Aldersley, Claire

Aldersley, Claire

Unique reference number (URN): 255579 Address: 6 Cavendish Close, KINGSWINFORD, West Midlands, DY6 9PR Type: Childminder Registered with Ofsted: 25/04/1997 Registers: EYR, CCR, VCR Registered person: Aldersley, Claire

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a respectful culture of care and compassion, supporting children to understand their feelings, and those of others. Children offer cuddles to their friends if they feel unhappy. They consistently use excellent manners, such as when thanking the childminder for providing them with food at mealtimes. The childminder offers praise to reinforce their behaviour and is a positive role model. She promotes kindness among children and teaches them how to share resources. The childminder works closely with parents and carers to support them with ideas and to promote appropriate behaviour at home. For instance, she shares the benefit of distraction methods that work in her provision. Parents value this collaboration of techniques and support.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities benefit from the consistent structure and routines in the childminder's home. Children have consistently positive attitudes towards their learning. They actively take part in tidy-up times and anticipate the next activity in their routines. For instance, children know that they need to wash their hands before meals and then walk directly to their seats at lunchtime. All children understand and take part in setting and maintaining rules and boundaries. This helps them to behave well and follow instructions. Children's attendance is excellent, and the childminder promotes the importance of punctuality. This supports children to settle well and join routines with their friends.

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Children's welfare and wellbeing Strong standard

The childminder skilfully prioritises children's wellbeing. She knows children and their families very well and recognises when children require additional comfort or support. She takes swift action to share information with parents and carers, and other agencies, to ensure that children's needs are always met. Children develop extremely secure attachments with the childminder. They attend a series of uniquely tailored settling opportunities. This supports children with barriers to their learning, to develop a sense of belonging. The childminder recognises babies' and children's individual sleeping and feeding routines, and ensures these are maintained to support children's health and wellbeing. For instance, the childminder recognises when children are tired after lunch and offers quieter activities for children to rest as they play.

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Expected standard

The childminder provides nutritious, home-cooked meals that children enjoy. Children learn about healthy lifestyles through discussions about foods that are good for them. They understand why they must wash their hands before mealtimes, and are confident to access the bathroom to do this independently. The childminder invites children to learn how to blow their nose, and demonstrates the importance of washing their hands afterwards. Children learn how to manage risks. As they use scissors to cut paper, older children demonstrate and offer advice to their younger friends on how to use them safely. Children recognise that scissors are sharp and must be held away from them as they make snips in their paper.

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Inclusion Strong standard

The childminder has high expectations for all children. She celebrates every child's individuality, and uses assessment effectively to identify needs quickly and accurately. She takes swift action to make sure that any barriers children face are addressed and reduced. For instance, the childminder promptly shares emerging concerns about children's development with parents and carers. She shares strategies to support children's behaviour, and signposts parents to other agencies to further support them. The childminder offers flexible and responsive support to families when they need it most. This includes making herself available outside of standard working hours. Her commitment to families and approach to early intervention means they are supported very well. The childminder has an excellent understanding of how to use additional funding effectively to meet children's precise needs.

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Inclusion Strong standard

The childminder works with parents to establish effective routines for all children. She encourages open communication, and parents feel confident to contact her for support or guidance. Parents express their utmost gratitude for the childminder's commitment to meeting children's individual needs and enhancing their experiences. The childminder works with other professionals and promotes collaborative working. This helps all children to thrive. For instance, the childminder works closely with other settings that children also attend. She shares information about children's learning and behaviour to enhance their care and experiences.

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Achievement Expected standard

All children, including those with barriers to their learning, make suitable progress from their starting points. Children who find transitions difficult are supported through structured routines and clear expectations. Children develop their communication and language skills rapidly and learn to be independent. For example, they confidently find and put on their own shoes. Children recognise when they are thirsty, collect their drinks from the kitchen and put them away again when they have finished. Older children attend to their own toileting needs, and children demonstrate confidence at feeding themselves during mealtimes. Children become well prepared for the next stage in their education. They share how they are feeling and are confident to make decisions. Children are able to hold and manipulate tools, demonstrating appropriate hand-eye coordination in line with their age, and stage of development.

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Curriculum and teaching Expected standard

The childminder has a clear plan for her curriculum, and for the skills she wants children to develop. She reflects on her practice and the learning taking place, and adapts to the emerging needs of children. The childminder uses assessment well to identify children's starting points and to tailor her teaching to children's unique needs. The childminder promotes a love of books, and children enjoy reading stories with her. They join in with familiar, repeated phrases. The childminder creates a calm and relaxed environment, where children feel confident to look at books independently. Children sit and explore the images in stories and tell the childminder about their favourite parts. There is a sharp focus on communication. The childminder repeats language clearly, supporting children to develop a rich vocabulary that they use during play. However, she does not always extend children's thinking further, or provide deeper questioning or explanation.

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Curriculum and teaching Expected standard

The childminder promotes mathematical learning through daily activities. She recognises the positive impact that children's local environment can have on their development. For instance, the childminder supports children to recognise familiar numbers on doors and signs, while on walks. The childminder provides opportunities for children to develop their physical skills. They explore mark-making tools, accurately name colours and begin to hold a pencil correctly. Older children begin to develop their skills as they use scissors, for instance. The childminder models rules and expectations that help children to build positive relationships. For instance, when younger children struggle to share, the childminder demonstrates how they can use resources together. This helps children to develop harmonious relationships with others.

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Leadership and governance Expected standard

The childminder is passionate about making a difference to the lives of children. She works closely with parents and carers to determine children's starting points, and is committed to supporting families through each child's learning journey. Parents appreciate the dedication the childminder shows to her role. They are grateful for her patience and state that she nurtures children in a sensitive and reassuring manner. The childminder attends appropriate training to update her knowledge and skills. She identifies training opportunities that can further develop how she supports individual children. This enables her to implement necessary adaptations for those children who face barriers to their learning. The childminder reflects on her practice and identifies what works well to promote children's development. She has a positive outlook and strives to enhance outcomes for children. The childminder understands that she should improve her teaching even further to add depth to, and extend

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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 happy and confident with the nurturing childminder. They develop trusting relationships and feel at home in the comforting environment that the childminder has created. The childminder gets to know each child and family extremely well. She establishes unique bonds with all families and understands children's initial starting points and early experiences. She uses this information to tailor experiences for them individually so that all children gain a secure sense of belonging.

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

Children make choices and explore resources with enjoyment and curiosity. They play cooperatively with their peers, and learn how to socialise with others. For instance, children join in with group activities in the childminder's home and also meet with other children

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Inspector:

Ali Myers regularly at playgroups. Children learn how to communicate and are kind to others. This supports them to learn about their community and how to behave in different social situations. As a result, children are independent and well prepared for change as they enter the next stage in their education.

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Inspector:

Children with special educational needs and/or disabilities respond positively to the childminder's warm and caring nature. They happily engage with the established, and well- adapted, routines. The childminder regularly shares information with parents and carers. She celebrates children's progress and works collaboratively with parents to develop effective systems to support positive behaviour. This helps children to experience consistency in their care. The childminder promotes the importance of punctuality and regular attendance and celebrates how this helps children to grow and flourish.

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Next steps

The childminder should enhance teaching further to extend children's language acquisition and promote their thinking to a deeper level.

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About this inspection

The inspector spoke with the childminder and children 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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Address:

6 Cavendish Close KINGSWINFORD West Midlands DY6 9PR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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

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

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