Childminder

Childminder

Unique reference number (URN): 2764956 Registered with Ofsted: 20/02/2024 Registers: EYR, CCR

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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 remarkable progress from their starting points and are well prepared for the next stage in their education. They rapidly develop new skills and knowledge, which they use daily in their play and learning. For example, children gain broad vocabularies. They share their interest in animals and use a range of language to discuss different farming processes. For example, children talk about how tractors are used to plough fields and how milk is collected. They communicate with confidence.

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Achievement Strong standard

Children learn secure mathematical skills. They understand how to use numbers and counting effectively in their play. Children easily recognise the numbers 1 to 5. They show a keen interest in using language related to size, shape and measure in their play.

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Achievement Strong standard

Children demonstrate excellent social skills. They are kind and caring to one another, recognising how to support children who are younger. Children learn to take turns and understand the needs of others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is strategic in her leadership of behaviour at her provision. She has very high expectations and is consistent and fair in her approach. The childminder encourages children to think deeply about their actions and how they might impact others. For example, when minor disagreements arise during play, the childminder supports children to consider one another's feelings and to think about what their friends' facial expressions might indicate. As a result, children are remarkably perceptive of others. They are kind and thoughtful, providing guidance and support to their peers who are younger.

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Behaviour, attitudes and establishing routines Strong standard

Children's attitudes to learning are highly positive. This is because the childminder's interactions are consistently of high quality. She is responsive to children's emerging interests and builds on conversations and play to provide children with new knowledge. All children show a keen interest in the experiences provided to them and follow instructions effortlessly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear approach to attendance. She has an excellent understanding of the different barriers to attendance that families may face. The childminder shares her policy with parents and carers to ensure that they fully understand the importance of regular and punctual attendance.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing throughout her practice. She is mindful of each child's individual needs and can describe their individual character easily. The childminder has close and personal relationships with children. She talks to them about their activities with their families and outings they have been on with their siblings. Children establish lifelong healthy habits with the childminder. They confidently talk about the importance of washing their hands before eating and excitedly sing a song as they wash them. Furthermore, children are knowledgeable about a range of different fruits that they grow in the childminder's garden. The childminder creates activities that help children to consolidate this learning further through discussion about foods they can eat everyday and foods they can eat on some days.

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Children's welfare and wellbeing Strong standard

The childminder supports children's growing independence. She provides them with plenty of opportunities to practise doing tasks for themselves, such as picking and cutting their own fruit, pouring their own drinks and managing self-care routines. Through this, children gain secure skills that support them in preparing for the next stage of education.

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Curriculum and teaching Strong standard

Children access a highly ambitious curriculum through the childminder's expert teaching. Interactions are consistently of high quality. The childminder is knowledgeable and proactively responds to children's changing interests as they play and learn.

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Curriculum and teaching Strong standard

The childminder has a secure focus on developing children's language and communication. She provides broad learning experiences that focus on expanding children's knowledge and vocabularies. For example, the childminder builds on children's understanding of their bodies. Together, children name different organs and muscles on a board puzzle. The childminder uses repetition to embed children's learning further. She uses thoughtful discussion to encourage children to reflect on what they already know and can do.

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Curriculum and teaching Strong standard

The childminder encourages children to think deeply. She uses effective questioning and encourages children to make their own independent decisions and predictions. Children express their knowledge with excitement.

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Curriculum and teaching Strong standard

The childminder considers all children's different ages and stages of development. For example, she extends children's independence skills during mealtimes. Older children confidently cut their fruit and pour their drinks. The childminder provides younger children with tailored support, such as providing them with a smaller jug to practise pouring for themselves.

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Inclusion Strong standard

The childminder's practice is highly inclusive. She has secure processes in place that ensure that she rigorously monitors children's progress to identify any gaps in their learning. The childminder's ongoing assessment process is clear and effective in supporting children's progress.

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Inclusion Strong standard

The childminder has a excellent understanding of how to gain support from other professionals. She has regular contact with the local authority and seeks advice and support when she needs it. The childminder discusses previous experiences of implementing collaborative plans with speech and language therapists.

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Inclusion Strong standard

The childminder makes skilful adaptations to her provision and her practice to ensure that all children's needs are met. She closely supports children with special educational needs and/or disabilities. For example, the childminder uses visual timetables and pictures cards, so that all children have an effective understanding of what comes next. The childminder ensures that parents and carers share any strategies they use at home to support children through a shared approach.

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Inclusion Strong standard

The childminder aligns her professional development to support children. For example, when she recognises that young children are trying to communicate, she completes specific training to support her to teach children signs. Children respond positively to this strategy and now use some signs alongside this. Through precise action such as this, the childminder makes a demonstrable difference to children's outcomes.

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Leadership and governance Strong standard

The childminder has a secure oversight for her provision. She is mindful to use succinct self- evaluation to continually drive improvements. For example, the childminder has been focusing on developing partnerships with parents and carers even further. As a result, parents are expertly informed of children's next steps in learning and, therefore, can support children's progress at home. The childminder also recognises the importance of working with other early years settings that children attend and has created open channels of communication. This means that children benefit from a shared approach.

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Leadership and governance Strong standard

The childminder plans her professional development carefully to align with the needs of the children in her care. She recognises different opportunities that are available to enhance parts of her curriculum, such as imaginative play. The childminder also uses a network of other childminders to share ideas and support good practice. This means that standards of teaching are continuously reviewed and raised for children. The childminder is mindful of her own wellbeing and has put effective strategies in place by building a network of other childminders who support one another.

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Leadership and governance Strong standard

The childminder engages with her local community to enrich children's experiences. She teaches them about the area in which they live and provides them with trips out to enhance their understanding of the world around them. Children benefit from broad 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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What it's like to be a child at this setting

Children thrive with the devoted and nurturing childminder. They continually make excellent progress and are ready for the next stage of their education when the time arrives. Children come into the childminder's home with joy and enthusiasm. They gleefully greet their friends. Children show affection and kindness to one another and the childminder as they play collaboratively. For example, older children invite those who are younger into their games and activities and are highly respectful. Children feel safe and comfortable in their surroundings.

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

Children benefit from a wealth of exciting adventures with the childminder. They visit woodlands, farm parks and the beach. Children are interested learners. They reflect on their knowledge and excitedly share what they know with visitors. For example, children talk about their knowledge of different birds, which they have previously learned about with the childminder. Children develop a secure love of song, rhyme and stories. They are immersed in these activities through a meticulously planned curriculum, which is expertly implemented by the childminder.

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

Children benefit from the childminder identifying their individual needs promptly. The childminder works expertly with families to support children with special educational needs and/or disabilities. Children are supported through a range of different strategies and interventions that further progress their learning. The childminder adapts her activities and environment appropriately to ensure that all children can access all areas of her provision. Children consistently achieve the best outcomes.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

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

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About this setting

Operating hours: 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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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.

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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. 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

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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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