Bull, Catherine

Bull, Catherine

Unique reference number (URN): EY410423 Address: 85 Westover Road, FLEET, Hampshire, GU51 3DE Type: Childminder Registered with Ofsted: 18/05/2010 Registers: EYR, CCR, VCR Registered person: Bull, Catherine

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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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Inclusion Strong standard

The childminder is committed to delivering a fully inclusive curriculum. She has a robust system of observation and tracking that helps her swiftly identify any barriers that children may face in their learning and development. This helps the childminder to plan focused strategies that are individually devised to support children with special educational needs and/or disabilities (SEND). Through her ongoing interactions with various professionals, she ensures that her teaching methods are tailored so children with SEND achieve the best possible outcomes. She seamlessly incorporates their learning and development targets into her daily routines. For example, she has introduced the use of visual timetables and now- and-next boards, which have proven highly effective in supporting children's independence.

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Inclusion Strong standard

The childminder is highly reflective and focuses her training precisely on the children's needs. For instance, she has sought information and training to help her develop individual plans to support children's next steps in learning. This is highly effective and embedded in her meticulous planning for children with SEND. Furthermore, the childminder identifies any additional funding that children may be entitled to. This helps her to further develop her resources to meet the needs of individual children.

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Achievement Expected standard

Children demonstrate continuous progress across the curriculum, particularly in their communication and language development. They confidently greet new people, introduce themselves and engage in meaningful conversations with their friends. Children use visual prompts to navigate routines independently and articulate their needs and ideas clearly. Those with speech and language delays now participate actively in group discussions, showing sound improvement from their starting points. Children are developing their early mathematical skills, such as counting and problem-solving. Children are independent at managing their own self-care needs. For instance, children are learning to use cutlery as they prepare their snacks and managing their own toileting needs. As a result, children are well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is warm and sensitive to the children in her care. Children are happy and demonstrate a sense of belonging in the childminder's home. The childminder makes adaptations in her setting to help all children understand the daily routines. This helps children to listen well and understand the routines of their day. For instance, children use visual prompts to gather their water bottles for snack time. This helps children develop their self-esteem in their own thinking and abilities. The childminder works in partnership with parents to promote children's regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children typically play well together. The childminder mostly helps children to understand the needs of others as children play alongside each other and develop their early friendships. However, occasionally the childminder does not explain to children the impact of some of their actions or behaviours. This means they do not always understand how other children may feel.

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Children's welfare and wellbeing Expected standard

The childminder plans ample opportunities for children to develop their physical skills. For example, she encourages daily exercise and visits local parks for children to climb and run. Furthermore, she helps children develop the muscles in their hands for later learning. Children concentrate intensely as they press small buttons on a remote to select different coloured lights, matching the colour to their chosen healthy foods. The childminder skilfully helps children learn how to keep themselves safe. For example, she reminds them how to hold small knives safely as they cut fruits and vegetables for their snack. Furthermore, she talks to children about road safety on their daily walks.

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Children's welfare and wellbeing Expected standard

The childminder helps children to manage their own care needs. She makes adaptations for children with special educational needs and/or disabilities, such as introducing visual prompts to remind children to drink their water and stay hydrated. Children start to recognise their own emotions as the childminder uses pictures in stories to help them think. However, she does not consistently help children to understand their emotions if there is a minor disagreement. Children say that they like the colour yellow as it makes them happy. This helps children learn about their emotions. All children demonstrate a strong sense of belonging in the childminder's care.

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Curriculum and teaching Expected standard

The childminder uses her robust assessment of children to plan an ambitious curriculum that reflects children's individual needs and interests. She has a secure understanding of the knowledge and skills children need in the early years. The childminder has a sharp focus on supporting children's personal, social and language skills. For example, children eagerly sit down to listen to stories. The childminder is skilful and encourages children to discuss what they can see. This helps children develop their confidence in speaking in small groups. The childminder provides a wealth of language through planned activities and children's spontaneous play. She consistently uses strategies to help children develop their speech. This helps all children, including those with special educational needs and/or disabilities, become confident communicators. Furthermore, the childminder uses every opportunity to help children practise their counting skills. For example, children count how many teeth they

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Curriculum and teaching Expected standard

have as they learn about oral hygiene. This supports their early mathematic skills.

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Curriculum and teaching Expected standard

Overall, the childminder plans enriching activities that are carefully designed to match each child's developmental stage and build on their experiences. However, sometimes the childminder plans too many activities to teach in quick succession. This means that some children lose concentration and do not benefit from the planned learning.

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Leadership and governance Expected standard

The childminder is reflective and seeks training to further her effective practice. For instance, she has researched how to support children to develop the muscles in their mouths using fun stories. This helps support children to develop their communication and language skills, particularly those at risk of delays. The childminder collaborates with various professionals to ensure her teaching methods are tailored so that children with special educational needs and/or disabilities receive appropriate support. Furthermore, she has developed excellent networks with other childminders. This helps her to develop her knowledge further and swiftly identify the needs of the children who live in the local community that she cares for. For instance, she arranged a visit at her home for a local dentist to help children learn about the importance of oral hygiene. All children benefit from the childminder's positive attitude

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Leadership and governance Expected standard

towards her ongoing professional 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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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 extremely settled in the care of the warm and caring childminder. They are happy and confident when introducing themselves to new people. The childminder knows the families well and has developed trusting relationships with parents, gathering ongoing information to support children's individual needs. This helps her to establish children's unique starting points and plan their next steps in learning. Furthermore, the childminder monitors children's attendance and promotes this with parents at her setting. This helps children to access their early years entitlement.

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

The childminder uses every opportunity to develop children's communication and language. Children listen to and recall familiar stories. The childminder creates a calm environment and sensitively encourages children to listen to each other's experiences in the story. For example, children talk about how they brush their teeth in the morning after breakfast. Children who are developing their confidence to speak in small groups flourish and smile with joy as they share their ideas. Furthermore, the childminder plans weekly music sessions to help children develop their vocabulary. All children, including those with special educational needs and/or disabilities, make progress in communication and language. This prepares them well for later learning.

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

The childminder sequences her curriculum well, overall. For example, children choose from different coloured toothbrushes to clean model teeth. She skilfully introduces new concepts, such as a 'gum'. Children talk about how food can get stuck as they brush away at the model teeth. This helps children develop healthy habits for later life, including supporting their oral hygiene. Children are highly independent in the care of the childminder. They confidently prepare their own snacks and manage self-care needs, such as toileting. The childminder focuses on the key skills that children need for later learning. As such, all children thrive in the care of the childminder in their learning and development.

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Address:

85 Westover Road FLEET Hampshire GU51 3DE

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Address:

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

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Next steps

The childminder should review the sequence of planned activities to help children continue to swiftly build on what they already know and can do. The childminder should consistently help children to understand how their behaviour and actions can affect others.

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About this inspection

The inspector spoke with the childminder and children. She reviewed written feedback from 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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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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