Bingley, Hannah Louise

Bingley, Hannah Louise

Unique reference number (URN): 2740229 Address: 23 Burnside Close, Nottingham, NG17 8NX Type: Childminder Registered with Ofsted: 22/01/2024 Registers: EYR, CCR, VCR Registered person: Bingley, Hannah Louise

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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 Expected standard

All children, including those with barriers to learning, are developing a positive attitude to developing the skills they need for their next stage in learning. Children enjoy looking at books and listening to stories. They talk about the characters and about what they think will happen next. Children repeat new words that they hear, which supports the development of their vocabulary.

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Achievement Expected standard

Children are gaining the skills that they need to become appropriately independent in their self-care. They listen to and follow instructions, such as to line up to wash their hands. Children are learning to use the toilet independently, and they understand that they need to use soap to wash their hands before eating to make sure their hands are clean. Children are learning that they have different preferences and needs when it comes to the food they eat. However, children do not yet consistently learn about similarities and differences between themselves and others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children of all ages to understand what is expected of them and learn how to manage their behaviour. Children listen to and follow instructions, such as to tidy away toys. Older children are confident to ask for help when needed and demonstrate positive attitudes to learning. The childminder supports children to solve problems and be critical thinkers, overcoming problems. Children play for extended periods of time as they become engaged in activities.

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Behaviour, attitudes and establishing routines Expected standard

When younger children struggle to share or take turns, the childminder is quick to remind them of the need to use 'kind hands'. She supports children to play alongside their friends, taking turns with toys. She promotes children's positive behaviour through praise and acts as a role model. She uses gentle reminders to encourage children to use manners. At mealtimes, she encourages children to say 'please' and 'thank you' when food and drinks are offered. The childminder understands the importance of children attending regularly. She monitors attendance and takes prompt action to contact parents if a child is late or does not attend a booked session. This helps ensure that children do not miss out on their early education.

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Children's welfare and wellbeing Expected standard

The childminder creates a welcoming environment to help children feel safe and secure, which supports their wellbeing. Children demonstrate a sense of belonging at the setting. The childminder ensures that children's personal needs are being met in line with the established routines that they have at home. She works in partnership with parents to support toilet training and helps children understand the importance of privacy when using the bathroom. Handwashing routines are embedded, and children are learning about the importance of good hygiene.

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Children's welfare and wellbeing Expected standard

The childminder supervises children closely at mealtimes, supports their social skills and encourages healthy eating habits. She provides comfort and reassurance when children become upset, such as when they are tired and ready to sleep. Children are closely monitored as they sleep to ensure that they remain safe.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of providing children with opportunities to be physically active each day. Children go on daily walks in the community and outings to the local park, where they have the opportunity to exercise, run, climb and balance.

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Curriculum and teaching Expected standard

The childminder plans and implements an ambitious curriculum that is focused on supporting all children to gain the skills needed to be ready for school when the time comes. She plans activities to take into account what children can already do and how she can best support them to move forward. The childminder has a clear understanding of what she wants children to gain from the learning opportunities she provides. She encourages children to develop their fine motor skills, such as when manipulating and rolling play dough in their hands. She introduces mathematical language, naming the shapes of play dough cutters and talking about the size of the balls children roll. Children copy and use this language during play. However, on occasion, aspects of the mathematics curriculum are not implemented consistently.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language skills well. She provides regular opportunities for children to sing songs and enjoy stories. Children access books independently and sit turning the pages. They take books to the childminder to read to them and concentrate well as they listen to the story. However, the childminder does not yet consistently help children learn about similarities and differences between themselves and others through meaningful learning experiences.

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Inclusion Expected standard

The childminder understands the importance of getting to know all of the children in her care well. She works with parents to carry out an initial assessment so that she understands their level of development when they first start. Once settled, the childminder carries out regular observations of children and uses this information to identify their progress and emerging developmental needs.

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Inclusion Expected standard

The childminder recognises when children need additional support to make progress. She discusses concerns with parents and seeks advice from external agencies, for example to support children's communication and language development. This helps her provide targeted support so children make progress from their starting points and are prepared for their next stage of education.

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Inclusion Expected standard

The childminder understands how to use additional funding effectively. She has considered how funding can be used to provide appropriate resources and equipment that support children's development and meet individual needs.

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Leadership and governance Expected standard

Since the last inspection, the childminder has worked with the local authority adviser to address all of the actions raised previously. She can identify the strengths of the setting and areas she would like to develop further. She recognises that there are some inconsistencies in how some of the curriculum is implemented. The childminder prioritises her own professional development to strengthen her knowledge and reduce barriers children may face.

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Leadership and governance Expected standard

The childminder has established effective partnerships with parents. She maintains a two- way exchange of information to ensure that children's individual care and learning needs are met. Parents praise the warm and caring environment that the childminder provides.

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Leadership and governance Expected standard

The childminder regularly completes supervision with staff so they understand their strengths and areas for development. She encourages staff to access training opportunities. However, this support is not always sufficiently targeted to ensure consistent delivery of the curriculum across all areas.

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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

The childminder places importance on supporting children to develop their independence and self-care skills in preparation for their next stage of learning. She implements consistent routines that children are familiar with. Children know what to expect and what will happen next. This supports children to feel safe and secure. Children show a strong sense of belonging and form close relationships with the childminder. They build friendships and are learning to show respect for others. Children work together to solve problems, for example when building a track with magnetic shapes. The childminder uses gentle reminders to support younger children to take turns and develop social skills.

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Inspector:

Teresa Lester The childminder knows children's interests and stages of development well. She carefully plans and provides activities to support children to make continued progress. Children are eager to join in with the provided activities. They develop their small muscles and fine physical movements as they manipulate play dough and use tools, such as shape cutters and rollers. When children struggle to use tools such as scissors, the childminder provides focused support and models how to use them. She praises children for trying and for their achievements, and children show pride when they succeed.

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Inspector:

The childminder ensures all children are included in activities. She encourages each of the children in turn to choose a song to sing at group time. The childminder shows that she values all children's ideas and opinions. Children are becoming confident to express their thoughts and to make choices.

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Next steps

The childminder should take a more targeted approach to delivery of the curriculum for mathematics. The childminder should strengthen the curriculum to more consistently help children to develop their knowledge of what makes them unique individuals.

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About this inspection

The inspector spoke with the childminder, her assistants 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:

Registered person: Bingley, Hannah Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 05:30

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Address:

Local authority: Nottinghamshire County Council

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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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