Wilson, Karen Jean

Wilson, Karen Jean

Unique reference number (URN): 2746831 Address: Oakfield, Exeter, EX4 2HJ Type: Childminder Registered with Ofsted: 19/09/2023 Registers: EYR, CCR Registered person: Wilson, Karen Jean

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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 make secure progress, including those who face barriers to learning and/or wellbeing. They benefit from a curriculum based around their interests and their next steps of development. Children show confidence and curiosity as they experience and develop new skills. They explore a range of activities and enjoy trying things out. Children show sustained interest in both their planned and chosen activities. They are happy and have a positive attitude towards all their learning opportunities.

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Achievement Expected standard

Children show kindness and cooperation. They play together cooperatively, building positive relationships with one another. Children listen attentively, follow instructions carefully and communicate their needs clearly. They are confident in their physical skills and become increasingly independent. Children demonstrate balance and control as they navigate the climbing frame to the top of the slide. They build on what they know and can do and this means they are ready to transition to their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established in this nurturing environment. Children know what to expect and anticipate what they need to do next. These consistent and firm routines build security and confidence. The childminder encourages children to tidy up before the next activity and explains why this is important. This helps the children understand what is happening and builds a sense of pride in the environment. The childminder consistently models respectful behaviour. As a result, children's behaviour is calm and positive.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between children and the childminder are warm and supportive. Children learn the importance of turn-taking and being aware of others as they play together. The childminder offers plenty of praise and encourages good manners. For example, children say please and thank you throughout the day and they are encouraged to ask to leave the table when they have finished eating. The childminder understands that some children have yet to learn how to share. She provides clear opportunities to support them to develop these skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder keeps a record of attendance and when children arrive and leave. She talks to parents if there are changes in routine and supports them to maintain consistent attendance and punctuality.

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Children's welfare and wellbeing Expected standard

The childminder has created a nurturing environment, where children feel safe and secure in her care and have a strong sense of belonging. She uses care routines to help children to form secure relationships. Children are confident to express their wants and needs, and the childminder quickly responds to their cues. As a result, children feel valued.

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Children's welfare and wellbeing Expected standard

Children learn good hygiene practices, such as knowing to wash their hands after playing outside or before meals. The childminder guides children to manage their self-care needs, such as wiping their own nose. She prepares children for their next stage of development. For example, she asks children if they would like to sit on the toilet before nappy changes. The childminder models washing her hands at the same time as children. She supports and encourages children to learn how to clean their hands properly.

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Children's welfare and wellbeing Expected standard

The childminder provides a calm and comfortable environment for children who need to rest or sleep. She regularly checks children during their nap times and follows safe sleep procedures well. The childminder understands the importance of safe sleeping arrangements. She explains the importance to parents. She works collaboratively with them and supports families in establishing safe sleeping at home.

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Curriculum and teaching Expected standard

The childminder has a clear focus on communication and language. She builds vocabulary, engages children in conversation, introduces new words and gets down to children's eye- level when speaking to them. This means children learn effective communication skills to support their language development, including those children who face barriers to learning and/or wellbeing. The childminder introduces songs and stories into the daily routine. She ensures all children have access to books and have opportunities to share stories with adults. However, children would benefit from further high-quality interactions, when showing an interest in books.

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Curriculum and teaching Expected standard

Physical development is prioritised from the youngest age. There are opportunities for children to develop their fine and gross motor skills. For example, children enjoy mark making with white board pens, pencils and in the sand outside. These activities foster children's confidence and help them practise fine motor skills in meaningful ways.

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Curriculum and teaching Expected standard

The childminder plans meaningful opportunities for children to engage in mathematics. She skilfully weaves mathematics into daily activities. For example, the childminder uses snack time to practise counting. During planned activities, the childminder has high expectations for children. Where appropriate she adapts and extends children's understanding through purposeful questions. This approach re-engages children who have become distracted and ensures their learning is focused.

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Inclusion Expected standard

The childminder gathers detailed information from parents during the settling-in period. This enables her to understand children's backgrounds, experiences and routines. The childminder is highly responsive to the children. Children form secure relationships with familiar adults, who understand their individual needs. The childminder monitors children's development well and understands the importance of making timely referrals to reduce barriers that children face in relation to their learning and/or wellbeing. The childminder quickly identifies their next steps so she can plan the curriculum effectively. As a result, children make pleasing progress from starting points.

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Inclusion Expected standard

The childminder has effective partnerships with the local school and other childminders and is in constant communication with them. This ensures children receive continuity in their education so they can make the best progress. The childminder works closely with children and provides additional, targeted support for children who may face barriers to learning and/or wellbeing. For instance, providing extra vocabulary and time to children who are bilingual. The childminder has a secure understanding of how to identify learning needs and where she would go to seek advice if needed. She monitors children carefully and provides regular updates to parents to help identify any gaps in progress.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice to ensure her curriculum is tailored to the children in her care. The curriculum is thematic based and links to celebrations and events during the year. The childminder takes children's interests into account when she is planning. She ensures children make progress by learning new skills and concepts.

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Leadership and governance Expected standard

The childminder shows a commitment to ongoing professional development. She keeps up to date with all mandatory training and has completed a wide range of courses. The childminder works well in partnership with other childminders. They meet fortnightly, to share information and ideas. This collaborative practice ensures continuity of care for the children. The childminder gains opportunities to share new knowledge and good practice.

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Leadership and governance Expected standard

The childminder is reflective in her provision and practice and understands what she does well. Children make pleasing progress in her care. However, the childminder would benefit from further strengthening reflection methods, focusing on the coverage of her curriculum and how she can support children's learning even further based on their individual needs. The childminder has awareness of the areas, where she would like to improve. She is making steps to formalise her reflections to do this more effectively.

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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

The childminder provides a nurturing environment. She takes time to get to know children and their individual needs. Children feel safe and secure and build strong attachments, enabling them to thrive in the warm and welcoming environment. The childminder knows children and families well and partnerships with parents are effective. Parents say the childminder provides a safe and caring environment, providing stimulating and engaging activities throughout the day. The childminder monitors children's attendance closely and works in partnership with parents to meet each families' individual needs. They feel the childminder is understanding and adaptable and they appreciate her flexibility. The childminder plans a wide range of enriching experiences in the local community. Children build confidence and gain social skills as they explore the local environment and navigate the wider world.

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

Children are happy and confident and enjoy learning. The childminder builds children's independence effectively. For example, she asks children to put on their coats and outdoor shoes, only helping when needed. The childminder supports children who face barriers to learning. For instance, she uses objects of reference to support children who are bilingual. The childminder provides fun and stimulating activities with highly engaging outdoor learning opportunities. For example, children enjoy throwing small balls into a container full of water. Children use tools, such as cutters and rolling pins, to manipulate play dough. These activities develop their hand-eye coordination and fine motor control. The childminder teaches children prepositions through clear instructions. Children listen attentively and demonstrate good understanding as they follow instructions carefully. They show enthusiasm as they sing familiar songs and rhymes. Children know the words and actions

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

and enjoy using objects to support their recall. They are confident to come up to visitors and

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Inspector:

Naomi Beck share their experiences. Children are happy and clearly enjoy their time in the childminder's care.

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Next steps

The childminder should build on high-quality interactions to further children's interest in books, fostering a love of stories and further developing children's communication and language skills. The childminder should strengthen her evaluation and reflection methods to focus on her coverage of the curriculum and how she can support children's learning even further based on their individual needs.

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About this inspection

The inspector spoke with the childminder and her assistant 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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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