Childminder

Childminder

Unique reference number (URN): 2561577 Registered with Ofsted: 14/01/2020 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, make impressive progress in relation to their starting points. Children consistently develop the skills to support them to be ready for their next stage of learning, including being extremely independent. This includes picking their own snacks ands preparing them. Even the youngest children are highly confident to communicate and express their thoughts. Children are fascinated in stories as they are encouraged to take an active role in storytelling. Children learn new words, such as learning the word 'ingredient' and learning what the word means in context.

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Achievement Strong standard

Children use games and visual prompts to be able to maturely and confidently express and manage their feelings and emotions. This includes using emotion puppets and mimicking the emotions with their own facial expressions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of the children and consistently encourages children's best possible behaviour. She reinforces this through highly impactful teaching of behaviour and routines. Children engage in activities for extended periods of time and persist in activities with resilience that challenge them until they achieve the desired outcome.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an incredible role model. For example, she has a kind, calm and nurturing persona. This modelling helps to support all children to behave exceptionally well with maturity. They are kind and caring towards each other. This includes even the youngest children passing their friends objects out of their reach. Children are excited by the family dog Daisy. They learn how to behave around animals and be kind and safe. For example, they giggle uncontrollably as they watch Daisy running around the garden.

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Behaviour, attitudes and establishing routines Strong standard

Children are extremely kind and thoughtful. For example, they are aware of each other's feelings as they kindly remind each other, 'It is your turn next.' Children have incredibly positive relationships with the childminder who is dedicated to ensuring that she provides the highest quality of care and interactions for all children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder regularly monitors children's attendance and swiftly follows up with parents about any unplanned or unexplained absences. The childminder shares the benefits of regular attendance and punctuality with parents to support them to prepare for the expectation and transition to school.

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Children's welfare and wellbeing Strong standard

The childminder has successfully created an environment where children feel extremely safe and secure. The childminder has established an effective key-person system that supports all children to have a sense of belonging and highly positive levels of wellbeing and self-esteem. This is evident when children who are new to the setting are incredibly happy, and the childminder already knows them extremely well. For example, they learn about rhythm as they enjoy dancing activities and even the newest children are confident to join in. The childminder is very knowledgeable, skilful and is highly responsive to the varying needs and changing circumstances of individual children and families. This includes adapting practices and teaching techniques to support both children and parents, for example adapting resources and activities.

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Children's welfare and wellbeing Strong standard

All children know the importance of following through health and hygiene routines and follow them with high independence. Children talk about the importance of washing away germs during handwashing, and they discuss the benefits of positive oral health. Children learn about more complicated aspects of health, such as the impact of different food groups. The childminder supports children to manage their emotions in safe and appropriate ways. This includes using books and activities where different feelings are validated.

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Curriculum and teaching Strong standard

The childminder has a comprehensive knowledge of all children and is successful in embedding a highly engaging curriculum that is carefully thought out and adapted to support all children, including the newest children and those with special educational needs and/or disabilities. This ensures that all children can access and enjoy learning and make rapid progress from the start. For example, the childminder is extremely knowledgeable and plans accordingly to include sensory patterns, such as vestibular and proprioception to meet the learning needs of individual children. The childminder knows what she wants children to learn and helps them develop exceptional skills to support their future learning. This includes all children being very independent.

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Curriculum and teaching Strong standard

The childminder teaches the children about how to meet their own needs, and they know their care routines extremely well. Even the newest child is very settled, and the childminder has ensured that they feel safe and secure. This has included ensuring that she knows the child very well from the onset and has their favourite activities available to ease the transition from parents to the childminder in the morning. This is highly beneficial, and communication with children and families is exceptional. This helps ensure that there is a strong consistency of care between home and the childminder's setting. The childminder knows children extremely well. This includes understanding what makes them truly unique. Children have a highly positive attitude towards their learning and flourish in the individualised care and learning opportunities.

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Inclusion Strong standard

The childminder ensures that organisations of all learning environments are highly inviting and effective in ensuring that all children are included and engaged in their learning. This includes the youngest children and those with special educational needs and/or disabilities. All children feel extremely safe and secure, including new children. The childminder fully understand routines and needs of all children and helps them to follow routines with great independence.

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Inclusion Strong standard

The childminder consistently minimises any barriers to the children's learning, such as knowing who to seek advice and what support to provide children and adapting her routines and communication strategies to support progress. This includes using visual aids and providing children with safe and calming spaces. For example, children have a dark den and sensory space to access if they become overwhelmed.

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Inclusion Strong standard

The childminder rigorously monitors the progress of children and swiftly highlights and minimises any barriers to their learning and wellbeing. This includes attending priority training and building highly positive partnerships with other early years professionals, such as portage. The childminder knows who to contact to seek advice regarding any developmental concerns and is extremely knowledgeable in how she supports individual children to thrive and get the most out of their learning opportunities.

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Leadership and governance Strong standard

The childminder is highly reflective and communicates with parents and children to evaluate current practice and highlight any areas she intends to continue to enhance. For example, she has developed her play opportunities and resources and intends to enhance practice even further by learning about other learning theories.

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Leadership and governance Strong standard

The childminder establishes a strong partnership with parents. For example, she keeps them fully informed of children's learning and next steps. She is proactive in supporting families and guiding them on how and where to seek advice and support where beneficial. She has developed effective partnerships with staff at the settings the children also attend. This provides children with positive and consistent approaches to their shared care and learning. This includes observing children together and sharing the children's next steps and ongoing achievements.

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Leadership and governance Strong standard

The childminder talks to children about how to stay safe online and the impact of screen time and shares this information with parents. The childminder is proactive in continuing to enhance her practice and extend on her already impressive knowledge and skills. She attends an extensive range of training to benefit her practice and individual children. This includes training in specific needs and ideas of how to help children self-regulate.

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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

All children are very confident, settled and happy in the safe and inviting homely environment. Children feel at home with the childminder and are enthralled in highly interesting activities and interactions that the childminder provides. All children, including those with special educational needs and/or disabilities benefit from the high expectation the childminder has of their abilities. Children thoroughly enjoy a variety of extremely engaging and challenging learning opportunities. For instance, children enjoy baking apple and blackberry pie after picking their home grown fruit. They learn about healthy eating and the concept of weight and measurement.

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

Children are known incredibly well by the childminder who plans accordingly to ensure that she meets the individual needs of each child. All children learn with highly positive attitudes, and the childminder is highly skilful in adapting activities to engage children of all ages and abilities in activities to extend their already impressive knowledge. For instance, when children have visited the aquarium, they go on to learn about different types of fish and widen their extensive vocabulary and mathematical knowledge, such as talking about 'gigantic' fish and 'tiny' fish.

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

Children gain new skills to support their future learning and life skills, helping to prepare them for their eventual to school. For example, children of all ages, including the youngest, are encouraged to be independent, and children fully understand what is expected of them. This includes children pouring their own drinks and following well-embedded routines, such as knowing they need to wash their hands as they sing a song about washing away germs and the importance of doing so.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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Facts and figures used on inspection

Children develop very positive relationships with each other and develop social skills. They support and encourage each other and play harmoniously together. Children share and take turns with patience and maturity. Even the youngest children remind each other of how to complete tasks, problem solve together and help each other. This is demonstrated when children pass each other a scarf when dancing and kindly say, 'I got this one for you.'

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on continuing to create a transformational impact on the outcomes and experiences of all individual children.

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About this inspection

The inspector spoke with the childminder 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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