setting. Parents speak positively about the care, communication and progress their children make.

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Leadership and governance Expected standard

The childminder understands the importance of working with other settings that children attend. She maintains appropriate communication to support continuity in children's care and learning, which helps to support smooth transitions between settings.

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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 have a fabulous time at this childminder's setting. They are clearly settled and happy because the childminder knows them extremely well and values them as individuals. Children benefit from her knowledge of their likes and dislikes as she plans activities they enjoy and that support their development. For example, children engage in a sensory activity with paint where they explore shapes, textures and colour mixing, and they remain engaged for a sustained time.

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About this setting

Unique reference number (URN): 2782990 Children are very well behaved. The childminder acts as a strong role model to demonstrate her expectations for behaviour, such as sharing, turn-taking and kindness. She is quick to support children when they want to play with the same toy as their friend. This helps children to learn good manners and to begin to understand and manage their emotions. Children are respectful of resources and learn how to take care of these by packing away toys and handling books with care.

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About this setting

Children develop secure positive relationships with the childminder and other children. They thrive in a nurturing and caring environment where warm, trusting relationships help them feel safe and emotionally secure. They arrive confidently because they and their families feel welcomed and valued. Children benefit from the strong partnership between the childminder and their families, which supports their learning and wellbeing. Daily communication and consistent sharing of information help all children to make sustained progress from their starting points. Regular attendance is encouraged so that all children fully benefit from the wide range of learning opportunities and experiences on offer.

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About this setting

Children learn about healthy lifestyles through nutritious meals and regular outdoor play. They learn how to keep themselves safe and understand appropriate boundaries and risks.

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Next steps

The childminder should access further professional development opportunities to continue to extend her skills and knowledge regarding supporting and making referrals for children with special educational needs and/or disabilities.

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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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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.

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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

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 .

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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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