Childminder

Childminder

Unique reference number (URN): 2774673 Registered with Ofsted: 05/03/2024 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 significant progress at this childminding setting. The specific focus on supporting children's emotional wellbeing means they feel safe, secure and fully participate. Children's communication and language development is particularly secure. Children communicate confidently, both verbally and with signs, listen attentively and use an increasingly wide vocabulary during conversations. Young children demonstrate mature speaking and listening skills. They engage enthusiastically in discussions, especially during interactive social stories.

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Achievement Strong standard

Children successfully develop the knowledge and skills they need for their future learning. They show high levels of independence during daily routines, cooperate well with others and sustain attention during activities. All children, even the very young and those with barriers to learning, quickly learn the skills to be independent and confident communicators. Children are happy in the calm environment. They are comfortable in the support and high-quality interactions they receive from the knowledgeable and dedicated childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a secure, caring and nurturing environment for all children to feel welcome and included. She has high expectations for all children, including those with special educational needs and/or disabilities (SEND). The childminder actively reinforces positive behaviour and reinforces consistent routines. This helps children to feel secure. The childminder role models social interactions that support children to learn to share resources and take turns in an age-and-stage appropriate way. She gives children clear explanations about what is happening now and next. This gives children time prepare themselves for changes in routine and continue their learning. Children build on their self-help skills. For example, children help to prepare the environment for mealtimes.

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Behaviour, attitudes and establishing routines Strong standard

Children actively listen to the childminder and follow instructions when required. They behave extremely well and use positive manners. The childminder teaches children about different emotions. She supports children to access a calm space to help them regulate their feelings and build on their emotional wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers. She swiftly follows up on any absences and supports families to establish habits that encourage regular attendance and punctuality. Children build a deep foundation for future learning and the subsequent move to school.

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Children's welfare and wellbeing Strong standard

The childminder knows children extremely well. She prioritises children's welfare and wellbeing and is extremely attentive to their needs. The childminder is highly responsive to the varying needs and changing circumstances of individual children and families. She understands when children need some extra support with their emotions and shares tips with parents on how to help children at home. Children thoroughly enjoy their time in the childminder's company and benefit from their close attachments. This security helps children to thrive as they increase in confidence and build their independence as they enthusiastically try new things for themselves. Children seek support when needed and beam from the cuddles and kind reassurance.

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Children's welfare and wellbeing Strong standard

Children benefit from fresh air and daily opportunities to extend their social and physical skills. The childminder strategically plans trips to outside places in the community to enrich children's learning experiences further. Children learn about nature in the woods, attend local rhyme-time sessions and enjoy trips to museums. This extends their curiosity and increases their understanding of the diverse world in which they live.

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Children's welfare and wellbeing Strong standard

The childminder follows effective care practices to ensure all children's needs are fully met. Children eat healthy, nutritious snacks and meals and follow well-established hygiene routines. The childminder maintains safer eating practice and sits with children while they eat. They consistently make their own healthy choices and decisions, for example, children choose fruit to accompany their snack. She talks to children about safety and supports them to manage risk as they use equipment and play. The childminder proactively supports transitions to help prepare children for their future learning.

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Curriculum and teaching Strong standard

The childminder has unwavering expectations for all children. She plans a purposeful and well-sequenced curriculum that is ambitious and builds on what children know and can do. The childminder specifically plans what she wants children to know and learn across all areas of learning. The childminder prioritises helping children to develop in the prime areas of learning. She emphasises children's communication and language development. The childminder identifies children's next steps through her observations. She shares these with parents and carers, alongside ideas to extend children's learning at home.

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Curriculum and teaching Strong standard

The childminder uses her teaching skills to engage children in a range of activities to practise their next steps in learning. This extends their understanding and skills. For example, children learn about mathematical concepts as they read books and discuss opposites, shapes and measurement. Children demonstrate their curiosity as they play a guessing game and work out what animals are hiding. The childminder includes babies in the activity and sings about the animals they discover, creating the animal sounds. The childminder encourages language to a high level. She introduces new vocabulary and engages in ongoing conversations with older children. With younger children, she clearly introduces new words, repeats their sounds and introduces signing. Children repeat sounds and use new vocabulary in their play.

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Curriculum and teaching Strong standard

The childminder actively promotes children's social interactions and physical skills. Babies receive support to develop their large-muscle movements as they pull themselves to standing to increase their balance and start to take steps. Older children develop their fine motor skills as they learn to wrap items up understanding when to fold and when to cut with precision. Children develop an array of skills that will benefit them in their eventual move to school.

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Inclusion Strong standard

Children, including those with special educational needs and/or disabilities or those who may face barriers to their learning, make secure progress from their starting points across all areas of learning. Children confidently demonstrate their progress with their communication and language skills. Older children actively engage in conversations with the childminder. They express their ideas through positive interactions, which enables them to develop and build a rich vocabulary. Younger children use sign language to express their needs for a drink and if they would like more food. They also demonstrate positive manners through signs and frequently use 'please' and 'thank you'. With focused support, babies quickly develop their language from making familiar sounds to linking words together.

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Inclusion Strong standard

All children develop a sense of responsibility and independence that is appropriate to both their age and stage of development. For example, older children willingly help with tasks, such as giving out cups for their younger peers. They demonstrate increasing independence as they cut up their chosen fruit for snack and take the lid of the yoghurt pots.

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Inclusion Strong standard

Children count, name colours and shapes and use mathematical language as they play, building on their experiences at the childminder's setting. Younger children turn pages in books during story time and copy animal sounds in familiar songs. Children are proud of their achievements and bask in praise from the childminder. The childminder seeks advice from other professionals involved with the children and uses this to specifically focus her curriculum so all children thrive.

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Leadership and governance Strong standard

The childminder has a clear understanding and realistic overview of her practice. She has a secure knowledge of requirements and of her responsibilities and wants to provides high- quality care and education for all children in her care. She is very reflective in her practice and makes adaptations and changes to her teaching to ensure she benefits all children. This approach especially benefits those children with special educational needs and/or disabilities and those who may face barriers to their learning.

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Leadership and governance Strong standard

The childminder is committed to supporting all children to fully access the curriculum and enhance their learning. She has actively participated in her continued professional development to a high level. This enables her to understand more and to plan effectively to meet individual children's needs. The childminder uses current research and has made communication and language a priority for all children. She has shared her learning with any assistants she works with and other childminders. The results of her continued intervention have shown that children are making excellent progress from their starting points.

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Leadership and governance Strong standard

The childminder ensures her assistants have a secure understanding of their roles and responsibilities and consistently implement high-quality practice. She prioritises the wellbeing of her assistants and is mindful of their workload. Partnership working is collaborative. Parents and carers speak highly of the childminder and the positive care and education their children receive. Effective communication keeps parents updated and actively involved in their children's learning. The childminder works with other professionals when referrals and additional support are needed, and to prepare children with moves to their next stage of learning.

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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 childminder's care. They experience a rich, interesting and specifically planned curriculum that extends their learning beyond the setting. For example, children routinely visit the shops, museums and toddler groups. This helps to develop children's

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Inspector:

understanding of the community in which they live. These experiences also help children to build social skills, confidence in unfamiliar environments and positive relationships with a wide range of people.

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Inspector:

Children are provided with a home-from-home environment, where they develop a sense of belonging and are valued. Children form positive trusting relationships with the childminder. They make clear friendships with other children attending. Children benefit from the childminder knowing them well. She spends time getting to know each child and their family before they attend. This means children receive support through an individual curriculum.

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Inspector:

Children are happy, settled and eager to participate. They demonstrate confidence as they explore all activities on offer within the inclusive environment. Children feel valued, respected and secure. They confidently move between activities, understand routines and demonstrate positive manners in their interactions with others. They develop increasing independence and show enthusiasm for learning. As a result, children develop the knowledge, skills they need for their next stage of learning, including being prepared for transition to pre-school or school.

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Inspector:

Children develop their communication and language skills through meaningful conversations and the use of signs. The childminder supports children and plans experiences that constantly build on what children already know in a clear and sequenced way. The importance of attendance for children's learning and wellbeing is understood. The childminder has a flexible approach and offers support to families that ensures children's regular participation.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, 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 assistant, parents and carers and the 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. Deborah Magee

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About this setting

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

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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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