Childminder

Childminder

Unique reference number (URN): 2815671 Registered with Ofsted: 03/12/2024 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

All 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 and development. Younger children concentrate as they take their shoes off after outside play. They know how to wash their hands and, without prompting, walk to the washbasin. Children sing familiar songs as they wash their hands. They skilfully prepare and set the table for their mealtimes, working as a team with their friends. Children are kind and nurturing to each other, frequently passing and sharing resources, for instance.

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Achievement Strong standard

Children count, name colours and recognise shapes in their play. Older children speak with confidence as they develop their imaginations during their chosen play. Younger children show a great love of stories. They turn the pages of the books and make the different animal sounds. They build on their use of gestures and signs, making familiar sounds linked to new vocabulary. All children are extremely well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model. She is consistent in her routines and interactions, creating a warm and secure environment where children flourish. She seamlessly adapts her interactions to the individual needs of the children she care for. This inclusive approach helps all children, including those with special educational needs and/or disabilities, understand and meet the high expectations for behaviour and social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children listen very well to the childminder and follow her guidance. She gives children plenty of time as she narrates alongside their play. This helps them to understand what will happen in preparation for their daily routines. Children behave extremely well and use manners without promoting, such as saying 'please' and 'thank you'. The childminder uses all opportunities to teach children about emotions through play and daily activities. She knows children very well and ensures that those who may face barriers to their learning have calm spaces to help them regulate and develop their emotional wellbeing

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed secure partnerships with parents and carers. She consistently follows up on any absences to ensure that children are safe. The childminder supports parents to establish habits that encourage regular attendance and punctuality. This helps to build a secure foundation for children's future learning and subsequent move on to school.

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Children's welfare and wellbeing Strong standard

The childminder places children at the heart of her setting. She has developed warm and trusting relationships with children and knows them very well. The childminder monitors children's progress and uses this information to swiftly identify any children who may need extra support. The childminder keeps her knowledge up to date with relevant training. She completes targeted training to learn about specific teaching strategies to strengthen her knowledge. For example, training has supported the childminder to more explicitly teach and support children's communication, language skills and physical development. This has also helped her to offer further support to children with special educational needs and/or disabilities and those who may face barriers to their learning.

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Children's welfare and wellbeing Strong standard

The childminder has developed excellent professional partnerships with parents and carers and other professionals. Information about children's development and care needs is consistently shared. This approach means that children benefit from continuity of care that helps to meet their individual needs. Parents are extremely complimentary of the childminder. They speak highly of all aspects of care and learning that their children receive. They comment on the superb progress that their children have made, particularly in their communication and social skills, as a result of attending the childminder's setting.

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Curriculum and teaching Strong standard

The childminder has created a highly ambitious curriculum that reflects the needs and interests of the children she cares for. She places high priority on children's communication and social and emotional development. She plans a wealth of activities that are purposeful and varied. This gives all children, including those with special educational needs and/or disabilities, the opportunity to explore, practise skills and build new knowledge. Children learn mathematical concepts throughout their day. The childminder uses every opportunity to help children count throughout their play and daily routines. The childminder plans sensory activities to help children master using the push-down soap dispenser. Her thoughtful adaptations to teaching help children to build on what they already know and can do. This develops children's confidence and engagement very well.

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Curriculum and teaching Strong standard

The childminder ensures that children learn about the world around them as they grow fruits and vegetables. Younger children watch in amazement as insects visit flowers and as they observe aeroplanes flying overhead. The childminder uses gestures and simple vocabulary to help younger children develop their communication and language skills. She is calm and repeats words with children. Children who speak or are learning English as an additional language are confident communicators. They invite the childminder into their play and often snuggle in for comfort when needed.

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Inclusion Strong standard

The childminder knows the children in her care extremely well and supports them to take part in all activities. She swiftly identifies children's emerging needs through regular and careful observations. She uses this knowledge to adapt her practice, ensuring that her setting is highly inclusive and supports children's needs well. This thoughtful approach helps to reduce barriers to children's learning and wellbeing, including for those with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder demonstrates excellent knowledge of how to support children's individual needs. She works in partnership with parents and carers and any other professionals to help children make the best possible progress. The childminder plans her own training well to strengthen her understanding and knowledge. She has robust systems in place that help her monitor children's speech and language development. She ensures that her teaching strategies enable children to fully participate, feel included and gain confidence. This helps children to continue their learning and develop their vocabulary and early speech.

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Inclusion Strong standard

The childminder understands the importance of purposeful and targeted use of any additional funding, such as early years pupil premium funding. She ensures that children have targeted support to meet their individual learning and care needs.

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Leadership and governance Strong standard

The childminder knows the children in her care extremely well. She regularly reviews children's progress to ensure that they make continued progress in their learning and development. She is highly committed to her role to provide the best possible care and education. The childminder adapts her setting to meet children's changing needs, and carefully plans learning around their starting points and development. This helps children to remain highly engaged and motivated in their learning.

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Leadership and governance Strong standard

The childminder demonstrates an expert understanding of child development. She continues to strengthen her professional knowledge through ongoing training and reflective practice. This supports the continued development of her setting and helps to ensure that children receive consistently high-quality learning experiences.

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Leadership and governance Strong standard

Partnership working with parents and carers is highly effective. The childminder communicates daily with families about children's experiences, routines and development. She encourages parents to continue children's learning at home through targeted activities. Parents comment on how children's voices are heard and that their children have flourished in the childminder's care.

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Leadership and governance Strong standard

The childminder monitors children's attendance carefully and works closely with families to maintain well-embedded and consistent routines that support children's wellbeing and readiness to learn.

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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 extremely happy and settled in this nurturing, caring setting. They form warm and trusting relationships with the childminder, who knows them very well. Children learn to climb, run and develop their balance, as they pull themselves up small steps on a slide. They gather natural resources and use their hands and fingers to transfer them in the outdoor, pretend kitchen. This helps children to develop their muscles. Children are curious, learning about nature and the world around them. They learn to respect living things, such as insects. They know how to keep themselves safe when they observe bees gathering pollen on flowers of the bean plants growing in the garden.

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

Independence is woven through daily routines. Young children develop excellent skills, for example, as they learn to take off their shoes and wash their hands for mealtimes. Children are kind and offer friends their favourite plates for mealtimes. They learn to use cutlery and enjoy a healthy and varied diet. They know to have regular sips of water in the hot weather. This helps children to build healthy habits for later life.

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

All children, including those with special educational needs and/or disabilities, make excellent progress from their starting points. Children benefit from a rich and varied curriculum, delivered through play, routines and structured activities. They learn new vocabulary as they explore different sensory activities. They listen very well and repeat words as they watch in awe of the different textures they create. Children are highly engaged and choose their favourite toys to play with. Younger children play simple games, which are highly effective in supporting their learning. They say 'ready, steady, go' as they watch their cars whizz down ramps. Children show a love of books, which are easily

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

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About this setting

Local authority: Surrey accessible. They make sounds and different noises as they enjoy the stories. This supports children's early literacy, speech and language skills.

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About this setting

Children take turns during play and are kind to each other. The atmosphere is calm and children know the routines very well. This helps them to feel safe and secure. Children's attendance and punctuality are monitored. This helps parents and carers to develop children's positive habits in readiness for school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children, including those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children, parents and carers 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.

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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. 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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