Childminder

Childminder

Unique reference number (URN): 2781246 Registered with Ofsted: 16/05/2024 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 consistently make progress from their individual starting points and confidently use what they have previously learned. For example, children excitedly find letters hidden in foam and use what they already know to identify whose names begin with the letters they find. This shows children make meaningful connections during play. Outside, children confidently make marks with chalk and develop the physical control they need for later writing. Children use mathematical language to count and compare quantities, saying which one is more. This demonstrates how children recall and apply their knowledge across different experiences.

p.2

Achievement Strong standard

Children develop skills that enable them to become increasingly capable and independent. Older children put on their coats independently, while younger children follow step-by-step instructions. This consistent practice helps them become successful at doing it for themselves. Children who may face barriers to learning and/or wellbeing make significant progress from their starting points. They develop the communication, confidence, independence and social skills that enable them to participate fully in their experiences and prepare them well for their next stage of learning and school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She establishes clear routines that help children to understand what is expected of them. The childminder uses praise and gentle reminders to reinforce positive behaviour. Children listen attentively, follow instructions and understand familiar rules. For example, when the childminder reminds children not to walk up the slide, children explain why the rule is in place. This shows that they are developing an understanding of how their behaviour helps to keep themselves and others safe.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder knows children well and adapts her approach to their individual needs and stages of development. She supports children who may face barriers to learning and/or wellbeing to understand expectations and manage their behaviour. Children who previously found routines difficult respond to 'now and next', listen to instructions and wait for their turn. Children play cooperatively, share resources and develop positive friendships.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to promote regular attendance and punctuality. She explains the importance of this before children start. The childminder sends information to parents about the impact of regular attendance on children's learning and wellbeing. This highly effective approach to routines, relationships and individualised support helps children to develop positive attitudes to learning and prepares them well for their next stage.

p.2

Children's welfare and wellbeing Strong standard

The childminder creates a warm and nurturing environment, where children form close attachments. She knows children's individual needs well and responds sensitively when they need emotional support. For example, the childminder talks to children about how they are feeling. She encourages them to use a quiet space, when they need help to calm down. This helps children to recognise and manage their emotions and develop emotional security.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children to develop independence and healthy habits through highly effective daily routines. They independently wash and dry their hands using their named cloths and help to prepare for snack. Children peel bananas, safely cut them with a knife and choose their own drinks. The childminder talks to children about healthy food, toothbrushing and visiting the dentist. She also shares oral health information with parents and carers, promoting continuity between home and the setting.

p.3

Children's welfare and wellbeing Strong standard

The childminder promotes children's dignity, privacy and physical safety. Children learn to respect one another's privacy during toileting and receive sensitive support with their personal care. The childminder understands safer eating and sleep practices. She adapts these to children's age and individual needs. As a result, children develop confidence, independence and an increasing understanding of how to keep themselves healthy and safe.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations for what all children can achieve. She creates an ambitious curriculum around the areas of learning. The childminder encourages children to make independent choices that help them to develop skills for their next steps. This means all children consistently make progress from their individual starting points. The childminder repeatedly focuses on children's communication and language. She effectively introduces new vocabulary to children during their play, such as 'scoop'. This helps children to widen their vocabulary and become confident speakers.

p.3

Curriculum and teaching Strong standard

The childminder skilfully builds on children's interests and what they already know. For example, when children build towers, she encourages them to count the pieces and asks how many more they need. When they count inaccurately, the childminder points to each object and encourages them to try again. Children successfully arrive at the correct answer. The childminder encourages children to recognise and find shapes. These experiences help children to strengthen their mathematical knowledge.

p.3

Curriculum and teaching Strong standard

The childminder uses everyday experiences to extend learning. Outdoors, she hides the initial letters of children's names and encourages older children to find them. The childminder adapts her interactions and teaching so that children who may face barriers to learning can participate and experience success. This means all children develop secure knowledge and skills across the curriculum and are well prepared for their next stage of learning and school.

p.3

Inclusion Strong standard

The childminder consistently identifies children's needs and creates a highly inclusive environment. She knows children well. The childminder uses what she knows about children's different starting points and development to adapt experiences and plan what they need to learn next. For example, when children who are reluctant to engage in messy play show an interest in joining an activity, she provides paintbrushes so they can participate alongside their friends. This encourages children to explore the foam with their hands. As a result, children now participate happily and confidently. This demonstrates the positive impact of the childminder's individualised support.

p.3

Inclusion Strong standard

The childminder successfully reduces barriers to children's communication and learning. For example, she repeats children's words using the correct pronunciation and introduces new vocabulary during their play. This particularly supports children who may face barriers to learning and/or wellbeing to become confident communicators. Children who did not speak when they first started at the setting now confidently engage in conversations.

p.4

Inclusion Strong standard

The childminder works closely with parents and carers and professionals to provide joined- up support. She shares children's progress and next steps with families. The childminder attends relevant training alongside parents and professionals, when children have additional needs. For example, she works with parents to establish a shared approach to toileting, which helps children to become toilet trained quickly and without unnecessary stress. This effective partnership helps children to receive support that reflects their individual needs.

p.4

Leadership and governance Strong standard

The childminder is ambitious for children and has high expectations for their care, learning and development. She understands the strengths of her provision and reflects on how she can improve it even further. For example, the childminder identifies enhancing her knowledge of supporting children who face barriers to learning, including speech delay, as a priority. She keeps her knowledge current through training, guidance and professional networks. The childminder uses what she learns to review her practice and make informed decisions about children's individual needs. This helps her adapt her provision so children receive support and make consistent progress.

p.4

Leadership and governance Strong standard

The childminder takes responsibility for her professional development and builds positive relationships with other childminders. These networks enable her to share knowledge, experiences and ideas and reflect on her practice. The childminder recognises the importance of her own wellbeing and makes time to support her mental and physical health. This helps her to remain attentive and responsive to children and maintain a calm and well- organised provision, where children feel secure.

p.4

Leadership and governance Strong standard

Partnerships with parents and carers are highly effective. The childminder knows families well and builds trusting relationships with them. She shares information about children's progress, next steps and routines, promoting continuity between home and the setting. Parents describe communication as 'excellent' and say they feel supported and confident leaving their children in her care. The childminder's reflective leadership, professional development and excellent partnerships help to ensure children's individual needs remain central to her decisions.

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 are confident and happy learners, who enjoy spending time in the childminder's welcoming home. They form warm attachments with the childminder, and feel safe and secure in her care. Children confidently approach the childminder to talk, play and seek support. They develop positive friendships with each other. Children learn to share, take turns and enjoy playing together. They confidently make choices about what they want to explore and become absorbed in their play. Children show curiosity and excitement as they investigate the world around them. For example, they enthusiastically explore foam and

p.5

Inspector:

Michelle Blake paint, wondering aloud what will happen when they mix different colours. Children watch the changes, identify the new colours they create and confidently share their discoveries. These experiences encourage children to experiment, think for themselves and develop confidence in their own abilities.

p.6

Inspector:

Children who may face barriers to learning and/or wellbeing receive support that reflects their individual needs. Those children who previously found it difficult to interact with others now confidently play, communicate and participate alongside their friends. This means all children flourish from their starting points. Children build towers, count objects and recognise familiar shapes in everyday experiences. Outdoors, children develop their physical skills as they ride on wheeled toys, use the slide and see-saw and make marks with chalk. These varied experiences help children to develop confidence and build on what they already know and can do.

p.6

Inspector:

Children help with everyday tasks, put on their coats and shoes, manage aspects of their personal care and make choices about food and drinks. Parents and carers value the care and learning their children receive. They describe the setting as a home-from-home. The childminder promotes regular attendance and punctuality with families. This helps children to benefit from familiar routines and continuity in their learning. All children consistently make progress from their individual starting points. They are confident, sociable and inquisitive. As a result, children become increasingly independent and develop skills that prepare them for their next stage of learning.

p.6

Next steps

The childminder should continue her excellent work and develop professional expertise to support children, in particular those with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, to have transformational outcomes.

p.6

About this inspection

The inspector spoke with the childminder, children and parents and carers 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.

p.6

About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

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.8

Needs attention

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

p.8

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