Vinsen, Judith Natalie

Vinsen, Judith Natalie

Unique reference number (URN): EY335057 Address: 3 Ascot Close, Oakley Vale, Corby, Northants, NN18 8QG Type: Childminder Registered with Ofsted: 23/05/2006 Registers: EYR, CCR, VCR Registered person: Vinsen, Judith Natalie

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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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Children's welfare and wellbeing Strong standard

Children's safety and wellbeing are given the highest priority. Rigorous risk assessments underpin daily practice, ensuring that all hazards are minimised. The childminder takes effective steps to ensure that her pet dog poses no risk, and she always provides excellent levels of supervision. She has created a safe and welcoming space for children and their families.

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Children's welfare and wellbeing Strong standard

The childminder uses well-structured routines to support children's independence and prepare them for future learning. Older children put on coats and wellies by themselves while younger ones follow their lead. Children take pride in their achievements and, with encouragement from the childminder, develop resilience when facing challenges. From a young age, children are encouraged to do things for themselves, which builds independence and confidence.

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Children's welfare and wellbeing Strong standard

Through these daily routines, they begin to understand the importance of good hygiene, such as washing their hands before eating and after using the toilet. Children enjoy helping with daily tasks, such as tidying away their toys and preparing snacks. Children are encouraged to recognise different fruits at snack time and understand that they are good for them. The childminder gently encourages younger children to join in, embedding these routines from the start. The childminder equips children with vital skills that support their future education and daily lives.

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Achievement Expected standard

Children make steady progress in their learning and development. The curriculum provides children with a wide variety of experiences that ensure that children continually build on what they know and can do. Children become confident communicators, who enjoy speaking to adults and each other and develop a love of books from a very young age. In addition, they develop good social skills, helping them to be confident to meet new people and take part in new experiences. Children make steady progress from their starting points and develop the skills they need to prepare them for their next stage of learning. The use of daily routines supports all children, including those with special educational needs and/or disabilities, to focus on ensuring that children are equipped with the skills they need to become independent and prepared for school. They develop good self-care skills that support their growing independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment where children feel happy and relaxed to make choices in their play. Children build strong, trusting relationships with the childminder, which helps them to develop their confidence. The childminder responds promptly and sensitively when children become shy or reserved. She offers reassurance, helping children to feel safe and secure. This support encourages children's positive engagement in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to be motivated and to develop a positive attitude to learning, offering an abundance of praise, which helps children know which behaviours are valued. The childminder has high expectations of children's behaviour and uses gentle reminders, when needed, to help develop children's understanding of how to behave. The childminder uses games to promote turn-taking and to support children to focus and engage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance, highlighting the benefits of following a daily routine in helping to prepare children for school. She is consistent with the rules she implements, which gives children a sense of security and helps them understand what is expected of them. Children behave well and listen to and follow instructions with ease.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that supports children to learn new knowledge and skills, building on what they know and can do. She ensures that teaching is tailored to the children's different needs and stages of development. She adapts activities and slows the pace so that very young children and those with special educational needs and /or disabilities are fully included. This ensures that planned activities meet all the children's individual learning needs.

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Curriculum and teaching Expected standard

The childminder sets challenging targets for all children, identifying key physical skills she wants children to learn. For example, teaching older children balance and coordination as they use apparatus and supporting babies learning to walk. The childminder teaches maths in an engaging way, helping children develop hand-eye coordination alongside mathematical concepts. For instance, young children practise matching shape blocks, and older children thread number beads in sequence.

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Curriculum and teaching Expected standard

The childminder supports children's language development by engaging in conversations, reading stories and singing songs. As a result, children, even the very young, make secure progress in communication skills. However, the childminder does not always make the most of these opportunities to enhance and extend children's vocabulary by introducing them to new words.

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Inclusion Expected standard

Overall the childminder implements an effective system to observe, assess and plan for children's learning and development needs. She promptly identifies any gaps in learning and discusses them with parents, collaborating to set goals and adjust teaching methods as needed. She understands when to seek additional support and guidance to ensure that children with special educational needs and/or disabilities receive the help they require. The childminder also partners with other agencies to provide consistent support for the children.

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Inclusion Expected standard

The childminder aims to ensure that every child feels included and makes any needed adjustments. She thoughtfully decides how to use extra funding, working with parents to determine what is best for each child. By setting shared goals and communicating effectively, she helps all children make good progress in their learning and development.

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Inclusion Expected standard

The childminder supports bilingual children effectively. She works closely with parents to find out about family life and cultures, so she can include them in her teaching. She talks with children about visits to other countries and uses maps and books to look where different countries are in the world. Children enjoy sharing information about their culture and develop a strong sense of identity.

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Leadership and governance Expected standard

The childminder is generally reflective in her practice and recognises many areas of strength and areas she could improve on. Communication and language are now areas to look at further. The childminder identifies training to support children's learning further and to help them make good progress. For example, she has recently completed a course on supporting mathematics in early years, which has had a positive impact on her teaching. Additionally, after completing training on nutrition guidelines, the childminder changed some of the foods that are offered to children to promote healthier eating habits. She shared the information with parents to promote a consistent approach to children's care needs.

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Leadership and governance Expected standard

The childminder develops professional relationships with other setting children may attend. She shares relevant information on children's next steps and/or any concerns she may have about their development. She also works closely with teachers to support effective transitions to school. If the childminder needs additional support in helping children with special education needs and or disabilities, she works with families and other professionals to help make timely referrals to relevant agencies to ensure that children receive the right support.

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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's emotional wellbeing is very well considered, with the childminder dedicating meaningful time to support children's settling-in process. She values and promotes effective partnerships with parents and invests time in getting to know the children and their families. This ensures that all children are included and any barriers to learning are quickly identified and adaptations are made to ensure that all children settle quickly and make good progress in their learning.

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

Children are extremely relaxed and happy as they confidently explore their environment. They enjoy the morning routine of singing songs and sharing books to start their day. Children joyfully move their arms to the actions and sing aloud with confidence. They

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Inspector:

Charmaine Cayton develop strong, trusting bonds with the childminder, who knows each child extremely well. Children spend quality time with the childminder, who ensures that they are safe and secure in her care.

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Inspector:

Children demonstrate high levels of engagement in play, displaying curiosity and enthusiasm for learning. The childminder provides an accessible and well-organised environment, offering resources that are tailored to children's interests and developmental needs. For example, children pursue their interest in role play by caring for dolls indoors and continue this activity outdoors by using the mud kitchen to prepare pretend meals for one another. These experiences support the development of children's communication and cooperation skills.

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Inspector:

Children benefit from a wide range of experiences that broaden their learning and understanding of the world. The childminder takes them to playgroups and other social settings, where they learn to mix with larger groups of children and become independent in new environments. They also take part in outings to places, such as the library and theatre, which provide valuable opportunities to explore and learn beyond the home. These experiences support children's social development and help them to build friendships with other children they regularly meet.

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Next steps

The childminder should review the effectiveness of her curriculum of communication and language to enhance children's learning even further.

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About this inspection

The inspector spoke with the childminder, the children and the parents 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:

3 Ascot Close Oakley Vale Corby Northants NN18 8QG

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Address:

Registered person: Vinsen, Judith Natalie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:45

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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

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