Childminder

Childminder

Unique reference number (URN): 2791622 Registered with Ofsted: 15/10/2024 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 make substantial progress from their starting points across all areas of learning. They benefit greatly from experiences that are age- and stage-appropriate, giving them the knowledge and skills they need for their future learning.

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Achievement Strong standard

Younger children quickly become confident talkers, moving from babbling to saying more words. Older children put words into sentences as they confidently discuss the animals on the inset puzzles. Toddlers confidently explore play dough, strengthening their wrist and hand muscles. They learn to recognise shapes, such as circles, squares and triangles, as they use shape cutters.

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Achievement Strong standard

Children learn to catch and throw a ball using their hand–eye coordination in the outdoor garden. They also use their leg muscles to have a go at kicking a ball and going up and down the slide. All children consistently learn to use their polite manners. They recognise when to say 'please' before making a request and 'thank you' when they have been offered help. All children quickly develop independence in their self-care, washing and drying their hands all by themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and her assistants are excellent role models. Relationships between children, including disadvantaged children and those who face barriers to their learning or wellbeing, are effective. The childminder and her assistants consistently model and repeat the expected behaviours they want children to learn. As a result, children increasingly manage their own feelings and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder thoughtfully considers the ages and stages of all children at the setting before embedding a routine that is understood by every child. She helps children to embed routines at the setting through a nurturing approach. For instance, the childminder reminds children what will happen next before transitioning into the next part of the day. Children become confident and independently go straight from the outdoor garden to the indoors sink to wash their hands before going off into play. As a result, children develop consistently positive attitudes towards their learning and towards each other.

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Behaviour, attitudes and establishing routines Strong standard

Parents and carers speak positively about their experiences. They explain how their children are flourishing in the calm and nurturing setting. Parents explain how their children love the learning experiences, such as going to the zoo, park and stay-and-play sessions. They report that these opportunities have helped their children in their learning and development. The childminder also works closely with parents to monitor children's regular attendance at the setting.

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Children's welfare and wellbeing Strong standard

The childminder has established an inclusive culture by creating a highly nurturing environment for all children. She takes time to get to know every child, building secure attachments with them. As a result, children feel safe and happy in the care of the childminder.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent knowledge of children and their emotional needs. She recognises when some children need further support in managing their emotions. For example, the childminder uses books and mirrors to help children to identify how they may be feeling through self-expression. This helps children to become more confident in recognising and expressing their feelings.

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Children's welfare and wellbeing Strong standard

The childminder develops children's healthy eating habits through snack time. She teaches children to independently have a drink of water and to have a go at eating healthy fruits. Children learn to develop their independence by peeling oranges and cutting up their own bananas. The childminder works closely with parents and carers to give them guidance on how to prepare healthy lunches and support them with feeding routines. As a result, children develop positive attitudes towards healthy eating.

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Children's welfare and wellbeing Strong standard

The childminder consistently works closely with any assistants to embed the key-person approach for all children. She recognises the importance of safe sleeping practices and meeting the needs of individual children.

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Curriculum and teaching Strong standard

The childminder takes time to gather detailed information about children's starting points during admission. She uses a clear and consistent approach to child development to identify the skills and knowledge that children need to learn next. This enables her to plan purposeful teaching that supports children's progress and learning.

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Curriculum and teaching Strong standard

The childminder and any assistants she works with take consistent time to get to know children, including disadvantaged children and those who face barriers to their learning or wellbeing at the setting. They regularly meet to discuss what children already know in terms of their learning and development, and identify appropriate next steps. As a result, the curriculum is well sequenced to meet the needs of every child.

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Curriculum and teaching Strong standard

Children progress in their communication and language rapidly. The childminder consistently takes opportunities in every interaction to teach new vocabulary to all children. Through high-quality teaching, she builds on children's interests. For example, when children choose to play with play dough, the childminder introduce words such as 'squidgy' and 'squeeze' as children manipulate the dough.

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Curriculum and teaching Strong standard

Children develop their mathematical skills. They learn to count numbers in order. The childminder recognises when children have muddled their numbers and gives considerable time for them to think about the correct order. She repeats the numbers in sequence again and again, allowing children time to think and recall the order for themselves. The childminder also teaches children shapes, such as circles, triangles and squares. She quickly identifies when children need more time to name them correctly. As a result, children build highly impressive early mathematical knowledge that prepares them well for future learning.

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Inclusion Expected standard

Typically, the childminder has created an inclusive environment for children, including for those with barriers to their learning. She uses assessment effectively to find out what children can do. The childminder plans experiences that accurately reflect their next steps. For example, she recognises when children with barriers to learning, such as limited access to outdoor space, need more opportunities to develop their physical skills. The childminder plans regular visits to the park to support children's physical development. She also recognises how the stay-and-play sessions she attends with children help them to socialise in a larger group. As a result, children develop their personal and social skills and make effective progress.

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Inclusion Expected standard

The childminder generally works with the local authority and other agencies, recognising when she should seek support for children with special educational needs and/or disabilities (SEND). She works closely with parents and carers to ensure children receive timely and appropriate individual support should concerns arise in their learning and development. However, the childminder acknowledges that she has yet to strengthen her practice even more around supporting children with SEND, to build on her knowledge and skills. She recognises that this will ensure that children with SEND will benefit from consistently targeted support that is precisely matched to their individual needs, enabling more progress in their learning and development.

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Leadership and governance Expected standard

The childminder has securely embedded the statutory requirements of the early years foundation stage. Typically, the childminder is thoughtful in her approach, and this helps her to consider the needs and wellbeing of any assistants she works with. She holds regular catch-up meetings with them to ensure that their wellbeing and workload are managed effectively. However, the childminder has not focused professional development more precisely, such as to support children with special educational needs and/or disabilities further.

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Leadership and governance Expected standard

Overall, the childminder has established an inclusive culture that is highly nurturing. Children, including those with barriers to learning, make effective progress for their age and stage of development and build the knowledge and skills they need. As a result, children achieve highly and are well prepared for their future learning.

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Leadership and governance Expected standard

Partnerships with parents and carers are securely established. Parents report that the childminder is consistently nurturing and provides a warm and caring learning environment in which their children thrive. They also describe how they know what their children are learning, such as how their children are learning to say more words. However, the childminder does not provide parents with more consistent and focused information about their children's next steps in learning. She acknowledges that this does not strengthen their shared understanding of each child's individual learning and development.

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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 receive a warm greeting in this homely setting from the nurturing childminder and any assistants she works with. They confidently demonstrate how familiar they are with routines. For example, children independently find their photos and place them on the self- registration board. The childminder uses this board to talk with children about who is present and who is still expected to arrive. This supports children's understanding of the day. These well-embedded routines help children to behave extremely well, settle quickly and feel a deep sense of security.

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About this setting

Type: Childminder Children play harmoniously with each other and consistently behave extremely well. They immerse themselves in the experiences on offer. Children are highly confident and make choices in their play. For example, they complete inset puzzles, using their finger muscles with control and concentration. Children learn to recognise animals and distinguish them by the sounds they make. The childminder teaches children how to count one by one as they build towers, carefully stacking cups on top of each other.

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About this setting

Children enjoy the large outdoor garden, where they develop their physical skills further. They learn to focus as they kick a ball to their friends. Children take part in throwing and catching games. The childminder teaches children to focus on their strength and coordination as they lift the ball into the air. This helps to build their gross motor skills.

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About this setting

Overall, the childminder has well-established relationships with children and their parents and carers. She monitors children's regular attendance at her setting to promote positive attitudes to their learning.

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Next steps

The childminder should develop her knowledge and skills further around supporting children with special educational needs and/or disabilities. The childminder should consistently support parents and carers with a sharper focus on sharing information about their children's next steps in learning.

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About this inspection

The inspector spoke with the childminder, any assistants she works with and children, and took account of parents' and carers' views, 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: 15/10/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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