Burgess, Vikki

Burgess, Vikki

Unique reference number (URN): EY464649 Address: 14 Thatchers Way, ISLEWORTH, Middlesex, TW7 7PL Type: Childminder Registered with Ofsted: 30/07/2013 Registers: EYR, CCR, VCR Registered person: Burgess, Vikki

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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

Children make good progress from their starting points in development. They develop key skills in communication, independence, problem-solving and physical coordination. They also gain confidence in self-care and social interaction. Children enjoy a wide range of indoor and outdoor learning experiences. They explore activities with curiosity, persevere with challenges and show pride in their achievements. They develop creativity through painting, sensory play and imaginative activities. Children strengthen problem-solving skills through practical tasks and games. They show secure physical, personal, social and emotional development.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, experience success. They benefit from receiving support, guidance and encouragement, helping them to build their confidence and enjoy learning. Children gain a sense of achievement as they master new skills and become more independent. They show positive attitudes, cooperate with their peers and take part in activities that extend their understanding of the world around them. They build confidence and resilience as they learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to play cooperatively through calm and consistent guidance. She teaches phrases such as 'no, thank you' to support respectful communication. Children learn to share, take turns and understand that their actions affect others. The childminder uses simple strategies to help children to manage waiting and develop patience. Warm, trusting relationships support children to feel confident to try new experiences. Children show positive attitudes towards the setting and each other. The childminder encourages good manners, such as saying 'please' and 'thank you', and offers praise to build children's confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Children take pride in helping with routines. They tidy away resources after their play, clear their bowls after snacks and support each other during activities. Older children often help younger ones, showing patience and understanding. They assist the childminder with setting up activities and help younger children stay calm and engaged while waiting. Children feel secure and valued in their relationships with the childminder and one another. The childminder sets clear rules and boundaries and has high expectations of behaviour. Children respond well, play harmoniously and treat the setting and their peers with respect.

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Children's welfare and wellbeing Expected standard

Effective routines help children to feel safe, secure and ready to learn. The childminder promotes punctuality and attendance through clear routines and consistent care. Supportive guidance helps children to develop self-discipline, cooperation and positive social skills.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's independence and wellbeing through daily routines. Children take off their own shoes on arrival, feed themselves, wash their hands before meals and help to tidy away toys. They develop confidence and self-care skills. However, the childminder does not consistently extend children's independence in all routines. For example, some older children still rely on the childminder to wipe their noses and dispose of tissues, which limits opportunities to practise essential self-care such as managing personal hygiene and taking responsibility for belongings. The childminder supports children to recognise, express and manage their emotions, helping them to develop secure emotional wellbeing. For example, she uses calm and reassuring strategies when children feel frustrated or upset. Children learn to take turns, share and cooperate. This strengthens their social development and helps them to build positive relationships. Warm, responsive

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Children's welfare and wellbeing Expected standard

relationships support secure attachments.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles. The childminder provides nutritious meals and snacks, and encourages regular drinking. She promotes good hygiene and oral health. The childminder supports children's general physical wellbeing through outdoor play and daily outings. However, she does not make full use of everyday routines to offer younger children a suitable range of physical activities that consistently strengthen their physical development, such as climbing, balancing and developing core strength. Children explore parks, woods and local groups, gaining confidence and practising road safety. The childminder responds warmly to children's needs, offering comfort when they are tired or require reassurance. Children feel secure, confident and supported as they learn and explore.

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Curriculum and teaching Expected standard

The childminder provides a well-planned and engaging curriculum that builds on what children already know and can do. Her teaching aims to develop confident and independent learners who enjoy exploring new ideas. The childminder introduces learning through purposeful play, giving children meaningful experiences that match their interests and stages of development. She prioritises children's personal, social and emotional development and promotes physical development through daily active play.

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Curriculum and teaching Expected standard

Language and communication are central to the childminder's curriculum. She introduces new vocabulary during play, supports early conversations and adapts her language for different abilities. For example, she encourages younger children to repeat simple words, while helping older children link ideas and form longer sentences. The childminder models clear speech and uses simple sign language to support understanding. She plans story sessions and songs to strengthen children's listening skills and early literacy, with pauses that allow children to talk about characters, events and pictures. Mathematics features naturally in routine play. Children count objects, compare sizes and identify shapes during sorting activities. These experiences help children develop a positive attitude towards early mathematical thinking.

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Curriculum and teaching Expected standard

The childminder develops children's creative and early writing skills, such as through painting, mark making and exploring textures. Children mix colours, use brushes and experiment with different materials to express ideas. The childminder revisits key skills, such as colour recognition, giving children time to practise and embed learning. Her clear, consistent teaching approach ensures that each child makes steady progress across the curriculum. She uses ongoing assessment to check what children know and can do and adapts activities to meet children's different starting points, needs and stages of development.

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Inclusion Expected standard

The childminder monitors each child's progress closely. She observes children's learning regularly and shares clear updates with parents and carers. The childminder maintains an accurate overview of each child's development and interests and uses this to plan the next steps in their learning. When children join the setting, she completes a baseline assessment to identify their starting points and any gaps in their development. The childminder then plans focused activities that help all children make steady progress. She also completes the required written progress check when children are between the ages of 2 and 3 years. This helps her to identify what children know and can do and what they need to learn next. She has completed relevant training to support children who may need additional help and understands the importance of early identification and support.

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Inclusion Expected standard

The childminder understands the value of working with external professionals to support children with special educational needs and/or disabilities (SEND). This ensures that children receive targeted help and consistent guidance. The childminder adapts activities so that all children can join in, for example, offering visual prompts or breaking tasks into smaller steps. Although she has no prior experience of supporting children with SEND or receiving early years pupil premium funding, she demonstrates a clear understanding of the graduated approach and how funding could be used to provide targeted support for disadvantaged children. Children learn about diversity and the wider world through meaningful experiences. For example, they explore festivals and celebrations from different cultures and talk about people, families and communities. These activities broaden their understanding and help them to develop respect for others. Overall, the childminder creates

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Inclusion Expected standard

an inclusive environment where every child feels valued, supported and confident to achieve their best.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder and the care she provides. The childminder's warm and genuine approach builds effective partnerships. The childminder shares regular updates on children's learning, development and daily activities. Parents value how quickly their children settle and form secure relationships, giving them confidence that their children are safe and happy. The childminder has effective settling-in procedures that help children to engage quickly and positively in the setting. She maintains clear communication with parents and involves them in supporting their children's learning at home. For example, the childminder shares simple activities and ideas that families can continue at home to reinforce children's progress. Parents' written comments confirm positive experiences and positive relationships.

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Leadership and governance Expected standard

The childminder reflects regularly on her practice to improve outcomes for children. She identifies areas to develop and actively seeks training to enhance her skills and knowledge. For example, she networks with other childminders and attends courses, webinars and online training, applying new learning directly to her daily practice. Recent training has strengthened her understanding of how to support children's learning in the natural world. The childminder keeps her mandatory training, including safeguarding, up to date. She uses professional development and support from colleagues to consistently improve the quality of care and education. Her dedication to reflective practice ensures that children benefit from a safe, well-led and continually improving environment.

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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 arrive to a warm and welcoming home, where they feel secure and valued. The childminder builds strong relationships with each child, She takes time to understand their interests, routines and ways of communicating. The childminder adapts activities so all children, including those who face barriers to learning or have limited outdoor opportunities, feel included and able to join in. Children move confidently around the setting, selecting toys from low shelves and approaching the childminder when they need support. She responds with calm reassurance, offering gentle prompts that help children to feel settled and understood. Shy or quiet children benefit from the childminder's sensitive approach, which helps them take part at their own pace.

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

Outdoor experiences form a key part of daily life for children in this setting. Children enjoy walks to parks, fields and woodland areas, giving them space to run, climb and explore. For example, they splash in puddles, search for natural objects and practise physical skills in the fresh air. These outings are especially valuable for children who do not have access to a garden at home. Inside, the home feels cosy and nurturing. Children often seek hugs or sit close to the childminder when they want comfort. The childminder values each child's voice and encourages them to help with simple routines. Children enjoy tasks such as tidying toys, peeling fruit or choosing resources, which builds their confidence and independence.

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

The childminder plans activities for children to strengthen their small muscles, such as through puzzles, construction and sorting activities. Children show determination as they try different ways to solve problems or fit pieces together. Musical toys, action songs and stories add rhythm and excitement to the day, encouraging children to listen, join in and express themselves. Overall, children benefit from a caring, inclusive and home-from-home environment, where they feel confident, supported and ready to learn.

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Address:

14 Thatchers Way ISLEWORTH Middlesex TW7 7PL

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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 expand opportunities within daily routines for younger children to engage in a wider range of physical activities that further develop their skills. The childminder should provide consistent opportunities for children to manage their own hygiene and self-care routines to strengthen their independence.

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About this inspection

The inspector spoke with the childminder 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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