Bryce, Samantha Jane

Bryce, Samantha Jane

Unique reference number (URN): EY359043 Address: 4 Varndell Road, Hook, Hampshire, RG27 9UQ Type: Childminder Registered with Ofsted: 11/07/2007 Registers: EYR, CCR, VCR Registered person: Bryce, Samantha 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 Strong standard

All children consistently make strong progress across all areas of development. This includes those children who have barriers to their learning and need adjustments to their daily routine or activities. Children are very well prepared to move on to different stages of their learning. Children demonstrate high levels of curiosity and sustained engagement in activities that challenge and extend their thinking. They choose stories and independently identify sounds that link to their names. Children guess what will happen next in stories and join in meaningful conversations with the childminder. The childminder offers consistent praise to support the children's achievements, helping their self-esteem and confidence to develop rapidly. Children are also praised for their good behaviour. They are kind and independent during routines, such as cutting fruit for snack and helping each other tidy up activities.

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Behaviour, attitudes and establishing routines Strong standard

Children arrive to the childminder's home with a positive attitude and are supported extremely well. They are independently able to follow routines exceptionally well from a young age. The childminder focuses closely on developing children's personal, social and emotional development. She has clear embedded routines and boundaries to support children to know what is expected of them. She consistently helps them to learn to work together and share and take turns. The childminder recognises that developing children's communication helps them to express themselves, reducing the likelihood of conflict. Children behave extremely well and are happy together. They learn to take responsibility as they help with keeping the environment safe and tidy. They look after toys and equipment, and older children help the younger children do this too. Children have good manners and say 'yes please' as the childminder asks them if they would like more fruit. The childminder

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Behaviour, attitudes and establishing routines Strong standard

gives praise and encouragement for children's attempts and achievements. She consistently promotes their self-esteem to higher levels.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of the emotional bonds that she establishes with children. Younger children enjoy the cuddles and reassurance the childminder gives

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Expected standard

them, when they need comfort, including as they settle to sleep. Older children delight in caring for the childminder as she joins in with their play, such as making her imaginary cups of coffee. The childminder consistently teaches children about healthy eating, and children can point out and name fruits at snack time. Snack times and mealtimes are hugely beneficial for children's social development. The childminder and the children come together to eat and talk about their day. The childminder maintains a proactive and personalised approach effectively to supporting children and families as their needs change. For example, she promptly adapts the timetable of sessions they attend to help support positive engagement in attendance and learning. Children learn routines that maintain their physical health and welfare, such as around hygiene. These are very well embedded and help children to learn the importance of washing their hands before they sit to eat. Children are

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Expected standard

consistently well supervised at mealtimes. The childminder works with parents extremely well to ensure that the food provided is healthy and balanced.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children flourish in the childminder's care. The childminder demonstrates a consistent approach to swiftly identifying adaptations required so that she makes a sustained difference to all children's opportunities, including supporting children's special educational needs and/or disabilities. For example, the childminder has completed her own research to support children to recognise how to regulate their emotions. The inclusive environment helps all children's needs to be met for them to feel valued and consistently develop positive self-esteem. Partnerships with professionals and other settings children attend are established to help provide continuity for children.

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Curriculum and teaching Expected standard

The childminder ensures that the curriculum incorporates all areas of learning and is taught well. She has a clear action plan to help her improve, such as extending the support for children's language skills. This is already starting to make a positive improvement. For example, children enjoy repeating words from a familiar story and singing rhymes together. Story and rhymes are used as opportunities to help children sit for short periods to maintain their attention and to promote choices. Children readily choose favourite songs. They join in with actions and begin to sing along, with the childminder praising the children's effort. The childminder teaches mathematics in a purposeful way, and this is weaved into children's play. For example, children learn to count the play dough pieces and count how many times they hop. The childminder helps children to take appropriate risks in their play, such as

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Curriculum and teaching Expected standard

navigating space as they dance to music and learning to cut fruit safely for their snack. The childminder provides guidance and models safe practices, ensuring that children understand how to manage risks independently. This approach builds children's confidence and physical skills, including coordination and balance well. Teaching is not always consistent. For example, when children talk about a volcano, their thinking and knowledge is not challenged further. The childminder asks children relevant questions to gauge what they already know but does not always allow enough time for children to think and share this fully. The childminder recognises there is still some work to do to ensure that her teaching is consistently highly effective to help ensure that every interaction she has with a child extends learning as much as possible.

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Leadership and governance Expected standard

The childminder works extremely well with parents, and this is a strength of her practice. Parents state they value the care and support offered to their children, and their children really enjoy attending. The childminder is dedicated to help ensure that she delivers an ambitious vision for her setting. She is committed to continuing her own professional development and has attended training courses to keep her own knowledge and skills current. She reflects on training and makes relevant changes, such as updating her safeguarding policies. The childminder understands her strengths and next steps for development and is ambitious for children so that every child achieves the best possible start in education.

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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 are very well prepared to transition effectively between different stages of their learning. They achieve consistently well. The childminder's nurturing approach to children's care supports the development of warm, trusting relationships. This helps children feel consistently safe and secure as they transition into the childminder's care. Children are extremely confident and enthusiastic learners who engage deeply in their chosen activities. For example, they enjoy deciding how to create with play dough and roll different sizes of dough to create Christmas decorations. Children are confident, and they engage deeply in their chosen activities. Opportunities for children to develop their physical skills are successfully supported. For instance, children scream with delight as they practise hopping on one leg. They gain confident control of their small-muscle skills as the childminder teaches them how to hold a safety knife to cut their fruit at snack time and independently

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

peel their oranges. Behaviour is extremely well supported, and children consistently demonstrate respect and positive attitudes to learning. Mixed-age groups work harmoniously and share familiar stories and songs together.

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Next steps

The childminder should ensure that highly effective teaching with children is embedded to consistently challenge their thinking and extend children's learning further.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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