Olsen, Diane

Childminder

Unique reference number (URN): 150967 Registered with Ofsted: 29/09/1993 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 achieve extremely well across all areas of their learning and development. They are prepared well for their next stage of learning. Children know and remember familiar songs. They show particular enjoyment when singing and completing actions to a song about little turtles. Children communicate effectively and confidently express their thoughts, feelings and preferences during their play. They make independent decisions and demonstrate very effective problem-solving skills. For example, children think carefully about the props and resources needed to retell familiar stories. They draw on their knowledge and experiences to develop their ideas.

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Achievement Strong standard

Children play well together and build positive personal, social and emotional skills. They learn to work together, negotiate and overcome difficulties as they arise. For instance, when more than one child wishes to sit in the same chair, they can manage their emotions and find solutions. Children confidently begin to use mathematical language themselves. For example, children participate enthusiastically in a song about hot cross buns, where they talk and compare how many currant buns they have, promoting their understanding of number quantities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a harmonious and respectful culture where children feel safe, secure and part of her home. She provides children with praise and encouragement regularly. This helps children to recognise the positive contributions they make, which in turn promotes their self-esteem and confidence. The childminder role models impeccable manners and kindness, which children have learned and are embedded in their play and learning. The childminder provides children with the space to navigate their emotions and work through age- and stage-appropriate conflicts with peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a well-embedded routine that provides children with a sense of familiarity and security. This encourages children to confidently revisit activities that capture their interests and promote high levels of engagement. The childminder's highly effective curriculum and teaching motivate children and keep them eager to participate in a wide range of experiences. This has a positive impact on children's curiosity, confidence and enthusiasm in their learning. The childminder works closely with parents and carers to support high levels of attendance. She offers flexibility to families and consistently places children's care, wellbeing and education first. Children enthusiastically join in with games and many activities. They demonstrate positive turn-taking skills during practical experiences, such as pouring activities. Children show respect for each other's needs and preferences.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. She routinely reviews that her procedures are fit for purpose for all the children in attendance. The childminder makes adaptations to ensure children with special educational needs and/or disabilities and those who face other barriers to learning are in the best place to learn.

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Children's welfare and wellbeing Strong standard

The childminder has warm and trusting relationships with all children. Children readily show their affection towards the childminder and enjoy cuddles, demonstrating the deep bonds they have formed with her. These positive relationships support children's emotional wellbeing and help them to feel confident and valued. The childminder provides children with an abundance of opportunities to develop independence skills. For instance, children show increasing independence in taking care of their hygiene practices. They are excited to sing as they wash their hands in preparation for lunch and enjoy the social time during mealtimes.

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Children's welfare and wellbeing Strong standard

The childminder supports children's physical development and overall health well. She provides children with daily walks, and they regularly attend local attractions, where they learn about their local community and the world around them. The childminder instils knowledge of road safety in all children. For instance, children have learned how to stay safe when walking and crossing roads. The childminder provides children with many opportunities to practise developing their physical skills, such as when running and climbing in the park and attending music and movement sessions.

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Children's welfare and wellbeing Strong standard

The childminder skilfully uses a crocodile puppet to bring learning to life and capture children's interests. Through a story about the crocodile experiencing toothache, she encourages children to discuss how they care for their own teeth and the importance of effective oral hygiene. Children eagerly contribute their ideas, which supports their communication skills and their understanding of how to maintain positive health.

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Curriculum and teaching Strong standard

The childminder has designed a curriculum that is fully inclusive, ambitious and meets the needs of all children. Children with special educational needs and/or disabilities and those who face other barriers to learning are very well supported. The childminder identifies and responds to all children's individual needs effectively and ensures they can access the curriculum and thrive. The curriculum is delivered expertly by the extremely knowledgeable childminder, which enables children to make excellent progress.

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Curriculum and teaching Strong standard

The childminder skilfully adapts her teaching and her learning environment to reflect the skills children have learned and the new skills she is promoting and encouraging. The childminder is fluid in her teaching and takes her lead from children. Her depth of knowledge around child development enables her to maximise every play opportunity into a successful learning moment, which supports children to thrive.

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Curriculum and teaching Strong standard

The childminder encourages children's love of stories, communication and language and social skills through engaging and imaginative storytelling. She uses animated voices as she retells familiar stories. The childminder actively involves children in recreating stories, adapting narratives to include children as characters. For example, while exploring 'The Three Billy Goats Gruff', the childminder encourages children to recall key events and characters. This prompts children to suggest resources, such as a bridge for the goats to cross and water for the troll to hide beneath. The childminder effortlessly supports children's mathematical development. For example, children explore patterns as they collect small and coloured balls and stack them in test tubes. The childminder skilfully extends children's learning by introducing language such as 'full' and 'half full'. The childminder supports children's thinking by encouraging them to

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Curriculum and teaching Strong standard

compare quantities and identify which containers have 'more' or 'less'.

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Inclusion Strong standard

The childminder has high expectations for all children. She is highly effective in breaking down barriers to learning, particularly for children with special educational needs and/or disabilities and those who face additional barriers. The childminder is committed to continually developing her knowledge and skills. She carefully assesses children's emerging needs and identifies what they need to learn next. This ensures that support is tailored and responsive. The childminder proactively reflects on and evaluates her curriculum and learning environment. This helps her to make purposeful adaptations that ensure all children thrive and make excellent progress from their starting points.

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Inclusion Strong standard

Parents and carers describe feeling extremely well supported, particularly when accessing additional services, such as home learning support. These positive partnerships promote a consistent and coordinated approach to children's learning and development. This contributes to successful outcomes for children. The childminder also makes effective use of additional funding. For instance, she directs resources towards meaningful experiences that have an extremely positive impact on children's development. This enables children to access a wider range of enriching opportunities beyond the childminder's home.

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Leadership and governance Strong standard

The childminder places an emphasis on continuous improvement and professional development. She carefully selects training that is relevant to the needs of the children in her care. This ensures that new knowledge and skills have the greatest possible impact on children's learning and development. For example, the childminder has recently completed Makaton signing training so she can support children with special educational needs and/or disabilities. This continually enhances the quality of her practice and provides a curriculum that meets the needs of all children effectively.

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Leadership and governance Strong standard

The childminder takes the lead on organising time for local childminders to get together. She uses this as an opportunity to learn from one another to enhance her practice further and to support others. The childminder works closely with parents and carers to support and extend children's learning beyond her home. For example, after making kites with the childminder, children enthusiastically shared that they had taken their kites home to fly with their families. Some children were so inspired by the activity that they went on to make additional kites at home. This demonstrates the effective partnership between the childminder and parents, which has a positive impact on children's experiences.

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Leadership and governance Strong standard

The childminder has established effective links with local schools, enabling her to have a clear understanding of school expectations. She uses this information to tailor the support she provides to children. This helps to support children's smooth and successful transition to school.

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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 demonstrate they feel safe and secure in the care of the childminder. They consistently show high levels of attendance. Children with special educational needs and/or disabilities and those who face other barriers to learning receive support to make excellent

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Inspector:

Hayley Doncom progress. Their uniqueness is known and celebrated, and they are supported to thrive. For example, when children find eating hard, the childminder works closely with parents and carers to develop consistent strategies that successfully overcome barriers. This supports children's health, wellbeing and growing independence. Children have extremely positive attitudes to learning and achieve very well. They have excellent relationships with the kind and nurturing childminder and with each other.

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Inspector:

Children demonstrate kindness, care and consideration towards one another and take pleasure in shared play experiences. They develop excellent communication, language and vocabulary. Children take part in group time, which focuses on developing their attention and listening. They confidently follow instructions, such as tapping loudly and tapping quietly. Children are keen and eager to share their previous knowledge. When children are shown an elephant, they enthusiastically recall and discuss what they have learned about elephants. They confidently explain that elephants have long trunks and accurately identify their teeth as tusks. This demonstrates that children retain knowledge over time and successfully build on previous learning. This reflects the positive impact of the childminder's teaching.

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Inspector:

Children listen carefully to their peers, share resources willingly and adapt their play to ensure everyone remains involved. As a result, they develop very positive social skills. Children show such eagerness to be independent. For instance, they take pride in tidying away resources when games have finished. Children put their shoes on ahead of going outside and use the toilet and wash their hands with minimal support required.

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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 with children and the childminder and reviewed written feedback from parents and carers 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 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

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Urgent improvement

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Urgent improvement

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