Kristie Lewis

Childminder

Unique reference number (URN): EY556008 Registered with Ofsted: 18/01/2018 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, and those who face other barriers to their learning, make consistently high levels of progress. Children develop the skills, knowledge and personal skills they need to support them well for future learning and the transfer on to school. For instance, children who initially needed extra support with their language development become confident, articulate communicators, keen to ask questions and find out more.

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Achievement Strong standard

Children develop a real thirst for learning. They explore activities with great enthusiasm and show sustained levels of interest, concentration and focus. For instance, children remain at a dinosaur activity, sorting and matching dinosaur pictures for an impressive amount of time. Younger children demonstrate their eagerness to explore. When they see the bubble mixture, they call out 'bubbles' excitedly and know exactly how to use the wand to make the bubbles. These skills reflect what children have learned and remembered over time and their confident ability to retain a wealth of knowledge.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear, fair expectations so that children know what is expected of them. She praises children highly and actively celebrates their achievements and attempts to manage tasks independently. This creates a very happy, harmonious environment where children feel safe. Children remain positively engaged in high-quality learning experiences as the childminder plans her routine exceedingly well. She knows what children are interested in, what they can do, and what she wants them to learn next, so the routine is planned extremely well around this. This means children remain positively engaged in high- quality learning experiences and this helps them to develop an extremely positive attitude towards their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to identify any barriers that may impact on children's attendance. She offers a flexible service and is very supportive around parents' different needs. Children attend regularly as parents know this has a positive impact on their children's learning.

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Behaviour, attitudes and establishing routines Strong standard

From a young age, children learn to show respect for others. The childminder helps children to fully understand what makes them special and unique. This helps children to feel good about themselves and have a real sense of identity. Children actively celebrate the similarities and differences between themselves. They read stories about different cultures and customs and talk about their own family background. Children delight in looking at pictures of their families and talking about who is special to them.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's health, safety and wellbeing. She is especially attentive towards children and offers a very caring, nurturing setting. Children demonstrate how safe and secure they feel. They snuggle up to the childminder during activities and confidently ask her if she will play with them when new activities are introduced. The childminder responds positively and she skilfully shares her time equally between all children. The childminder is extremely vigilant in keeping children safe. She follows stringent health and safety policies, both at home, and when on outings.

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Children's welfare and wellbeing Strong standard

The childminder follows safer-sleep guidance meticulously. She supervises children closely when they are sleeping and makes sure that rigorous procedures are implemented to keep children safe.

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Children's welfare and wellbeing Strong standard

Children's nutritional needs are met well. The childminder is exceptionally conscientious in planning for children's individual dietary and health needs. She provides a platter of fresh fruits and raw vegetables for children to have at snack time and makes sure that children follow a healthy, well-balanced diet. She offers plentiful opportunities for children to be physically active and benefit from fresh air each day. For instance, they regularly visit parks and playgrounds where they can climb and balance, and there are extensive resources in the garden for children to move in a variety of ways. For instance, they use wheeled toys and practice balancing on stepping stones. These opportunities help to build children's muscle strength and support their overall healthy development.

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Curriculum and teaching Strong standard

The childminder is extremely clear about what she wants children to learn. She plans a programme of learning that is appropriately sequenced and progressive and offers children relevant levels of challenge. Teaching is consistently of a high quality. The childminder makes full use of every interaction she has with children. She inspires their learning as she gently plays alongside them, asks relevant questions and encourages children to think in greater detail. For example, while children play with animals, they are inspired to ask questions, such as 'what do elephants eat?'. The childminder uses this opportunity to research this and demonstrate to children how knowledge is acquired over time.

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Curriculum and teaching Strong standard

Every activity is planned with meticulous detail and clear learning intention. The childminder has an impressive knowledge of how each child likes to play and explore. She plans activities that are inspiring and enticing and encourage children to take part. Unplanned activities are also used extremely well to build on children's knowledge and encourage children to learn new skills. For instance, as children initiate a game using large paintbrushes to paint, the childminder introduces rollers to help children experience a new way of painting and making marks.

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Curriculum and teaching Strong standard

Mathematics is deeply embedded within the curriculum and daily routine. The childminder utilises every opportunity to help children learn about numbers, colours, shapes and pattern. She uses practical experiences exceptionally well to help children see how number value changes when you add and take away. For instance, when she sings number rhymes, children count the numbers of pictures that are left after one is removed.

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Inclusion Strong standard

The childminder places inclusion at the heart of her provision. She uses her extensive knowledge of every child to meticulously monitor their progress, track their interests and identify swiftly if any gaps are starting to emerge. She fully understands how to support the care, learning and developmental needs of children with special educational needs and/or disabilities. She has recently completed an approved course of training to deepen her understanding further in this area.

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Inclusion Strong standard

The childminder has the highest expectations for every child. She works closely with parents to fully understand their differing needs and to identify early on if there are any potential barriers to how they learn. Comprehensive plans are put in place so that every child can reach their full potential. The childminder rigorously monitors the progress that each child makes and adapts her teaching and communication styles so that every child can take part and benefit fully.

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Inclusion Strong standard

The childminder continually adapts her teaching, resources and routines to reduce any potential barriers to learning. She consistently uses visual prompts and simplified language to help children understand routines, express their ideas and make choices independently. For example, children use picture symbols to communicate their needs and participate confidently in daily routines. The childminder adapts group activities successfully so that every child is able to benefit greatly.

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Leadership and governance Strong standard

The childminder organises her provision extremely well. She is highly experienced and parents fully appreciate the level of care she provides. The childminder is highly committed towards improving and developing her practice. She has completed a wealth of additional training that has been carefully selected to enhance her curriculum, develop her teaching and improve the care she offers children. For instance, she has completed training to help her to understand more clearly how to provide for the needs of children with special educational needs and/or disabilities. She has also completed additional training on aspects of her curriculum, such as how to enrich children's social skills and support their language development. This commitment to continuous training reflects clearly the childminder's passion for developing her practice and providing children with the highest standards of care.

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Leadership and governance Strong standard

The childminder works closely with parents to ensure they feel fully involved in their children's learning. Parents comment on how happy they are and how much progress their children make with the childminder. They receive regular updates about what children are learning and the childminder supports them well in understanding how to extend children's learning at home.

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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 show how safe and happy they feel with the childminder. They are supported to flourish and thrive across every area of their learning. All children, including those who start with a delay or barriers to their learning, make excellent progress in relation to their starting points. The childminder ensures that all children have access to the full curriculum, and they benefit from being in the inclusive, nurturing environment.

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

Children are at the heart of all decision-making, including their own learning throughout the day. They consistently choose to engage in learning activities because the childminder

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About this setting

knows where and how they prefer to participate. For instance, the childminder plans activities across different areas of her home, both inside and outside. She follows children's interests and has high-quality learning experiences ready, wherever children decide they would like to play. Children build solid foundations across all areas of learning and are very well prepared for the next stages in their development, including starting school.

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About this setting

Children's behaviour is consistently exemplary. The childminder sets clear boundaries for children and is an excellent role model. Children show respect and kindness throughout the day. They are keen to help each other and offer praise, reflecting the childminder's lead.

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About this setting

Children frequently benefit from activities and outings away from the setting. For instance, they regularly attend local groups in the community, where they develop friendships with other children. They visit the zoo and park frequently and are very familiar with their local area. This helps to build their social skills.

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About this setting

Children are active, curious learners who enjoy a rich variety of experiences that reflect their interests. They investigate sensory materials, sing favourite songs, build imaginative worlds, care for dolls and dinosaurs, and explore the outdoor environment with enthusiasm. These carefully planned activities support all children to make excellent progress in each area of their development.

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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 children and the childminder 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): EY556008

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About this inspection

Operating hours: Tuesday : 08:00 - 15:00,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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