Childminder

Childminder

Unique reference number (URN): EY382186 Registered with Ofsted: 12/11/2008 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 are motivated and thrive in their learning. They show excellent concentration skills and are excited to try new things. For example, younger children persevere until they successfully pick up puzzle parts and with support slot the piece into the corresponding hole. This supports the small muscles in their hands and fingers. Children have excellent social skills. They demonstrate their impressive language skills as they play imaginatively. Children ask they friends how to create a carrier for their baby. Children are confident communicators and work collaboratively to solve problems together. They discuss what the result might be.

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Achievement Strong standard

Children move freely between the designated play rooms, make choices and are purposefully engaged in play. Children successfully develop their balance and coordination skills as they dance and move like animals. Children use new knowledge in their play and confidently discuss which way they are going. All children make sustained progress. They develop the skills they need ready for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly skilled and attentive to children's changing needs. She acts as a positive role model. Her calm and patient interactions with children help them to form incredibly close bonds with her and the other children. This builds children's confidence and supports them as they develop their social skills and learn to interact positively with others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children, including those who may face barriers to learning. She implements clear routines that support children as they gain independence and develop skills in preparation for school. Children demonstrate that they know the routines very well. For example, they comment that they need to wash their hands before eating and help to set the table for lunch.

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Behaviour, attitudes and establishing routines Strong standard

Physical development is a high priority within the setting. The childminder provides opportunities for the children to take managed risks as they play on large play equipment. She introduces fun games to help children learn how their bodies move. For instance, there is lots of laughter as they sing action songs and hop like 'little bunnies'. The childminder offers children a range of opportunities to be active and spend time outdoors. They demonstrate very positive attitudes to their learning, remaining highly engaged and motivated. The childminder understands the importance of working with parents and carers to maintain regular attendance and recognises the benefits this has for each child's development.

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Children's welfare and wellbeing Strong standard

The childminder creates a nurturing, safe and interesting environment in which children are settled. She prioritises her curriculum on meeting children's emotional and physical needs. The childminder implements an individualised settling-in procedures so that all children feel confident and comfortable in her home. She is in tune with recognising children's needs and is quick to offer a reassuring cuddle when needed, as children learn to interact with others and express their feelings. The childminder teaches children about the importance of living a healthy lifestyle. For example, she uses mealtimes very effectively to talk to the children about nutritious foods, exercise and the importance of brushing their teeth.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent knowledge of how to provide all children, including those who face barriers to learning, with an inclusive environment where children feel safe to explore and learn about the world around them. For instance, she takes children to explore the local area, visiting the library, museums and places of interest. This helps children to develop their confidence and social skills as they learn about their community.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled at supporting children to develop respectful attitudes. She teaches children how to respect one another and understand their own and each other's feelings. For example, children talk about personal space and understand the impact of their actions and why these may make others feel upset. This consistent approach supports children to develop important life skills that underpin their overall physical and emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder delivers a varied and inclusive curriculum. She carefully assesses and monitors children's development. The childminder uses this knowledge to plan focused activities that effectively support each child's learning. This enables children to make the best possible progress, including those with barriers to the learning. A stimulating programme of targeted experiences, including regular outings, provides children with rich opportunities to develop skills across all areas of learning. Children confidently talk about their previous experiences. They enthusiastically recall trips to see deer and to explore the community. This strengthens their communication skills and enhances their understanding of the world.

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Curriculum and teaching Strong standard

The childminder tailors planning to children's individual interests and next steps in learning. For example, children develop their coordination skills as they carefully chop up bananas at snack time. They show great pride in their achievements. With encouragement from the childminder, children eagerly look at interesting books and tell stories to their friends. The childminder encourages children to work together as they excitedly search for additional resources, extending their learning and reinforcing their knowledge. Throughout these activities, she promotes children's language development. For instance, the childminder consistently encourages children to explain what they are doing. She deepens children's understanding of number, while introducing early mathematical concepts, including simple calculations, through their play.

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Inclusion Strong standard

The childminder knows children and their families remarkably well. She continually monitors and evaluates their progress to ensure they achieve the best possible outcomes. The childminder has a clear understanding of child development. She recognises the importance of identifying any emerging special educational needs and/or disabilities at the earliest opportunity so that timely and effective support can be put in place. The childminder draws on her extensive childcare experience and works in close partnership with parents and carers and other professionals to successfully support children who may face additional barriers to their learning. The childminder reflects on her setting and strives for continual improvement. As a result, she identifies any potential barriers to children's learning swiftly and addresses them. This ensures that every child is fully included and thrives in the highly inclusive setting.

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Inclusion Strong standard

The childminder wants children to develop an understanding of the diverse community in which they live. She works with parents to incorporate festivals and family experiences into daily routines and activities. This ensures that every child feels valued and respected. The childminder further strengthens these partnerships by inviting children to celebrate her culture and helps children to learn some words in Spanish. This fosters a sense of belonging and tolerance. Children fully consider the needs and feelings of others. For example, they understand friends waiting for their turn of a resource may become upset. They explain they are playing and will soon share this. This supports children to develop empathy and an awareness of how their actions can make a positive difference to others, while also meeting their own needs.

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Leadership and governance Strong standard

The childminder demonstrates an unwavering commitment to enhancing outcomes for children. She is a passionate advocate for inclusion. The childminder continually reflects on and adapts her practice to minimise any barriers to children's learning or wellbeing. This ensures that every child can achieve their full potential.

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Leadership and governance Strong standard

The childminder regularly undertakes a wide range of training and acts as a mentor to other childminders. She shares her knowledge effectively with other childminders and her assistants through ongoing guidance, professional discussions and leading by example. This ensures they have a secure understanding of their roles and responsibilities and consistently implement high-quality practice. The childminder prioritises the wellbeing of her assistants and is mindful of their workload. As a result, they work together well as a team and provide children with a safe, nurturing and stimulating environment. The childminder works closely with parents and provides tips to help with child development at home. For example, weaning and toilet training are very well supported. This helps create a consistent approach to development. The childminder has developed a community area for children to plant vegetables. This benefits the children and the wider community to have access to

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Leadership and governance Strong standard

The childminder implements highly effective policies, procedures and robust risk assessments that consistently promote children's safety and wellbeing. She works closely alongside her assistants, providing clear direction and support while maintaining vigilant supervision so that children are always seen and heard. The childminder has a thorough understanding of safeguarding. She responds confidently to any concerns about children's welfare or allegations, ensuring that statutory responsibilities are met without delay. Regular training ensures her assistants fully understand the safeguarding procedures they must follow.

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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

The childminder creates a safe and welcoming learning environment. She is committed to reducing any barriers to children's learning. Children form close and secure relationships with the childminder, her assistants and one another. They demonstrate consistently positive behaviour and confidently follow the well-established daily routines. Children show the trust they have in the childminder and her assistants, readily approaching them for support and reassurance as needed. Children of different ages enjoy singing and movement. Even the younger children demonstrate high levels of determination as they practise their jumping

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About this setting

skills while remaining mindful of those around them. They respond with delight to the genuine praise and encouragement they receive. This helps children to feel valued and emotionally secure.

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About this setting

Children display motivation for learning and eagerly engage in the rich range of experiences on offer. They become deeply absorbed in their play, demonstrating high levels of curiosity, concentration and perseverance. Children listen to and show respect to each other. They negotiate with their friends and take on different roles as they role play caring for babies, strengthening their social skills. Children develop their coordination as they carefully dress dolls. Children independently select and put nappies on. They learn new words, such as 'nurture', and discover why babies need extra care and attention.

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About this setting

Through consistent routines and regular attendance, children develop secure self-care skills. Social mealtimes provide further opportunities for children's learning. Younger children confidently talk about healthy foods. Older children use their mathematical skills to work out how many plates and cups are needed for all their friends. Children become increasingly independent, confidently taking responsibility for tasks, such as putting out the tablecloth and setting the table. These experiences equip children with the knowledge, skills and responsible attitudes they need to be well prepared for their future learning and eventual move on to school.

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Next steps

The childminder should build on the already highly successful practice, including further strengthening strategies to reduce any barriers for children who require additional support, so that her excellent practice has a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistants 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. Unique reference number (URN): EY382186

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About this inspection

Operating hours: 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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