Best, Helen Samantha

Childminder

Unique reference number (URN): EY562674 Registered with Ofsted: 10/09/2018 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make rapid progress from their starting points and are well prepared for the next stages in their learning, including starting school. They build secure communication skills. For example, young children learn new words from the childminder's repetition and modelling of new language. Children become remarkably confident communicators and vocalise their needs with ease.

p.2

Achievement Strong standard

Children develop new knowledge quickly. For example, children can identify different instruments when the childminder asks them questions. Children learn about instruments, such as a musical triangle, maracas and a xylophone. Children engage with enthusiasm, quickly learning how to tap or shake their instruments to the rhythm of a song. Children learn to understand the concept of numbers and counting. They begin to count up to 3 as they post story props into a box. Children build mathematical skills that are appropriate for their age.

p.2

Achievement Strong standard

Young children learn secure social skills and play confidently alongside their peers. They remind each other to 'share' and happily say 'please' and 'thank you' as they kindly take turns with their friends.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children's behaviour. She promotes a highly respectful and kind culture throughout her provision. The childminder provides clear and consistent boundaries to children. She adapts how she delivers some rules to support children's individual stage of development. These rules and boundaries are implemented consistently and, as a result, young children have an excellent understanding of what is expected of them.

p.2

Behaviour, attitudes and establishing routines Strong standard

Positive attitudes to learning are promoted securely. The childminder engages closely with children to build on their interests and inspire their ongoing educational achievements. The childminder knows children remarkably well and expertly recognises children's varied learning styles. Relationships between the childminder and children are meaningful and sensitive. For example, children cuddle the childminder and sit on her lap to enjoy a story. Children are settled, happy and ready to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a robust approach to children's attendance. She works closely with families and regularly reminds them of her policy to keep her informed of any expected absences. The childminder monitors children's patterns of attendance and offers support where appropriate. As a result, children attend punctually and regularly.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the centre of her work. She is always mindful of children's individual needs, providing them with sensitive and caring

p.2

Expected standard

support throughout their day. For example, hygiene routines, such as nappy changes, are carried out with a high level of respect and privacy.

p.3

Expected standard

The childminder is consistent and clear in her approach to supporting children when they experience big feelings. For example, she talks to children about different emotions, such as 'angry' or 'frustrated'. Together, they engage in conversations about how different actions might impact others. Children's emotional wellbeing is positively supported.

p.3

Expected standard

The childminder provides a range of experiences and activities that support children to learn about healthy lifestyles. Together, they enjoy a range of outdoor activities that promote active lifestyles and enhance physical development opportunities. Furthermore, children enjoy activities that develop their understanding of the importance of brushing their teeth. The childminder also works with parents to help them support children to access a balanced diet. Young children are knowledgeable about good health. They joyfully sing a song about washing their hands to remove germs. This supports children to establish life long, healthy habits.

p.3

Curriculum and teaching Strong standard

The childminder has designed a broad and ambitious curriculum. She has high expectations for all children's achievement across the 7 different areas of learning. The childminder plans for children's learning carefully and individually. She recognises how to use assessment effectively so that children continue to access education that is tailored to their stage of learning.

p.3

Curriculum and teaching Strong standard

Teaching is consistently of high-quality. The childminder recognises children's stages of development and provides activities that can be adapted to what each child needs to know next. She creates meaningful next steps for children and shares these with parents. This means that learning is often continued at home to support children's progress even further.

p.3

Curriculum and teaching Strong standard

The childminder promotes a precise focus on children's communication and language. She encourages children to develop secure conversation skills and to learn to ask questions and listen to others. Through this, children become confident communicators and easily copy words and phrases that are modelled to them.

p.3

Curriculum and teaching Strong standard

The childminder understands how to sequence her mathematics curriculum effectively, so that children gain a secure understanding of numbers and counting before they move on to the next stage of their education. She teaches children explicitly. For example, she teaches them to count to 3 and to recognise how different numbers look.

p.3

Inclusion Expected standard

The childminder promotes a positive approach to inclusion throughout her provision. She recognises all children's different age and stage of ability and celebrates each child's individual character and learning style. The childminder promptly assesses children's needs when they first start to support her to understand what children need to know next. She also works with families to understand how children have been progressing at home and develop plans for children with special educational needs and/or disabilities.

p.3

Inclusion Expected standard

The childminder is proactive and knowledgeable. She aligns her teaching precisely to children's needs. This supports children's consistent progress. The childminder uses accurate assessment to identify any gaps in children's learning or progress.

p.4

Inclusion Expected standard

The childminder identifies children who may have barriers to their learning and/or wellbeing. She explains her experience working with children who may be at a disadvantage, such as those who are known (or previously known) to children's social care. The childminder provides children with targeted teaching and activities to enrich their experiences and signposts families to local support where necessary.

p.4

Leadership and governance Expected standard

The childminder is passionate about the education and care that she provides. She is reflective and generally reviews the effectiveness of her provision well. The childminder typically has a good idea of the strengths of her setting and can identify priorities for improvement to continually raise the quality of all aspects of her provision. For example, she has recently identified that she would like to enhance her routine to support children's wellbeing at times of transition. This means that children benefit from regular improvements that the childminder makes to the provision.

p.4

Leadership and governance Expected standard

The childminder generally accesses regular professional development opportunities. For example, she has broadened her understanding of inclusion and has taken time to reflect on what this looks like in her setting. The childminder could strengthen this further by aligning her training more precisely when she identifies an area of teaching that she can develop further.

p.4

Leadership and governance Expected standard

The childminder engages regularly with parents to keep them involved in children's progress. Parents share that they have a secure understanding of their child's learning through the information the childminder provides. This means that they can support children's learning at home.

p.4

Leadership and governance Expected standard

The childminder ensures open channels of communication with other early years settings that children attend. This ensures that information is actively shared so that all professionals work towards the same next steps for children. As a result, children benefit from a shared approach to their learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children settle remarkably well at the childminder's home-from-home setting. The childminder welcomes families warmly, and children quickly get involved with activities that have been set-up with their interests in mind. This creates a sense of belonging, and children smile gleefully as they greet their friends. Together, the children and the childminder enjoy exciting stories together and joyfully talk about the pictures. Children feel safe and secure in this inviting environment.

p.5

About this setting

Register(s): EYR, CCR, VCR All children make excellent progress with the childminder. They benefit from a wide range of activities that have been specifically developed to enhance their individual learning. The childminder adapts her teaching carefully, so that children gain new knowledge rapidly. For example, young children excitedly learn about different concepts such as the lifecycle of a butterfly and what a caterpillar might eat. Children are supported to build strong social skills as they learn about sharing and taking turns with their peers. Children build a secure understanding of respect and begin to learn about the impact of their actions on those around them.

p.6

About this setting

The childminder enriches children's experiences through outings away from her setting. For example, children often visit woodlands, farm parks and beaches. The childminder takes children out in the local area and builds on their understanding of the world around them. Children regularly gain a wealth of knowledge that teaches them more about the community in which they live.

p.6

Next steps

The childminder should align her training and professional development precisely with identified improvement priorities.

p.6

About this inspection

The inspection spoke to parents, children and the childminder during the inspection.

p.6

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. Operating hours: Monday,Tuesday,Wednesday : 07:30 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8