Childminder

Childminder

Unique reference number (URN): EY561655 Registered with Ofsted: 29/08/2018 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 make excellent progress from their starting points, particularly in their personal development and communication and language. Older children are confident communicators. They develop a secure understanding of different words and concepts. For instance, they confidently discuss different ingredients and flavours as they pretend to make cupcakes with play dough. They also show excellent awareness of different lengths and measure as they play with trolls and hairdressing resources. In addition, children have lots of opportunities to count and sequence as they joyfully sing songs, such as '5 Little Monkeys'. This helps them to develop an understanding of counting and subtraction in a fun way. Children also choose to read a number of stories and develop superb attention and listening skills as they listen carefully and make predictions about what might happen next. Children develop a sense of responsibility and independence. For example, they choose

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Achievement Strong standard

what resources to use for different tasks and enjoy helping to wash fruits. They also help to set up paints for art activities and discuss their favourite colours. Children make sustained positive progress, develop a love of learning and are well supported for their next stage of education, including school.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate excellent behaviour at the setting. They are very polite and frequently say 'please' and 'thank you' during mealtimes and when the childminder offers toys or resources. The childminder skilfully uses a range of positive behaviour strategies. She sets high expectations and uses consistent praise and encouragement. This helps children understand the setting's expectations and boundaries. Children show high levels of engagement and enjoyment as they participate in purposeful learning throughout the day. The childminder is highly effective at extending children's play skills through her responsive and timely interactions. Children show superb concentration as they listen to familiar stories, such as 'Baby goes to market' where they discuss coconuts and palm oil. This helps to foster their listening and attention skills and enjoyment of books.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides consistent and sensitive support to help children understand about their feelings and emotions. She offers regular opportunities for them to make choices and decisions, such as what colour paper they want to use or what story they want to read. This builds their confidence and motivates them. The childminder successfully validates their feelings and emotions and uses resources, such as books and dolls, to teach children about patience, turn-taking and kindness. She promotes regular attendance through her well- established relationships with parents and follows up on any unexplained absences promptly. This supports continuity in children's learning and enables her to respond quickly to any welfare concerns.

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Children's welfare and wellbeing Strong standard

The childminder successfully prioritises every child's welfare and wellbeing and provides a highly supportive and nurturing learning environment where children thrive. She organises in-depth settling-in procedures to help children gradually settle in when they first start attending her care. She adapts these arrangements so that she gets to know children and families well and meets children's individual needs. As a result, children demonstrate very close bonds with the childminder and evidently feel happy and secure at the setting. The childminder consistently promotes positive manners, hygiene arrangements and self-care routines. She encourages healthy food choices through the healthy meals she provides. She also plans a wide variety of planting and growing experiences to teach children where food comes from and about balance and nutritional value in an age-appropriate way.

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Children's welfare and wellbeing Strong standard

Furthermore, the childminder offers lots of physical activities at the setting. This is evident as children engage in a rich array of daily outdoor experiences that nurture their personal and physical health, such as activities in the woods, climbing trees, splashing in puddles and frequent sessions at familiar local playgroups. Children also learn about people whose lives and experiences differ from their own. This is apparent when they go on trips to Chinatown to see the Lanterns and Dragons when learning about Chinese New Year. This helps to enhance children's awareness of diversity and different backgrounds in a fun way.

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Curriculum and teaching Strong standard

The childminder has high expectations for children's learning, development and achievement. She plans a varied curriculum that builds on what children already know and can do and supports them to develop a real appreciation for nature and learning outdoors. She places sharp focus on developing children's communication and language skills. She makes highly effective use of structured and spontaneous interactions to skilfully extend children's vocabulary and understanding. Children benefit from how she frequently supports them to revisit and secure prior learning. Furthermore, she provides detailed explanations about new knowledge and concepts. This is evident when children delight in picking apples from an apple tree in the childminder's garden and learn about how they have grown from pips. Children explore different mathematical ideas, such as whole and half as they cut apples and use them for printing patterns. This helps children to understand early

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Curriculum and teaching Strong standard

mathematical skills in a concrete way. Children also show superb imagination as they pretend to make vegetable soup. They discuss where vegetables grow and talk about pumpkins and carrots growing in the soil and being harvested in autumn.

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Curriculum and teaching Strong standard

The childminder knows children extremely well and uses assessment successfully to evaluate their current stage of development and to identify gaps in learning. She skilfully uses this information to adapt her teaching and ensure that activities are tailored to children's individual starting points. In addition, the childminder adapts the different play experiences and activities on offer effectively to engage and stretch the different aged children's learning and individual targets. Consequently, children show high levels of enjoyment and interest when joining in and learning.

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Inclusion Strong standard

The childminder creates an inclusive and welcoming environment for all children and families to enjoy. She implements an in-depth settling-in process where she can take time to get to know each child and family and gain important information about their background and circumstances. She also works very closely with parents and carers when they join to gain an insight into children's current stage of development. The childminder has extensive experience of identifying when children, including children with special educational needs and/or disabilities, require additional support with their learning and is proactive in making required referrals. She also has notable experience of working in partnership with other professionals to ensure that children receive swift and effective support. Furthermore, the childminder attends speech and language sessions with children to ensure that they benefit from collaborative and consistent help.

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Inclusion Strong standard

The childminder engages in a range of training to enhance her knowledge and practice. For instance, she completed British Sign Language training to support a whole family's communication needs. The childminder has secure knowledge of ensuring that children receive any additional funding that they may be entitled to and discusses the importance of using this to target any gaps in their development and to help them to move forward in their learning. The childminder is very passionate about ensuring that children have successful transitions when moving on to new settings. She visits with parents and carers and attends settling-in sessions to ensure that key information about the child is shared and celebrated.

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Leadership and governance Strong standard

The childminder has an accurate understanding of the quality of her provision and engages in successful reflective practice to purposefully support ongoing improvement. This is particularly evident when exploring a variety of ways to best support children with special educational needs and/or disabilities. The childminder continually monitors children's development and uses these assessments to adapt activities and shape the curriculum. The childminder's professional development is purposeful. It targets and enhances her knowledge, skills and practice based on what individual children and families need. For example, she engages in British Sign Language training. This training has strengthened children's communication, confidence and sense of belonging and has increased the childminder's ability to meet different needs.

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Leadership and governance Strong standard

Partnerships with parents, carers and other professionals are real strength. These collaborative relationships help to ensure that children benefit from a consistent approach to their learning and development. Parents express very high levels of gratitude. They state how much they value their children's opportunities to learn outdoors and go on lots of adventures. They also highlight the rapid progress personally and academically that their children make. Several outline the rate that their children's confidence and language skills develop. With many expressing how the responsive and nurturing environment helps them to flourish.

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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 thrive and flourish at this welcoming and nurturing setting. They show they feel happy, secure and safe. They display high levels of emotional wellbeing as they learn and play. Children have excellent opportunities to learn about nature and the natural world. They frequently play in the woods and participate in nature walks and outdoor learning. They regularly engage in nature treasure hunts, build dams and make dens. This supports their creativity and problem-solving skills and helps them to develop a special connection with nature. Children develop excellent language and communication skills during their time at

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About this setting

the setting. They frequently engage in meaningful conversations, and the childminder is very skilled at introducing new vocabulary and concepts. Furthermore, children have frequent opportunities to recall prior experiences and make connections between their learning. For instance, they discuss exciting train journeys, camping experiences and visits to the farm. This helps them to build confidence in new environments and build up their understanding of different contexts and surroundings. Children enjoy a successful balance of child-led play and more structured learning. They are motivated learners and very receptive to trying new things. Children also respond very well to lots of time to practise and repeat new learning and enhance their play skills.

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About this setting

Children behave extremely well and treat each other with kindness and respect. The childminder is an excellent role model and provides children with supportive guidance and encouragement to follow the expectations and boundaries of the setting. Children attend regularly. Families share information about children's interests, needs and experiences, which helps the childminder provide continuity in their care and learning. Children evidently make significant progress during their time with the childminder. They gain a wealth of new skills and knowledge. They develop confidence speaking to visitors, engage in activities with great enthusiasm and interest and develop highly positive attitudes towards learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on continuing to foster a highly ambitious curriculum and creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children and considered parents' and carers' feedback 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): EY561655

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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