Collins, Rachael Elizebeth

Collins, Rachael Elizebeth

Unique reference number (URN): EY456085 Address: 56 Faraday Road, Locking, Weston-Super-Mare, BS24 7NT Type: Childminder Registered with Ofsted: 12/04/2013 Registers: EYR, CCR, VCR Registered person: Collins, Rachael Elizebeth

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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

Children are happy to see each other and the childminder on arrival. They settle quickly because the childminder seeks important information from their parents to enable her to meet children's individual needs as soon as they start at the setting. Children play together collaboratively and get along well. They are beginning to help each other, be kind and think of others' needs. The childminder works with parents to ensure children have effective routines and their attendance is good. This means children benefit from all experiences, which prepares them well for school. Children, including very young children, concentrate well for short periods and have very positive attitudes to learning. They are inquisitive and want to achieve.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides consistently successful support to embed a harmonious environment in which children are developing positive relationships and effective strategies to manage their emotions. For example, they help take care of the environment, happily helping to tidy up. The childminder makes this a fun learning experience as children practise their physical skills, picking up resources using tongs.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises all children's welfare and wellbeing. She provides a safe, welcoming environment, where children feel secure to play and learn. Consistent routines ensure the childminder sensitively meets the needs of babies and young children effectively. She is highly responsive to babies' needs, such as when they need their nappy changed, their nose wiping, drinks of water or food. Children develop a solid foundation for self-care, physical health and emotional wellbeing. They make healthy choices, such as drinking plenty of water, and learn the importance of hygiene, exercise and oral health. Children sit together at snack time and help give out the crockery and utensils, developing their social skills well.

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Children's welfare and wellbeing Strong standard

The childminder values all children's contributions, ensuring all children include each other and play harmoniously. The childminder provides strong support for children to understand and manage their emotions. For example, she uses stories and 'emotion faces' that children can point to on the wall, helping them to use words to describe their feelings. As a result,

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Expected standard

when children see a friend upset, they offer cuddles to make them feel better. Children and babies are emotionally safe, secure, stimulated and happy.

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Achievement Expected standard

Children are developing well, including those with barriers to their learning. Successful teaching enables children to develop the skills they need for their next stage of learning and school, such as gaining confidence, independence and social skills, as well as building positive relationships and managing their behaviour.

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Achievement Expected standard

Children make typical progress in their language and communication skills. For example, babies babble and the childminder talks back to them, taking turns in 'speaking'. Children use new vocabulary as they make links across their learning, and they extend their language skills through stories and songs. Children do not consistently have opportunities to develop their critical thinking skills and solve problems for themselves.

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Curriculum and teaching Expected standard

The childminder ensures an equally ambitious curriculum for all children, including any with barriers to their learning. She knows what children can already do and what they need to be learning next, focusing successfully on supporting their communication and language, physical development, and personal, social and emotional skills. For example, she observes babies to ensure they remain safe as they confidently stretch on tiptoe to open a play- kitchen cupboard above their head. The childminder narrates babies' play and adds vocabulary for older children, who recall these words later during a craft activity, as they excitedly talk about Christmas. The childminder teaches mathematics during children's play, so older children become confident in recognising and using numbers and enjoy mathematical activities. However, she does not consistently give children time to consider problems and use trial and error to find out how to resolve them.

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Curriculum and teaching Expected standard

Overall, the childminder accurately identifies where she can improve her practice, such as changing her routine and environment to provide a calmer learning space. This helps children to engage better and benefit more from the activities and play. She evaluates her activities and uses her observations of children's achievements well, using the information gathered to adapt her planning and teaching to help children make more progress.

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Inclusion Expected standard

The childminder typically uses her ongoing observations and assessments well to monitor children's development, identify their next stages of learning and understand how to support them best. Recent training in inclusion ensures her curriculum is ambitious for all children, including those with any special educational needs, disabilities or barriers to their learning. Successful partnerships with parents identify children's care needs accurately, so children settle quickly and feel secure. The childminder has adapted her curriculum, teaching and environment to meet all children's individual needs. This has led to improvements in children's behaviour and concentration.

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Inclusion Expected standard

The childminder knows how to use additional funding to make a difference to disadvantaged children. She monitors her provision well to ensure her resources, knowledge and support ensure inclusive practices. She considers ways to adapt her activities to ensure babies take an active role and benefit from all activities. For example, she uses interactive books to engage their curiosity when having a group story. They enjoy feeling textures, noticing lights and sounds, and engaging alongside the other children. Later, they explore the book again independently, helping them to embed their previous learning.

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Leadership and governance Expected standard

The childminder provides quality care and education. She effectively identifies her strengths and ways to improve her practice, taking action to make changes to the environment and her teaching to continually improve outcomes for children. For example, she has made changes to her environment to better support children's individual needs and minimise barriers to their learning.

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Leadership and governance Expected standard

The childminder engages children well in stories and songs to support their communication and language skills further. This was a recommendation at her last inspection. She continues to attend training, share good practice and research ways to extend and update her knowledge and skills to carry out her role successfully. For example, she has revised her planning and assessments and focused on enhancing her provision for children aged under 2 years.

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Leadership and governance Expected standard

Parents confirm how effectively the childminder works with them, sharing important information to provide consistent care for their children, and to promote and protect their welfare. The childminder accurately identifies any gaps in children's development and works closely with parents to help children quickly catch up with their peers.

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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 works closely with parents to promote the importance of children's attendance and to know their starting points. She ensures her curriculum is ambitious for all children, including those with any special educational needs, disabilities or barriers to their learning. The childminder plans effectively and adapts activities to include all children at their own level of development and enable them all to achieve. For example, she holds babies' hands to support them in their eagerness to use the low stepping stones, while encouraging older children to build them higher to promote their confidence in their physical development. Children of all ages are confident to explore the interesting resources and safe, well-planned environment. They enjoy the exciting experiences and are becoming

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Inspector:

Elaine Douglas increasingly independent learners. For example, children are inquisitive and explore the different colours, sizes and textures of balls. The childminder encourages them to add ramps and a roadway to see how far and at what speed the different balls roll. However, occasionally, the childminder is quick to solve problems for children, not giving them enough time to help them consider what to do and find out what works.

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Inspector:

All children are emotionally and physically secure and have warm relationships with the childminder and each other. Parents confirm how sociable their children have become. Children are happy to see each other and the childminder on arrival. Through effective observations, the childminder has removed barriers to children's learning. For example, when young children struggled with sharing and found the wide range of resources overwhelming, she made changes to her environment. This has had a highly positive impact on children's behaviour and enabled them to engage significantly better in their learning. The childminder celebrates their achievements. She helps children to develop a positive awareness of what makes them unique, as well as valuing others' differences.

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Next steps

The childminder should improve support for older children to help them consider and solve problems through trial and error, and extend their critical thinking further.

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About this inspection

The inspector spoke with the childminder, parents 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:

56 Faraday Road Locking Weston-Super-Mare BS24 7NT

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Address:

Registered person: Collins, Rachael Elizebeth

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Address:

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

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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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