Childminder

Childminder

Unique reference number (URN): 2570136 Registered with Ofsted: 27/01/2020 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

All children, including those who may face barriers to their learning and/or wellbeing, make consistent progress from their starting point. They learn new skills across all areas of learning, appropriate for their age and stage of development. Children sit and listen to stories together and learn how to focus on what is important. They take turns to lift the flaps in the story, talking about each animal they discover underneath. All children, including those with special educational needs and/or disabilities, join in with the animal actions. Children jump like a frog and say 'monkey' as they move around like the monkey in the story. This helps children to feel included and make links in their learning. Children form extremely positive attitudes to their learning.

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Achievement Strong standard

Children learn to peel their own fruit and are encouraged to feed themselves. They learn to put on their own shoes and socks and find their own book bag. They learn to throw and catch a ball, and giggle as it rolls down the slide. Children are encouraged to make their own choices and choose their own water bottle each day. They grow in independence and confidence. Children are prepared consistently well for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has consistently high expectations for all children in her care. This includes children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning and/or wellbeing. Children understand what is expected of them and are rewarded with positive praise. The childminder adapts her practice to suit the needs of all children, including those with SEND. She sings songs throughout the day to help children understand her routines. For example, her tidy-up song encourages children to put toys away in the right places. Children repeat the rules to each other. Children say they need to stay seated while eating and the food needs to reach their tummy. This helps children to feel safe and secure and promotes a sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm and trusting relationships with the childminder. She asks children how they are feeling. They talk about how characters in the story would be feeling when all the porridge is eaten. This helps children to grow in confidence and make links in their learning. The childminder is an extremely positive role model for all the children. Children are encouraged to share the toy pushchairs outside and giggle as they sit on the large swing next to each other. They wait their turn to lift the flap in the book when reading a story together. This helps children to learn how to be kind and to show respect to others. The childminder supports families to ensure all children maintain consistent attendance.

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Children's welfare and wellbeing Strong standard

The childminder creates a safe and welcoming space for all her children. She knows her children extremely well and consistently meets their needs. All children, including those with special educational needs and/or disabilities (SEND), and those facing barriers to their learning and/or wellbeing, feel included and loved. This helps children to build secure relationships and form a sense of belonging. All children, including those with SEND, have daily access to outdoor learning. The childminder regularly takes the children on trips within the local community. They travel on the tram and bus together. Children explore the local allotment and pick blackberries. They run, jump, skip, build and read outside. Children build wooden pizzas in the little shed. They choose their babies and push prams outside. Children enjoy learning and consistently build positive attitudes to learning.

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Children's welfare and wellbeing Strong standard

The childminder follows hygiene practices that support the needs of the children in her care. This helps to keep the children safe. She teaches children about the importance of healthy eating and cooks a wide range of freshly prepared meals. Children learn to peel their own fruit and choose their own drinks. They are supported to make healthy choices as they learn important social skills.

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Children's welfare and wellbeing Strong standard

The childminder consistently builds positive relationships with her children. She skilfully adapts her teaching to the varying needs of all children, including those with SEND and those who may face barriers to their learning and/or wellbeing. They beam with pride as she praises them for sharing. Children's emotional welfare and wellbeing are supported extremely well.

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Curriculum and teaching Strong standard

The experienced childminder has designed an inclusive curriculum. It consistently meets the needs of all the children. All children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning, sing nursery rhymes. They grow in confidence as they do the actions and say the words. Children freely talk about pizza and use words like 'tasty' and 'pepperoni'. They play games together and smile as they choose their favourite flavours of pretend ice cream. Children grow in communication and language skills as they develop extremely positive attitudes to learning.

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Curriculum and teaching Strong standard

Children's mathematical skills are consistently taught well and incorporated into their play. They count minibeasts in both English and French during tidy-up time, and count the number of pushes on the swing. Children learn about shape and space as they try to fit animal pictures into different-sized boxes. They laugh as they talk about how they are too tall and are 'poking out' of the box. They concentrate and say 'triangle' as they put shapes back together. This helps children to grow in confidence and enjoyment in mathematics. Children are prepared consistently well for their next stage in learning.

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Curriculum and teaching Strong standard

Children's physical skills are developed consistently well. Children brush the doll's hair and hop like a frog inside. They run, push, roll, throw, climb, jump and swing outside. Children are taught the skills needed to support their own care needs, for example to put on their own socks and shoes. This helps all children, including those with SEND, to develop confidence, independence and a sense of achievement as they learn new skills.

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Inclusion Strong standard

The childminder knows her children extremely well and has high expectations for all children. She adapts her practice skilfully to meet their individual needs. The childminder uses assessment tools effectively to identify any gaps in children's learning. This information is then used to create children's next steps in learning. All children, including those who may

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Expected standard

face barriers to their learning and/or wellbeing and those with special educational needs and/or disabilities (SEND), feel included. This helps to promote a sense of belonging. All children, including those with SEND, make consistent progress from their starting points.

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Expected standard

The childminder knows her families extremely well and their different contexts. She consistently shares children's next steps with parents and carers. This helps them to continue their child's learning at home. Children with SEND and those who may face barriers to learning and/or wellbeing are particularly well supported. The childminder works with outside agencies and refers children if needed. She works with families and gives them emotional support and encouragement. This helps to reduce any barriers to learning and/or wellbeing. Children consistently receive the support they need to help them meet their full potential.

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Expected standard

The childminder talks about children's similarities and differences in a gentle way. They speak of different coloured eyes and hair, and match them to the dolls. Children learn about different nationalities and languages. This helps children to feel special and unique. Children consistently feel secure and part of the family.

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Leadership and governance Expected standard

The childminder understands the strengths of her setting and the areas for development. The childminder has won awards for her childcare and is passionate to help improve the lives of children. She understands the importance of continued professional development to be effective in her role. Her recent training in communication, language and mathematics has had a positive impact on the children and the progress they make. She is reflective and takes action where needed to improve the outcomes for all children, including those with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

The childminder knows her families extremely well. She updates them regularly on their children's progress. Parents are complimentary of the 'incredible' childminder, who 'exudes warmth, energy and enthusiasm'. Parents are updated via an app and through text messages, and receive regular photos. They are aware of their children's targets and feel the needs of their children, including those with SEND, are fully supported.

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Leadership and governance Expected standard

The childminder uses assessment effectively to assess any gaps in children's learning. This helps to establish accurate next steps to ensure children make continued progress. Children's needs are identified early, and the childminder works with families to refer children if needed. She works with outside agencies to support children, for example with communication skills. This helps all children, including those who may face barriers to their learning and/or wellbeing and those with SEND, to feel safe and to settle quickly.

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Leadership and governance Expected standard

When children are ready to move on to other settings, the childminder typically shares information about her children to help make their transition as smooth as possible. However, inconsistencies in organisation mean that this two-way flow of information is not as effective as it could be to help support children move seamlessly on and settle quickly.

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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, including those with special educational needs and/or disabilities (SEND), arrive happy and eager to learn at this home-from-home setting. They are welcomed with a hug and a smile from the friendly childminder. Children move around freely and choose where they want to play. Young children sit on little chairs and make marks on paper with coloured pencils. Older children play with small dolls and make a bed for them on a cushion. Children settle quickly and form positive attitudes to learning.

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

Children's physical skills are supported consistently well. This is a strength of this setting. Children are given lots of daily opportunities to develop physically both inside and outside. They peel their own bananas and learn to put on their own socks. Young children giggle as they push toy lawnmowers and climb up the steps to the slide on their own. Older children write little notes and build towers with blocks in the tray. Children jump up and down with delight as the childminder teaches them how to throw and catch a ball. This helps children to learn new physical skills and grow in confidence and self-esteem. All children, including those with SEND, are prepared well for their next stage in learning.

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

Children's language skills develop extremely well. The childminder shares her love of reading with the children. Children enjoy regular trips to the local library and visit children's groups together. They are proud of their own special book bag and choose books from the childminder's library to take home. This helps children to begin to make their own choices and strengthens parental partnerships. Children broaden their vocabulary and form consistently positive attitudes to learning.

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

Children explore their local community together. They learn how to travel by tram, bus and on foot. They visit the local allotment and pick fruit and vegetables. Children talk about how these grow. Children notice birds in the garden and squeal with delight as they spot a spider in the shed. They count its legs together. This helps children to make links in their learning and learn about the world around them. Children, including those with SEND, enjoy learning together and develop a firm sense of belonging.

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Next steps

The childminder should strengthen her partnerships and organisation during times of transitions to other settings, and enable a two-way flow of sharing information to ensure all children move seamlessly on and settle quickly. The childminder should ensure continued improvement in the setting's successful work to remove barriers for children and strengthen their cultural capital and widen their horizons 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, parents and children during this 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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