Childminder

Childminder

Unique reference number (URN): 2792016 Registered with Ofsted: 09/08/2024 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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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises the welfare and wellbeing of all children. She has an acute understanding of children's changing needs, interests and any barriers to their wellbeing. The childminder communicates regularly with families to establish any support children need to achieve and thrive. She works closely with other agencies and specialists to ensure each child's individual needs are met effectively, including those with special educational needs and/or disabilities (SEND).

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Children's welfare and wellbeing Strong standard

The childminder regularly reviews her policies to ensure they continue to support children to achieve the best possible outcomes. For example, the childminder adapted her healthy eating policy to reflect changing guidance and gives all parents practical advice on healthy, convenient and affordable meals. The childminder uses fun activities to help children thoroughly understand the importance of healthy eating, being active and staying hydrated. Children build independence in meeting their own personal care and hygiene needs.

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Children's welfare and wellbeing Strong standard

The childminder has established an inclusive environment where children develop a sense of belonging. All children, including those with SEND or other barriers to their welfare or wellbeing, show they feel secure through the positive relationships they have with the caring childminder and their friends. The childminder helps all children gain an understanding of and appreciation for diversity.

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Inclusion Strong standard

The childminder effectively reduces and overcomes barriers to children's learning and development. She establishes a complete picture of children's individual needs, interests and abilities. The childminder begins this process by having thorough and meaningful conversations with parents and carers from the onset of care. She builds upon this through regular reviews of children's learning and development and seeks parents' input on how to support children to reach their next steps. The childminder offers appropriate advice and support to families on a range of issues to ensure children's welfare and wellbeing. She demonstrates a secure understanding of how to support children from disadvantaged backgrounds or those known to social care, including the effective use of any additional funding to benefit individual children.

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Inclusion Strong standard

The childminder works effectively with other agencies. She seeks engagement with specialists and supports families to understand the benefits of specialist support. When specialists provide advice, the childminder implements this effectively and, in turn, this has a consistently positive impact on children.

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Inclusion Strong standard

The childminder demonstrates a genuine passion for supporting children with special educational needs and/or disabilities (SEND). She researches different approaches to teaching children with SEND and implements these successfully. She makes adaptations to her curriculum and the care provided to ensure all children have opportunities to make effective progress from their starting points.

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Leadership and governance Strong standard

The childminder is ambitious and passionate about the high quality, inclusive care and education she wants all children to receive. She strives to achieve this by constantly adjusting her practice to meet the changing needs of the children in her care. The childminder seeks continuous improvement in her practice through regular training, research and networking. This is highly focused on children's individual needs and, as a result, has a positive impact on children as she implements new strategies and shares her learning with parents.

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Leadership and governance Strong standard

The childminder has a consistently positive and professional approach to her role. She puts children's interests first and seeks engagement with other agencies and specialists to ensure the best outcomes for all children, including disadvantaged children, those with special educational needs and/or disabilities, those who are known to social care and those who may face barriers to their learning and/or wellbeing.

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Leadership and governance Strong standard

The childminder establishes positive relationships with parents. This enables information about children's wellbeing, achievement and progress to be exchanged effectively. She adapts her communication methods to meet the needs of parents. The childminder supports parents to continue children's learning at home, and parents say this boosts confidence in their parenting skills.

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Achievement Expected standard

All children generally achieve well from their different starting points, including those who are disadvantaged or those who have special educational needs and/or disabilities. Children overcome barriers to their learning through skilful adaptations and interventions to ensure they can access the childminder's broad curriculum. For example, children benefit from close support when needed to develop a full range of movement and enjoy being physically active outdoors.

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Achievement Expected standard

Children typically establish a secure foundation in the prime areas on which to build further learning. Children repeatedly hear the essential vocabulary they need to express themselves. They become confident communicators who are eager to share their ideas, opinions and interests. Children are eager to explore and show growing levels of curiosity. They are encouraged to follow their interests through engaging learning experiences and are beginning to focus for longer periods. Children are generally well prepared to begin school with the knowledge and skills they acquire through the childminder's curriculum.

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Behaviour, attitudes and establishing routines Expected standard

The childminder nurtures warm and positive relationships with children. This helps them to feel ready to learn and confident to explore. For example, children turn to the caring childminder for reassurance when they tumble in the garden, and they run to her excitedly to celebrate their achievements, such as building a really tall rocket.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents to understand the importance of building positive behaviours, attitudes and routines for learning. She encourages attendance by providing welcoming morning routines and engaging learning experiences through the day. This ensures children develop positive habits for later success. The childminder is proactive about helping parents to overcome any barriers to children's welfare and wellbeing and is empathetic in her approach.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour and she communicates these clearly to children. She recognises that children have different starting points and adjusts her support to ensure all children can achieve in this area. The childminder encourages children to be kind and guides them to make appropriate choices about their actions. She does not teach children to identify and understand their difficult feelings, and this sometimes prevents children from learning to communicate effectively about their emotions. This is an area that the childminder has identified for further development.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that generally gives children the knowledge and skills they need to be ready for school. She is ambitious for all children and tailors the curriculum to ensure it is accessible and enjoyable for all children. The childminder takes into account children's individual needs and carefully monitors the progress they make. She typically uses children's interests to ensure learning experiences are engaging.

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Curriculum and teaching Expected standard

The childminder typically builds on what children already know and can do in order to sequence learning effectively. For example, she uses children's interest in space to introduce new vocabulary and promote literacy. She encourages children to talk about what they see in pictures, introduces new words during play and encourages children to recognise the words in writing, starting with initial sounds. This has a positive impact on children who use words such as 'satellite' and 'orbit' as they spin around each other.

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Curriculum and teaching Expected standard

The childminder supports all children's physical development. She varies the individual support she offers to children to ensure they are able to move with confidence, coordination and balance. She shows children how to hop, jump and skip in the garden while twirling dancing ribbons.

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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 are very happy with this nurturing childminder. They bound into the setting with excitement to begin their day playing with friends. Children find favourite toys, make their own choices between activities and are given plenty of time to play in the stimulating learning environment. Children enjoy exploring the garden, where they can develop their balance as they walk along wooden sticks. There are reassuring routines to each day, where children enjoy healthy meals, physical activity and rest, which contribute to their wellbeing.

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About this setting

Unique reference number (URN): 2792016 The childminder is highly responsive to children's changing needs, and children flourish with her close care and attention.

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About this setting

Children benefit from ample opportunities each day for conversations, singing and listening to stories as the childminder prioritises the development of communication skills. Children learn new language from the carefully selected texts the childminder uses to support their learning. Opportunities for learning continue at home as children use a lending library to borrow books and games to enjoy with their families. Parents receive practical advice on how they can help children to reach their next steps and overcome any barriers to learning. The childminder has high ambitions for all children and seeks opportunities to help children excel. For example, keen readers can develop their skills further through strategies used in local primary schools. This helps children continue their learning seamlessly.

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About this setting

Children demonstrate high standards of behaviour and respond positively to the clear expectations set by the childminder. They are kind and considerate towards others and learn to understand how their behaviour can affect those around them. Children receive praise and clear feedback about what they have done well, which supports their confidence and self-esteem. Children benefit from an inclusive environment where they have opportunities to achieve and thrive. They learn about differences between themselves and others and develop an understanding that everyone learns and develops in different ways.

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Next steps

The childminder should teach children to identify and talk about their emotions in order to increasingly manage their own feelings and behaviour.

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About this inspection

The inspector spoke with children, the childminder and parents 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 : 07:30 - 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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