Marks Santy

Marks Santy

Unique reference number (URN): EY301698 Address: Athena House, 350 Rugby Road, Burbage, HINCKLEY, Leicestershire, LE10 2NP Type: Childminder Registered with Ofsted: 17/02/2005 Registers: EYR, CCR Registered person: Marks, Santy

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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

The childminder demonstrates a strong commitment to children's welfare and wellbeing. She cares passionately about the children and their families. She is proactive in identifying and responding to their individual and emerging needs. She works closely with parents, offering practical advice and reassurance when challenges arise. She establishes secure attachments with babies and young children through a well-planned and flexible settling-in process that is tailored to each child.

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Children's welfare and wellbeing Strong standard

Children benefit from well-established routines that strongly promote healthy lifestyles and independence. The childminder places a clear emphasis on developing long-lasting healthy habits. Children develop an effective understanding of healthy eating through daily opportunities, such as eating fresh fruit at snack time and being supported to make healthy lunch choices. Children understand the importance of oral hygiene, and they remind the childminder that it is time to brush their teeth after lunch. They confidently manage their own toothbrushing routine, supported by the childminder, who sings a song. Routines are reviewed regularly to ensure that they continue to meet children's needs and support them to make independent, healthy choices. Children learn about the importance of oral hygiene, hand washing and eating a balanced diet. Children demonstrate good manners and kindness. They are supported, when needed, with managing their emotions and behaviours

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Children's welfare and wellbeing Strong standard

The childminder creates a nurturing and emotionally secure environment where all children, including those who face barriers to learning, feel valued, listened to and respected. She celebrates children's individual achievements and encourages them to express their feelings and ideas openly. This helps children to develop self-confidence and resilience, equipping them with the skills to manage change and build positive relationships as they grow. By fostering a culture of openness and support, the childminder contributes significantly to the children's overall welfare and wellbeing, ensuring that they are well prepared for future transitions and their next stages of learning.

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Achievement Expected standard

The childminder gathers detailed information about children before they start and regularly monitors their development, using this to identify appropriate next steps. She shares information about children's progress with parents and other childcare settings they attend, helping to support continuity in learning. Parents are provided with ideas and resources to support learning at home, such as story sacks to promote children's communication and language development. The childminder makes sure that teaching is sequenced effectively so that children build up their communication and language skills over time.

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Achievement Expected standard

Children, including those who face barriers to learning, are enthusiastic and motivated learners who show pride in their achievements and are willing to try new activities. The childminder provides a supportive and stimulating environment that promotes positive attitudes to learning. Consistent routines help children feel secure and settled throughout the day. A strong focus on developing independence and school readiness ensures that children are well prepared for their next steps in learning, although the childminder does not consistently help to build on children's current next steps in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children form strong relationships with both the childminder and their peers. The childminder fosters a safe and respectful environment, models positive behaviour and consistently uses good manners. She helps children resolve conflicts and encourages kindness and turn-taking. For example, during a group activity, the childminder establishes the rules to a game and supports children to take turns choosing a coloured ball and matching it to the correct colour, although she does not consistently provide supportive feedback to address any misconceptions to secure their understanding. The childminder ensures that she considers children's individual stages of development and any barriers to learning they may have and adapts her teaching to support all children to build positive behaviours and attitudes, for example by simplifying the words she uses to support children's behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The childminder informs parents about the importance of regular attendance for children to benefit from good, consistent routines. The childminder has created a routine that supports their independence and helps them to understand what happens next. This gives them confidence and security. Through these routines, children quickly learn to manage their own belongings and work together to tidy up, fostering responsibility and cooperation. The childminder's thoughtful approach ensures that children are well prepared for future transitions, and her encouragement of positive behaviour and mutual respect helps children develop good attitudes to learning and adapt smoothly to new experiences.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that prepares children for their next stages of learning. She ensures that children are school ready by focusing on independence skills. Children are encouraged to put on their own shoes and coats before going outside to play. They learn to pour water from a jug into their cups during snack time. The childminder uses her knowledge of the children in her care to ensure that children make progress.

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Curriculum and teaching Expected standard

Children are given a wide range of opportunities to develop their communication skills. Children enjoy listening to stories. The childminder uses props to help children to engage with the story. She pauses, enabling children to fill in the missing words, and asks children to predict what might happen next. Children regularly sing nursery rhymes, choosing their favourites to sing to each other, helping to build their confidence in early literacy skills.

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Curriculum and teaching Expected standard

The childminder provides children with opportunities to develop their physical skills. Children develop their small-muscle skills while exploring play dough with a range of different tools.

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Curriculum and teaching Expected standard

Children develop their mathematical knowledge well. The childminder includes mathematical language in children's play. However, at times, the childminder does not support children to count accurately to further their mathematical skills.

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Curriculum and teaching Expected standard

The childminder reflects regularly on the curriculum and uses ongoing assessment effectively to understand children's progress and identify any barriers to learning. She uses this information well to adapt her provision and teaching to meet children's individual needs, including those with special educational needs and/or disabilities. For example, the childminder plans purposeful interactions that support children's communication and language development, ensuring that children are actively engaged and make progress in these key areas.

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Inclusion Expected standard

The childminder has created an open and inclusive setting. She is effective at identifying children's individual needs promptly and takes appropriate action to reduce any barriers to learning. The childminder seeks advice and guidance from relevant professionals when required and uses this information well to support children's ongoing development. The childminder works closely with parents to ensure that children receive consistent support. For example, she uses guidance from speech and language therapists to model speech sounds and provide accurate repetition to support children with their early communication skills.

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Inclusion Expected standard

The childminder reflects regularly on her practice and undertakes professional development to strengthen her knowledge and understanding. She applies this learning effectively by adapting her teaching approaches and curriculum to meet the changing needs of the children in her care. For instance, children are provided with a wide range of experiences that they may not otherwise access at home. The childminder takes children on visits to the cinema, post office and local library. These experiences support children to develop an understanding of their community and the wider world.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how to use additional funding appropriately, such as providing targeted resources in the setting and at home to help close gaps in learning. However, the childminder does not monitor children's progress rigorously so that all children make sustained progress over time.

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Leadership and governance Expected standard

Overall, the childminder recognises the strengths and areas for development in her setting. She regularly accesses training to help improve her provision for children. For example, she has completed communication training to support children's speech and language development. However, she does not consistently identify gaps in the planning and implementation of her curriculum to help build on children's progress. The childminder is clear in her vision to provide a safe home-from-home environment and creates strong working partnerships with parents and other professionals to ensure that she provides high- quality care.

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Leadership and governance Expected standard

Parents speak highly of the childminder. They comment on the quality of learning opportunities that the childminder provides for children. When children first start at the setting, the childminder collects important information from parents and offers a smooth process that supports children to make secure bonds with the childminder quickly. Parents feel that the childminder keeps them updated on their child's progress, giving them support and guidance on how to continue to support this at home. For example, the childminder provides children with books to read at home.

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Leadership and governance Expected standard

To further strengthen leadership and governance, the childminder should ensure that her self-evaluation considers changes in context when identifying the setting's strengths and areas for development.

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

Children are happy and settled in this childminder's setting. Children are keen to explore the learning opportunities that the childminder provides for them. They form positive relationships with the childminder and the other children at the setting, where they are treated with warmth, kindness and love. The childminder creates an environment where children can access a wide range of opportunities to learn. Children are excited to explore activities. For example, while they play with play dough, children ask the childminder for help, where she provides support and encouragement to build their self-esteem.

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

Children make progress from their individual starting points. The childminder knows children well, accurately assessing what they know and can do, and she uses this information to plan a curriculum that supports all children, including those with special educational needs and/or disabilities, to move confidently towards their next steps.

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

Children play well together and are keen to engage their friends and actively include the childminder too. For instance, children bring the childminder 'tea and cake' while playing in the role play kitchen. The childminder supports children's communication and language development well. Children enjoy listening to stories being read to them. The childminder provides children with toy sharks as they listen to the story 'Shark in the Park'. She encourages the children to join in with repeated refrains and guess what will happen next. Additionally, children enjoy singing songs and nursery rhymes, asking for their favourites and confidently singing them to each other.

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Next steps

The childminder should further refine planning and implementation of mathematics to build on what children already know and can do. The childminder should use highly effective teaching and supportive feedback to address children's misconceptions to secure their understanding.

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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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About this inspection

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

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Address:

Athena House, 350 Rugby Road Burbage HINCKLEY Leicestershire LE10 2NP

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Address:

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

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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

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 .

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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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