Childminder

Childminder

Unique reference number (URN): 2793929 Registered with Ofsted: 04/07/2024 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 and babies make excellent progress from their individual starting points. Children and babies develop increasing confidence, independence and resilience across all areas of learning. They benefit from their learning targets being broken into manageable steps and reviewed regularly with their parents and carers. Children and babies are exposed to consistent modelling of language and meaningful conversations throughout the day. This helps them to develop very secure communication skills.

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Achievement Strong standard

Children develop increasing independence and confidence. For example, they help tidy-up resources and make simple choices about their play. Children and babies develop a secure range of skills across all areas of learning. They demonstrate curiosity, resilience and collaboration. For example, they take turns during play, sharing the crayons and scarves. This helps to prepare them well for their next stage in education, including the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Children and babies benefit from a calm, respectful and harmonious environment, where expectations for behaviour are consistently high. Relationships between adults and children are a real strength of the setting, built on kindness, trust and genuine respect. Children and babies clearly enjoy being together. Clear routines are embedded throughout the day, with songs and gentle reminders helping children and babies understand what is happening next and what is expected of them. As a result, transitions are seamless and they respond positively to instructions. Children arrive happy, settle quickly and confidently engage in the experiences planned for them, making the most of every opportunity to learn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model. She consistently promotes kindness, respect and positive behaviour through her interactions with children. She thoughtfully encourages children to be considerate of one another, share resources and take turns during play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of regular attendance and punctuality in supporting children's learning and development. She has effective systems in place to monitor attendance and works closely with parents. This collaborative approach supports children's emotional wellbeing, helps them settle confidently into the setting and ensures they do not miss valuable learning opportunities.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a real strength of the setting. Children benefit from warm, nurturing care, where their individual needs are understood and thoughtfully met. Secure attachments are established from the very beginning through personalised settling-in arrangements, helping even babies who initially find separation difficult to develop confidence and feel that they belong. Care routines are respectful and child-centred, with the childminder routinely seeking children's consent during personal care and helping them understand their own welfare, privacy and personal boundaries. Sleeping, and mealtimes are carefully planned around each child's stage of development, especially those with severe allergies. This helps children and babies feel comfortable and secure throughout the day. Children develop healthy lifestyles through meaningful everyday experiences. They make healthy choices, stay hydrated, become increasingly independent

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Children's welfare and wellbeing Strong standard

as they wash their hands and help to manage their own self-care. Children and babies confidently manage risks, learn how to keep themselves safe on outings and develop the confidence and emotional security to explore the world around them.

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Children's welfare and wellbeing Strong standard

The childminder creates a warm, nurturing and inspiring environment, where children feel happy, safe and genuinely valued. She establishes clear, inclusive routines that children and babies understand and follow with confidence. For example, before mealtimes, they know to wash their hands, helping them to develop good hygiene habits and growing independence. The childminder consistently celebrates children's efforts and achievements through meaningful praise and encouragement.

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Curriculum and teaching Strong standard

The childminder delivers an ambitious, well-sequenced curriculum that reflects her in-depth understanding of child development and the different areas of learning. She evaluates her practice regularly to improve her teaching. She uses assessment highly effectively to check what children know and can do. The childminder works closely with parents and carers and adapts teaching responsively to ensure that the curriculum is inclusive for all children. The childminder tailors her teaching to each child's starting points, interests and current needs. For example, she builds on children's fascination with stories by going on a trip to the library. She introduces vocabulary such as 'pigsty' to describe where pigs live and 'see-through', explaining that they can see through the scarves in a game of hide and seek. The childminder reads the story, 'What the Ladybird Heard' to further strengthen children's understanding of animals that live on the farm. Outdoors offers opportunity to explore

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Curriculum and teaching Strong standard

malleable play with the sand and mud kitchen. Daily routines teach key skills, including counting and modelling healthy habits at mealtimes.

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Curriculum and teaching Strong standard

The curriculum places emphasis on children's communication and language development. The childminder supports children's personal, social and emotional development extremely well. For instance, she discusses feelings when talking to them, through stories and models sharing and turn-taking. Children have plenty of opportunities to strengthen their mathematical understanding in their play and routines, such as counting animals in the book/song or in the farmyard. Discussing more or less at mealtimes. For example, when dishing the portions sizes out.

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Curriculum and teaching Strong standard

There are a wide range of opportunities to strengthen children's physical development. For example, they enjoy regular outings to the park, local woodland and groups. Children also have frequent opportunities to socialise with other children at playgroups and outings organised with other childminders.

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Inclusion Strong standard

There is a culture of equality embedded at this setting. The childminder actively identifies children's emerging needs early. During children's and babies' initial settling-in sessions, the childminder gathers robust information from parents to determine children's and babies' starting points in their learning and development. The childminder rigorously monitors children's progress. The childminder promptly identifies gaps in children's learning and takes decisive action to support them and adapt the curriculum to reduce barriers to learning. For example, she sources specific groups and play equipment to support children's physical development.

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Inclusion Strong standard

The childminder is attentive to children's needs. She carefully monitors children's behaviour and support needs through observations, play and established relationships with children and parents. She successfully researches additional strategies to promote development. Children and babies benefit from a language-rich environment. The childminder constantly models vocabulary by narrating play and daily routines, sharing books that reflect children's interests and experiences. The childminder responds sensitively to children's emotional needs. She helps them express themselves by interpreting their intentions, asking purposeful questions and encouraging them to repeat words. Children are resilient and overcome barriers, engaging in play and care routines.

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Inclusion Strong standard

Although the childminder is not in receipt of any additional funding, she had a robust understanding of what the aim of the funding is used for and how it can support children's further learning and development.

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Leadership and governance Strong standard

The childminder provides flexible, high-quality care that responds to individual needs. Evolved partnerships with parents ensure continuity between home and the setting. Children receive consistent support for their care, wellbeing and speaking skills. The childminder is highly responsive to children's needs, such as when they are tired, hungry or need the toilet. She efficiently supports each child to a high standard. Children feel secure.

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Leadership and governance Strong standard

The childminder has a clear vision for the setting. She places children's welfare, happiness and sense of security at the centre of every decision. The childminder intentionally maintains a small number of children, so each child benefits from individual attention and nurturing relationships. As a result, children thrive in the calm and family-focused environment.

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Leadership and governance Strong standard

The childminder demonstrates a commitment to professional development. She actively researches children's emerging needs and seeks current guidance to strengthen practice. The childminder draws on a network of professionals to share knowledge, reflect on practice and continually improve outcomes for children and families. Continuous reflection of practice effectively promotes the wellbeing of children, including those with barriers to learning.

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Leadership and governance Strong standard

The childminder has a very secure understanding of her strengths and areas to develop further. She is highly reflective and continually looking for ways to improve outcomes for all children in her care, including those who may face barriers to their learning. For instance, she actively seeks out research and attends training that will support her to increase her skills and knowledge even further. This helps her to support children's individual needs very effectively.

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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 and babies have settled extremely well. They flourish in the highly nurturing care of the childminder. Children and babies thrive in the calm, predictable environment due to well- established routines and consistently high expectations for their individual abilities. Children and babies demonstrate a sense of belonging, as they eagerly explore their family books and demonstrate that they feel safe and secure in the childminder's home. This is further strengthened by the shared expectations of regular attendance that the childminder shares with parents.

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About this setting

Children and babies benefit from a rich and engaging curriculum that supports all areas of development. Children and babies who may face barriers to their learning, including babies with severe allergies, benefit from an environment that is adapted to meet their individual needs. This helps all children and babies thrive in their development. Interactions are highly effective and promote all areas of their learning and development. Children make significant progress in their learning due to highly effective teaching. As children and babies play, the childminder effortlessly narrates alongside their chosen play, modelling rich vocabulary, which is replicated through stories and songs. Furthermore, she uses opportunities to enrich babies' and children's vocabulary through her interactions and commentary, introducing new words, such as pigsty, and explaining what they means. She strengthens this learning and

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About this setting

understanding by reading 'The Pop-up Farm' book before lunch. Children and babies listen intently and attempt to repeat any new words confidently. This supports their rapidly developing communication and language skills.

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About this setting

Children develop wonderful physical skills through daily outdoor play and physical challenge. They climb stepping stones, use walkers and ride-on toys, explore sensory resources, develop strength, coordination and confidence. Children are provided with many opportunities to explore the local areas, such as the local park, library and groups. They learn to socialise with children cared for by other childminders and form wonderful friendships.

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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.

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About this inspection

The inspector spoke with the childminder, children and 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. Unique reference number (URN): 2793929

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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