Childminder

Childminder

Unique reference number (URN): 2797536 Registered with Ofsted: 23/09/2024 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 make rapid and sustained progress from their starting points. They develop the knowledge, skills and confidence needed for their next stage of learning. Young children confidently use phrases and sentences to describe what they are doing, while older babies name familiar animals and copy the sounds animals make. Children develop increasing strength, balance and coordination as they manipulate small wooden animals, move chairs to access play and walk confidently across stepping stones and different surfaces.

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Achievement Strong standard

Young children show increasing independence as they feed themselves and drink from open cups. They use mathematical language confidently, saying, 'that doesn't fit, it's too big' and naming colours in books. Children facing barriers to learning make sustained progress alongside their peers. Children's communication, physical, social and independence skills become increasingly secure. This supports children's successful transition to their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear expectations and consistently reinforces them to promote positive behaviour and attitudes to learning. Children continually remain engaged in meaningful activities and demonstrate curiosity, concentration and perseverance. They return to favourite experiences and confidently explore how vehicles roll down a chute, or investigate objects using magnifying glasses and a microscope.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds secure relationships that help children feel confident and emotionally safe. She responds sensitively to children and gives them the language they need to cooperate with others. Young children build together, pass hoops to each other and take turns. They copy the childminder and say 'excuse me' when they accidentally bump into others. The childminder consistently models respectful behaviour and helps children understand how to manage social situations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully establishes and maintains consistent routines. Children confidently respond when she tells them it is time to wash their hands before snack. They willingly help to tidy the environment and go to the bathroom. The childminder thoughtfully adapts expectations to children's ages, stages and individual circumstances. She works flexibly with parents and carers to promote regular attendance and punctuality, helping children develop positive habits for school. These embedded approaches support children to develop confidence, independence and positive relationships with others.

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Children's welfare and wellbeing Strong standard

The childminder provides consistently responsive care that meets children's individual needs. She agrees care routines with parents and carers, and adapts them as children's circumstances change. The childminder undertakes additional training where necessary, including training for significant allergies and medical needs. She understands and manages dietary requirements and intolerances effectively. The childminder quickly establishes secure attachments with children. Children confidently approach her to share ideas, seek help or show achievements, and readily accept cuddles and reassurance. The childminder continually responds to children's emotional needs and notices when they need rest or additional support. She uses everyday experiences to teach children about health and safety. For example, she explains why hands need to be clean before eating and talks about soap washing germs away. Older babies copy her actions and

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Children's welfare and wellbeing Strong standard

The childminder teaches children how to keep themselves safe by reminding them to sit safely on chairs and explaining why battery-operated toys must be kept away from water. She promotes healthy eating in partnership with parents. Her consistent care practices and responsive relationships have a significant impact on children's emotional security, wellbeing and developing independence.

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Curriculum and teaching Strong standard

The childminder has designed a highly ambitious, broad and well-sequenced curriculum and consistently implements it in practice. She sets high expectations and continually uses purposeful teaching to help children develop knowledge and skills across all areas of learning. The childminder embeds outdoor learning through regular visits to woods, parks, libraries, childminder groups and local places of interest. She uses these experiences to successfully develop children's confidence, physical abilities, social skills and understanding of the wider world.

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Curriculum and teaching Strong standard

The childminder consistently engages in high-quality interactions with children to extend their learning. She continually joins children's play, adds commentary and extends their thinking. For example, when children show an interest in small cones, she suggests playing skittles and using a truck to knock them down. The childminder skilfully introduces new vocabulary and mathematical language throughout play and routines. She develops children's love of books by enabling them to freely choose stories. Children beam as they share books with the childminder and name favourite characters or pictures they like. The childminder skilfully extends older babies' language by naming familiar pictures and expanding their words, such as responding to 'digger' with 'yes! Big yellow digger.'

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Curriculum and teaching Strong standard

The childminder uses thorough, accurate and regular assessment to identify children's starting points, interests and development and plan meaningful next steps. She consistently adapts teaching for children with special educational needs and/or disabilities and those facing other barriers. The childminder's carefully matched curriculum and consistent high- quality teaching have a significant impact on children's learning and progress.

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Inclusion Strong standard

The childminder establishes a highly inclusive environment. She skilfully identifies children's individual needs promptly. The childminder uses regular assessment to identify gaps and acts swiftly to secure professional advice, additional support or funding for children with special educational needs and/or disabilities and those who are disadvantaged or face barriers to their learning. She successfully adapts her teaching, resources, routines and language so that all children can fully participate, feel valued and make progress alongside their peers. The childminder closely monitors the impact of the support she provides and adapts this when needed. For example, when children experience difficulties with balance and coordination, she provides additional physical experiences, different resources and opportunities to explore different floor textures, alongside encouragement and praise. This helps children develop greater strength and coordination. The childminder sensitively adapts

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Inclusion Strong standard

sensory experiences for children who are reluctant to try these activities. She provides tools to help children engage before encouraging them to explore materials with their hands. She regularly reviews support with parents and carers, and shares strategies to help embed learning.

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Inclusion Strong standard

The childminder keeps her knowledge current through regular training and research into individual needs. She works closely with parents and professionals to secure timely support. The childminder uses additional funding purposefully to widen disadvantaged children's experiences, including visits to soft play and local places of interest. These embedded inclusive approaches have a significant impact on children's access to learning and progress from their starting points.

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Leadership and governance Strong standard

The childminder provides reflective and effective leadership. She knows children, families and her local community well, and continually adapts her provision to meet changing needs. For example, she recognises the importance of providing additional opportunities for children to physically explore their surroundings when she has a young cohort of children. The childminder adapts resources and activities to develop children's physical strength, coordination and confidence, and continually reviews the impact of these experiences. She provides regular opportunities for children to run, climb, balance and explore larger spaces.

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Leadership and governance Strong standard

The childminder uses assessment, and parental and carer feedback to effectively identify gaps in children's learning. She promptly acts to gain the support they need. The childminder uses additional funding purposefully to widen disadvantaged children's experiences, including visits to soft play and local places of interest. She regularly completes her own research and training to keep her knowledge current. The childminder works closely with her assistants and they attend training together to embed high-quality and consistent practice.

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Leadership and governance Strong standard

The childminder manages the workload and wellbeing of herself and her assistants effectively. She considers these when making decisions about the organisation of the setting. The childminder maintains positive relationships with parents and uses their information about children's interests, development and experiences at home to inform her practice. She communicates effectively with other settings and schools to support dual- placed children and transitions. The childminder is highly reflective and regularly seeks feedback. She acts on it to continually refine her practice. Her reflective and collaborative approach supports sustained improvement. This has a significant impact on the quality and consistency of children's experiences.

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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 flourish through the childminder's ambitious, thoughtfully planned and successfully delivered curriculum. She consistently creates a positive, motivating and inclusive environment where all children feel safe, valued and able to participate. Children eagerly immerse themselves in meaningful experiences, such as exploring soil, leaves and pretend insects. They use tweezers to pick up plastic bugs and magnifying glasses to examine them closely. The childminder uses high-quality interactions to continually extend children's learning and build their knowledge, skills and confidence. Children quickly develop secure

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About this setting

Type: Childminder attachments with the childminder. They confidently seek her out to share their achievements, ideas and experiences. Children bring pictures from home to give to the childminder and excitedly involve her in their self-created hide-and-seek games.

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About this setting

The childminder establishes clear and consistent routines and expectations which children understand and follow. Children show care and respect for others and develop increasingly positive social skills as they swap toys, cooperate in play and take turns. They willingly help tidy the setting, proudly saying, 'I can do it.' Children develop their independence through everyday routines and conversations and learn how to keep themselves safe. Children benefit from the positive and firmly embedded partnerships the childminder establishes with parents and carers. Children experience continuity between home and the setting as the childminder uses information about their interests, needs and changing circumstances to shape their care and learning. The childminder understands the importance of regular attendance and punctuality. She works with parents to ensure children attend regularly and arrive ready to take part in their experiences. Children develop

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About this setting

confidence, wellbeing and the skills they need for their next stage of learning.

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Next steps

The childminder should sustain her high standards and focus on further embedding local relationships to create a transformational impact on outcomes and experiences for all children.

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About this inspection

The inspector spoke with the childminder, parents, 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. Registration date: 23/09/2024

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About this inspection

Operating hours: Monday,Tuesday,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

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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