Childminder

Childminder

Unique reference number (URN): EY413024 Registered with Ofsted: 13/07/2010 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 are very well prepared for their next stage of learning, such as pre-school. The childminder works closely with parents and carers and outside professionals and implements the strategies and routines that they advise to support children. The childminder's curriculum is focused on children's independence, confident communication with adults and each other and a sense of belonging. Children show that they are achieving beyond their age expectation in these areas.

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Achievement Strong standard

Children's progress in communication and language is excellent. Children confidently comment on what they are doing. For example, children say, 'I sit and put my shoes on here', as they get ready to go in the garden. The impact of the curriculum for language is particularly impressive for children with special educational needs and/or disabilities and other barriers to their learning. Children who had significant delays to their learning are making astounding progress in all areas of the curriculum.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour and attitudes are excellent. This includes very young children and those with delays in their learning and other barriers. Children enthusiastically play and share together throughout the day. For example, children choose instruments from the music box and sing a range of songs independently. The childminder praises the children for singing and dancing together. This has a significant impact on their social and emotional development and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of respect for each other, the childminder and the environment. They confidently choose the toys and resources they wish to play with, occasionally asking for help from the childminder. Children enthusiastically offer support to one another if they observe that another child needs something. This has a significant impact on children's social skills and developing friendships.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from positive, empathetic and secure relationships with the childminder. She is highly attuned to their care routines, needs and interests. Consequently, all children's development and care routines are consistently supported and met. Partnerships with parents and carers are embedded and parents report that communication from the childminder is excellent. The childminder has positive procedures in place to support families who face barriers to full attendance and punctuality. She understands the importance of regular attendance in promoting the best outcomes for children.

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Children's welfare and wellbeing Strong standard

Children benefit from a highly inclusive and inspiring provision that supports their excellent progress in all areas of the early years foundation stage. The childminder has established a nurturing environment that sets high expectations for the welfare and wellbeing of all children. This is embedded in all activities, interactions, procedures and policies. Consequently, children's welfare and wellbeing is consistently promoted and considered. Children show that they are happy, safe and thriving in the setting. They giggle, babble and chat throughout all interactions and activities. The childminder is incredibly responsive to children's emerging needs and interests. This has a significant impact on children's development in all areas. The childminder effectively supports children's sleeping and feeding routines and proactively helps parents with the latest guidance around weaning.

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Children's welfare and wellbeing Strong standard

Children independently wipe their own hands and face before they all enjoy a picnic snack in the garden. Children gleefully tell the childminder whose water bottle is who's as she gives them out. The childminder ensures that children's independence is promoted and their privacy is maintained during personal-care routines.

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Children's welfare and wellbeing Strong standard

Children are learning about their own emotions and feelings. The childminder sensitively and positively supports children in all routines and activities to embed this learning. Children show that they understand how to manage their feelings, discuss them with the childminder and develop a secure sense of emotional wellbeing. The childminder supports children's understanding of how to keep themselves safe and healthy in the setting and while out on regular trips.

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Curriculum and teaching Strong standard

Children benefit from an inspiring and broad curriculum that brings books, songs and activities to the things that they show interest in. Children's achievements are regularly reviewed to ensure that the provision is effective in meeting their needs. Adaptations are swiftly made to ensure that activities and interactions are pitched effectively to maximise learning. The childminder intricately weaves in children's next steps, appropriate to their age and stage, as she interacts with them. Highly effective teaching and interactions ensure that there is progression in the implementation of the curriculum. Consequently, children are learning and making excellent progress.

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Curriculum and teaching Strong standard

Children's language is impressive. They are able to confidently express a range of views, questions and comments. Younger children are babbling and expressing a range of words and gestures to communicate their needs. The childminder ensures that her interactions with children encourage thinking, curiosity and praise. This has a highly positive impact on children's confidence.

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Curriculum and teaching Strong standard

The childminder has a clear curriculum vision and understands what improvements she would like to make next. Children benefit from a stimulating range of books, trips and experiences that the childminder carefully curates, according to children's needs and interests. For example, children recently visited a working farm to see baby calves. Their learning was extended back at the setting with farm small-world toys, photos of the trip, and books about farms. This enabled children to revisit their language and learning acquired on the farm trip.

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Inclusion Strong standard

Children who have special educational needs and or disabilities and other barriers to their learning are making fantastic progress in all 7 areas of the early years foundation stage. The childminder has established a highly inclusive learning environment in which all children flourish. Children's emerging and fluctuating needs are expertly supported because the childminder knows the children extremely well. Activities, trips and experiences are tweaked and adapted to ensure that children can access them and practise their skills.

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Inclusion Strong standard

Children's needs and progress is regularly assessed and reviewed to evaluate the impact of strategies used. This is an ongoing process that ensures that children's needs are precisely met and progress in their development continues. Children who need extra help with their social and emotional development are sensitively and proactively supported to manage their feelings and understand the expectations of the setting. This support is implemented in a positive way to support the feelings and needs of all children. Consequently, children are beginning to understand the impact of their behaviours on others in a positive and encouraging way.

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Inclusion Strong standard

The childminder works closely with outside specialist agencies to ensure that children have specific strategies in place to address any delays or gaps in their learning.

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Leadership and governance Strong standard

The childminder is highly experienced and focused on providing a dynamic learning environment that supports all children to thrive. She has a clear idea of the setting's strengths and areas to develop. The childminder is dedicated to continuous professional development to keep her knowledge of child development up to date. She has recently completed an accreditation for a curriculum approach that promotes learning through engaging children's curiosity, awe and wonder.

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Leadership and governance Strong standard

There is a clear and ambitious vision for supporting all children, including those with special educational needs and/or disabilities and other barriers to their learning. This is being implemented very well and children are making excellent progress in all 7 areas of the early years foundation stage.

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Leadership and governance Strong standard

Parents and carers report that the childminder communicates incredibly well about their children. This communication focuses on children's care routines, development, ideas for home learning and signposting to outside agencies.

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Leadership and governance Strong standard

The childminder ensures her own wellbeing is prioritised and models good practice to the children in how to maintain healthy lifestyles. Children also learn about growing their own food. For example, children pick their own tomatoes from the plants in the garden and eat them with their lunch.

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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 are making excellent progress in all 7 areas of the early years foundation stage in this inspirational setting. Children's communication and language is particularly impressive. For example, children are able to confidently express their views and speak to adults and children in a range of situations. Children who have special educational needs and/or disabilities and other barriers to their learning are making astounding progress from their starting points. Children are very well prepared for their next stage of learning. The

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About this setting

childminder shares relevant information with local agencies, schools and nurseries to ensure that children are supported consistently.

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About this setting

Children show that they have a real sense of belonging as they turn on lights and open cupboards in the summer house. They delight as they gather together, point to their photos in the gallery and talk about what they are doing in the photos. The childminder regularly changes the photos in the gallery to promote conversation, positive self-esteem and an understanding of time passing. This has a significant effect on children's language, social skills and understanding of the world.

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About this setting

Children delight in exploring toys and resources that are set up in an inviting way. Activities reflect children's interests and link well to the themes and stories they are currently learning about. For example, children showed an interest in the story, 'We're Going on a Bear Hunt', so the childminder created a story area with props from the book. Children happily retell the story as they use the props to recreate their hunt for the bear. This provides rich opportunities for children to develop their communication and language and early literacy skills.

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About this setting

Children's behaviour is exemplary throughout the day. They understand the behaviour and expectations of the setting and happily follow the rules. They play cooperatively, respond positively to adults and show high levels of enjoyment and engagement in their learning.

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Next steps

Leaders 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 with parents, children and the childminder 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. Unique reference number (URN): EY413024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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