Bateman, Anne Margaret

Bateman, Anne Margaret

Unique reference number (URN): EY246434 Address: 22 Newland Close, Hatch End, Pinner, Middlesex, HA5 4QP Type: Childminder Registered with Ofsted: 18/02/2003 Registers: EYR, CCR, VCR Registered person: Bateman, Anne Margaret

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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

All children, including those who may need additional support, achieve highly. Children show they feel safe and confident and demonstrate good attitudes to learning. For example, they independently engage adults in throwing games and are keen to show that they know their colours when holding a green and red plate. Children are occupied and busy throughout the day. They enjoy dancing with scarves, counting ducks in picture books and learning nursery songs and action rhymes. Children are developing secure mathematical knowledge, good communication and language skills and an increasing range of vocabulary.

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Achievement Strong standard

Over time, children become increasingly independent in key areas of their self-care, such as toileting, feeding and dressing. This ensures they are confident and able to care for themselves when they start school. Children develop a broad range of social and emotional skills. They treat each other kindly and take a keen interest in what their friends are doing. Feedback from teachers and parents further supports that children are very well prepared for their transition into school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of creating an environment that supports children to follow routines and develop positive attitudes to learning. The environment is calm and supportive for children, and relationships between the childminder and the children are extremely warm and positive. The childminder clearly explains her high expectations of children's behaviour appropriate to the children's age and stage of development. For example, just recently, she has been supporting children to understand the concept of sharing and playing cooperatively. The childminder is gentle but consistent in her approach to helping children to understand and regulate their behaviours. As a result, young children learn that they need to respect each other and take turns with resources. All children attend regularly and arrive at agreed times. Parents and carers know to always inform the childminder if there is a reason for non-attendance, which establishes strong routines that

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Behaviour, attitudes and establishing routines Strong standard

keep children safe and support their learning and development in the future.

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Children's welfare and well-being Strong standard

Children are very well cared for, and secure relationships between the childminder and children are strongly established. The childminder knows the families and children really well. She works hard to meet their individual needs and routines. For example, children are able to sleep safely whenever they need to rest. Children show they feel safe, settled and secure in the childminder's care. Children play contentedly throughout their time at the setting. The childminder manages any screen time provided carefully, and children do not have access to the internet. She gives the highest priority to children's happiness and wellbeing.

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Children's welfare and well-being Strong standard

Children take exercise every day, and the childminder plans healthy menus, based on the government's guidance on nutrition. Children enjoy well-balanced meals and talk about their favourite foods. They learn how to take care of their personal needs. There is good support for toilet training, and the childminder respects children's privacy when providing intimate care. The childminder provides much-appreciated advice and guidance for parents and carers. For example, she knows there is a high rate of tooth decay in young children in the borough and provides help for parents with this. Children gain independence skills. Very young children learn how to feed themselves and do up their zip on their coat.

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Curriculum and teaching Strong standard

The childminder's expert knowledge of child development enables her to plan and implement a high-quality curriculum that is broad and ambitious for all children. The childminder knows what children need to be able to do before they start school and there is a strong focus on building firm foundations. The childminder identifies, and meets, the learning and development needs of the age and stage of all the children accurately and well. She continually considers how to adapt her practice to meet children's needs. For example, the childminder has introduced safe throwing and kicking games for children who are currently fascinated by the movement of objects. Through careful planning of activities, and her interactions, the childminder ensures children are actively engaged in play and learning throughout the day. The childminder provides highly effective support for children's communication and language, as she is aware that this underpins all future learning.

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Curriculum and teaching Strong standard

Opportunities for children to take part in singing, music and story sessions to support their communication, physical and mathematical skills form an integral part of the daily routine. Interactions are consistently of high quality as the childminder speaks clearly, shows interest in children and is an excellent role model. The childminder engages children in meaningful conversations to support children's growing vocabulary, for example, while talking with children about pictures of their family members.

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Inclusion Strong standard

The childminder understands the importance of the early years and her pivotal role in the lives of the children attending. She has a level 3 qualification, and valuable experience, in caring for children with special educational needs and/or disabilities. When needed, she works closely with specialists, such as speech and language therapists and the Portage service, to help reduce barriers to children's learning and development. Outcomes for all children are positive.

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Inclusion Strong standard

The childminder identifies children's individual needs early. She monitors children very closely to ensure any potential gaps in children's learning are swiftly assessed and addressed. The provision is constantly under review to ensure each individual child is able to access the curriculum and make the best possible progress. The childminder's strategies to support children who may need additional help are implemented appropriately without delay, rather than waiting for specialist services. She adapts the provision to meet children's needs. For example, the childminder provides resources to help children to develop their skills in areas of learning where extra support is needed.

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Inclusion Strong standard

The childminder is very alert to how children are feeling and is highly responsive. Children are very well supported through times of change, such as the birth of a sibling. The childminder gives extra cuddles when children need a bit of extra reassurance.

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Leadership and governance Strong standard

The childminder is highly professional. She has an in-depth knowledge of child development and continues to attend a wide range of training to keep her knowledge broad and secure. This enables her to provide support to other childminders in the area to help improve the quality of their practice and provision. The childminder gives the utmost priority to building strong relationships with the families of the children she cares for and respects their views. Parents and carers report that communication between home and the childminder is informative and supportive and this impacts positively on children's learning and development.

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Leadership and governance Strong standard

The childminder continually reflects on her practice and provision. She continually makes adaptations according to the needs of the children attending and always has children's best interests at heart. The childminder takes great care to ensure that children who need additional support receive this in a timely manner. Referrals to specialist services are made, and strategies to support children's learning and development are implemented by the childminder to allay any delay.

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Leadership and governance Strong standard

The childminder meets all the requirements of the early years foundation stage, including those relating to working with assistants. She is alert to the need to keep workloads, for both herself and any assistants, manageable. All those caring for children at the setting have attended mandatory training in safeguarding, first aid and food hygiene.

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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 at the childminder's setting are safe, relaxed, happy and learning. They enjoy very warm relationships with the childminder. Children arrive at the setting enthusiastically, ready to learn through play. They are sociable and enjoy interacting with adults and children. Children play alongside each other contentedly. On the rare occasions when any intervention is needed, such as when children want the same ball, the childminder manages this quickly, calmly and sensitively.

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

The childminder gathers detailed information from parents and carers when children start at the setting. This helps her to plan what children need to learn next to make the best possible progress. The childminder is continuously observing and assessing what children know and

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Inspector:

Penny Fisher can do. Together with parents, she meticulously plans children's next steps in learning. There is strong support for children to practise their communication and language skills, which are developing well.

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Inspector:

Children quickly develop a strong sense of belonging at the setting. The childminder's effective and bespoke settling-in procedures ensure that children make a good start when they join the setting. Children love looking at pictures of their family members with the childminder. This helps children to feel a part of the setting. The childminder describes her 'professional love' for children and this shines through. Children's needs are met because the childminder is passionate about her work and understands how children learn. This helps to ensure that any potential barriers to learning are minimised.

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Inspector:

The inclusive setting meets the needs of all children attending. Children are treated as individuals and their uniqueness is celebrated. Children achieve well. Positive feedback from parents and the local school shows that children are very well prepared for their next stage in learning. The childminder understands the importance of regular attendance, which helps children to develop good habits for when they move on to full-time education.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children 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, parents and the childminder's assistant 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

22 Newland Close Hatch End Pinner Middlesex HA5 4QP

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Address:

Registered person: Bateman, Anne Margaret

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Address:

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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