Miller, Jessica

Miller, Jessica

Unique reference number (URN): 2736955 Address: 21 Milk Street, Bromley, BR1 5AQ Type: Childminder Registered with Ofsted: 24/07/2023 Registers: EYR, CCR, VCR Registered person: Miller, Jessica

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare, mental health and wellbeing at the centre of her work. She regularly reviews and adapts her policies and day-to-day practice so that care reflects children's changing circumstances, including those who are disadvantaged or have experienced social care involvement. For example, she has reshaped settling-in and sleeping routines so that children experience predictable, reassuring care that helps them feel safe and ready to play with others.

p.2

Children's welfare and wellbeing Strong standard

The childminder's clear and well-thought-out routines support children's physical development. This includes through hygiene practices and the teaching of healthy choices about food, rest and exercise. The childminder consistently promotes children's physical health by providing children with nutritious, home-cooked food. She ensure that there are exciting and enriching opportunities for children to play outside in the fresh air.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a comprehensive understanding of individual children and notices quickly when their needs change. She responds sensitively and works with parents and other professionals to adjust support, particularly for children who face additional barriers to their wellbeing. Over time, children develop secure, trusting relationships with her, learn to recognise and express their emotions. As a result they build habits that support their physical and emotional health which prepare them well for life.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children play alongside one other harmoniously. The childminder sets clear and fair expectations for behaviour. She teaches children to share and take turns and steps in calmly when they need help to resolve minor disagreements. The childminder role models how to be kind and considerate to others. She builds secure, trusting relationships with children so that they feel safe and go to her when they need reassurance and support. Children feel heard. They express their feelings and the childminder listens and adapts her practice to meet their needs. For example, she gives time for pre-school children to talk about their feelings. This includes any worries and concerns. The childminder teaches children key self-

p.2

Needs attention

regulation skills. Over time, children become more able to manage their emotions and join in play with others.

p.3

Needs attention

The childminder works closely with parents and caregivers to promote regular attendance and punctuality. She talks with families about routines that help children to arrive settled and ready to take part in the day. Parents say that the childminder's consistent and predictable approach to behaviour helps children to regulate and control their emotions. This helps children to be kind and considerate to others.

p.3

Achievement Needs attention

Children's achievement is not yet consistent across the areas of learning. Progress in communication and language is too slow for some children. Gaps in early language remain open for too long. As a result, not all children, including those who face barriers to their learning or wellbeing, develop the speaking skills and confidence they need for the next stage of their education.

p.3

Achievement Needs attention

Children do, however, enjoy taking part in activities and show curiosity in their play. They build physical confidence as they learn to walk, climb and move around the setting. Over time, many children become calmer and more able to manage their emotions. This helps them to feel secure, participate in play and begin to develop positive attitudes to learning. The childminder works closely with parents and caregivers, as a result children feel secure and happy in her home.

p.3

Curriculum and teaching Needs attention

The childminder has begun to explore how to further develop her teaching of speaking skills. However, this work is at an early stage and she has not yet embedded strategies that enable children to make consistent progress in this area of learning. Assessment processes, including the progress check at age two, are not used consistently to pinpoint children's next steps. As a result, teaching is not well matched to individual starting points, particularly in communication and language.

p.3

Curriculum and teaching Needs attention

The childminder plans experiences for children that promote their enjoyment of learning and cover different areas of learning. For example, toddlers enjoy exploring sensory materials such as sand and play dough and spending regular time outside to develop physical skills. The childminder incorporates mathematical teaching into these learning opportunities, as children learn to count and measure different quantities. The warm relationships the childminder builds with children help them to gain confidence. The childminder ensures that she considers the emotional wellbeing of children when planning experiences. She ensures that additional support is provided to those who are disadvantaged, so that all children are able to join in.

p.3

Inclusion Needs attention

The childminder has begun to use assessment tools to find out what children know and can do. However, checks are not yet completed or recorded consistently for all children. She notices emerging gaps, such as delayed speech and language, but has not turned these concerns into clear plans for extra help or specialist advice. This means she cannot reliably review children's needs, or the impact of any support to reduced barriers to their learning and wellbeing.

p.4

Inclusion Needs attention

The childminder identifies children who are vulnerable and disadvantaged, including those known to children's social care. She adapts routines and policies so that individual children feel safe and included. She works effectively with caregivers, parents and external partners to support individual children, adjusting everyday routines such as sleep and settling-in arrangements. These approaches help children to feel listened to and to build trusting relationships.

p.4

Inclusion Needs attention

The childminder recognises the importance of children accessing their full entitlement. She works with parents and caregivers to ensure that all children receive the support they need, including, where appropriate, children who are eligible for funding.

p.4

Leadership and governance Needs attention

The childminder has begun to review her practice and seek advice, including how to develop her teaching skills over time. However, the steps she has taken so far lack precision and have not yet led to clear improvements for some children. The childminder is planning to develop her strategies to support to develop their communication skills. However, these plans are in the early stages. The childminder has not developed a clear focus on language development for children. Some children do not secure the speaking skills they need for the next stage of their education, including school.

p.4

Leadership and governance Needs attention

The childminder has a broad awareness of the setting's strengths and areas for development. In many areas, such as children's health and wellbeing, she takes steps to adapt her policies to consider the individual needs of all children, including those who are disadvantaged. As the sole practitioner, she reflects on how changes to routines will work in practice so that she can sustain children's care throughout the day. The childminder recognises that organising professional development opportunities is important. She has links with local partners to help to develop her practice.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

All children feel valued and welcomed in the childminder's home. The childminder closely considers the emotional needs of all children and finds out about their unique personalities and experiences. She forms warm and close attachments with children and takes account of their home lives and routines. These positive relationships enable children to build a secure sense of belonging. Children have high levels of emotional wellbeing and self-esteem. The childminder understands the importance of promoting regular attendance and routines for all children. She works closely with the parents and caregivers of disadvantaged children. She skilfully adapts her interactions with children who need additional support to feel happy and safe. All children benefit from the well-embedded culture of positivity and warmth in the childminder's home.

p.5

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

Children understand the clear routines and expectations set by the childminder. Typically, children listen well to the childminder and follow her instructions. The childminder models positive behaviour and teaches children kindness and consideration towards others. For example, when children need help to express themselves, she steps in calmly to resolve any issues. The childminder ensures that all children, including disadvantage children receive consistent messages about recognising and talking about their feelings. Over time, children develop empathy for others.

p.6

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

The childminder knows children well. She understands what makes them happy and which activities interest and excite them. Children enjoy learning and having a go at a range of age-appropriate activities. However, although the childminder identifies when children have gaps in learning, she does not always take swift action to address these. Her plans to develop the teaching of some areas of the curriculum are in the early stages. As a result, not all children are developing the knowledge and skills they need equally well across all areas of learning.

p.6

Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

About this inspection

The inspector spoke with the childminder during the inspection.

p.7

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.

p.7

About this inspection

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9