Wilkins-Jones, Rhiannon Jane

Wilkins-Jones, Rhiannon Jane

Unique reference number (URN): 2728024 Address: 64 Caldene Avenue, Hebden Bridge, HX7 5AJ Type: Childminder Registered with Ofsted: 02/05/2023 Registers: EYR, CCR, VCR Registered person: Wilkins-Jones, Rhiannon Jane

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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 Expected standard

Children make clear progress from their starting points and are well prepared for the next stage of their education. Younger children who previously relied on adults for support are gaining independence. For example, they have learned to drink from an open cup by themselves. Older children manage their own personal needs well, such as using the toilet independently. They are also beginning to recognise the letters in their names, which helps to prepare them for school. Children are developing their social skills. For example, they are beginning to understand that they must wait for their turn to play with a favourite toy. Children communicate effectively, with younger children rapidly using new vocabulary and sounds due to the childminder's consistent modelling of language. The childminder uses signs and gestures, such as for 'more' and 'food', to support children to understand how to make their needs known.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a relaxed and peaceful environment where behaviour is positive. She uses song and melody rather than instructions to guide children through transitions, such as the 'washing hands' song, which children follow with enthusiasm. This creates a predictable rhythm to the day that helps children feel secure. The childminder makes necessary routines enjoyable to encourage cooperation. For example, she turns cleaning up after lunch into a game where children choose their own coloured wipes.

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Behaviour, attitudes and establishing routines Expected standard

Children act with care towards one another. They are learning to share and take turns, modelled by the childminder's guidance. Children show a good understanding of safety rules when on outings. For instance, they know to hold on to the handles of the pushchair when walking near the road and wait at specific gates before moving on. The childminder promotes attendance well, following up on absences immediately to ensure children's welfare. Safety routines inside the home, such as safe climbing on stairs, are understood and followed by the children.

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Children's welfare and wellbeing Expected standard

Children's physical and emotional wellbeing are prioritised. The childminder promotes a healthy lifestyle through vegetarian, home-cooked meals and daily physical exercise in the local countryside. She follows safe sleep routines diligently, ensuring babies are placed flat on their backs and are monitored closely.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand and manage risk safely. For instance, during snack time, she supervises children as they butter their own crackers. She uses this opportunity to teach them that knives are sharp and must be handled with care, helping them to develop caution and physical control. This approach extends to the outdoors, where children are encouraged to navigate uneven ground on walks, building their physical confidence and awareness of their surroundings. Relationships are a key strength; the childminder is attuned to the children's emotional needs, providing comfort and cuddles when they are tired or unsettled.

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Curriculum and teaching Expected standard

The childminder implements a well-sequenced, nature-inspired curriculum that ignites children's curiosity. She uses a 'learning in the moment' approach effectively to adapt activities based on children's interests. For instance, she broadens children's understanding of the world as she shows them the compost bin, explaining how worms help turn food waste into soil for the garden. The childminder arranges the environment to support physical development well. She provides low-level cushions for babies to negotiate, which encourages them to take risks and explore climbing safely.

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Curriculum and teaching Expected standard

Teaching is effective and responsive. The childminder consistently models language to support children's communication skills. For older children, she encourages them to describe the pictures they have drawn and writes down their words to create personal storybooks. This values their ideas and supports their early literacy. The childminder uses daily routines to teach practical skills and early mathematics, such as involving children in counting out cups and plates to develop their understanding of number and quantity. She involves children in the laundry routine after lunch. She encourages them to wipe their own faces and then place their cloths into the washing machine, introducing action words such as 'wash' and 'wipe' to extend their vocabulary.

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Inclusion Expected standard

The childminder ensures that all children are included in activities and are treated with care. She works closely with families to identify children's specific needs, including those with special educational needs and/or disabilities. To ensure no child falls behind, the childminder identifies learning gaps through regular monitoring and assessments, such as the progress check for children aged two years. When she identifies a delay, she uses tracking tools to monitor development closely and agrees on specific goals with parents to help close the gap. She encourages parents to use similar strategies at home to provide consistency. The childminder works alongside other professionals, such as the local authority early years team, to seek advice and implement strategies that support children's specific needs. The childminder uses children's interests to encourage engagement when they feel unsettled. For example, she provides specific role-play equipment to encourage social interaction for

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Inclusion Expected standard

In collaboration with parents, the childminder effectively targets additional funding such as early years pupil premium to support children's individual needs, such as providing nutritious hot meals to fuel their concentration during daily activities and routines.

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Leadership and governance Expected standard

The childminder is a reflective practitioner who is dedicated to providing high-quality care. She proactively identifies areas for improvement, such as recently upgrading resources to support safe physical play indoors. She is committed to her own professional development and regularly attends networks to stay updated on safeguarding and wider issues, such as online safety. She shares this knowledge effectively with parents to help them keep their children safe at home.

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Leadership and governance Expected standard

The childminder manages significant changes to the setting effectively, with a clear focus on supporting children's emotional security during transitions. She works closely with parents to ensure children are prepared for the new environment. However, partnerships with other early years settings are not yet consistently effective. The childminder has not yet secured the necessary agreements from parents to overcome data protection barriers. This limits the sharing of information that would strengthen the transition for children attending dual settings.

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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 feel safe and secure in this gentle and calm environment. The childminder has created a warm and welcoming setting that is based on nature and the changing seasons, which encourages children's curiosity. For example, children enjoy collecting treasures like acorns and apples during walks. The childminder uses these finds to spark conversations about the natural world, such as explaining how wasps create oak apples, and to support early mathematics through counting. Children also engage in practical activities, such as baking bread, where they learn to weigh ingredients and follow instructions. This calm approach extends to daily routines; children respond positively to specific songs and familiar cues, such as the lighting of a candle to signal lunchtime. This helps children to feel grounded and brings them together for a shared meal.

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

The childminder supports new children to settle in quickly. She focuses on establishing secure relationships with children and parents, which helps children feel reassured. As a result, children demonstrate confidence; they separate easily from their parents to share a toy or explore the playroom. They are able to make independent choices from low-level baskets, such as finding ribbons to thread into a teapot, which supports their physical coordination.

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

Children behave with kindness and patience. They act with care towards their friends and the environment. Younger children are beginning to develop independence in self-care, such as putting on their own shoes for the garden and wiping their faces after eating.

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

The childminder promotes the importance of attendance and punctuality through accurate daily registers and a 'First Day Calling' procedure, which includes a clear escalation process to emergency contacts and authorities to ensure children's safety and wellbeing.

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Address:

Registered person: Wilkins-Jones, Rhiannon Jane

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday : 09:00 - 16:00

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Next steps

The childminder should strengthen partnerships with other settings that children attend to ensure continuity of care for children in dual settings and to support their transitions.

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About this inspection

The inspector spoke with 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.

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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

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

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