Bhatti, Chelsea-Jayne Johanna

Bhatti, Chelsea-Jayne Johanna

Unique reference number (URN): 2746178 Address: 8 Seaton, Tamworth, B77 2NP Type: Childminder Registered with Ofsted: 23/08/2023 Registers: EYR, CCR, VCR Registered person: Phillips, Chelsea-Jayne Johanna

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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 build on what they already know and swiftly develop new skills across all areas of learning. Overall, children develop their communication and language skills. They have many opportunities to develop their social interaction skills. Children develop an extensive vocabulary as a result of their varied play experiences using interesting and natural resources. This helps them to develop as confident communicators. Children with special educational needs and/or disabilities benefit from appropriate interventions. This helps all children to make progress and reach their potential. Children in this setting achieve well and develop the skills and attitudes to support them in the next stage of their learning journey.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to develop a clear understanding of her expectations of them. She provides a routine that helps children to understand what is happening now and next. As a result, they feel secure. For example, the childminder uses self-registration to help children to develop a sense of belonging, which supports them in separating happily from their parents and carers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that she and her assistants develop close and nurturing relationships with children. Children seek them out for comfort and as joyful play partners. This creates a loving and harmonious learning environment where children thrive.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and her assistants are excellent role models for kindness and compassion. They also adjust their modelling to support children's differing ages and stages of development. Every interaction with children is respectful and calm. This helps children to demonstrate kindness and acceptance of others. The childminder has realistic expectations of children. She consistently supports them in making positive behaviour choices. For example, the childminder models and demonstrates to children how to take turns and play cooperatively.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents, carers and children to develop positive habits for the future regarding attendance and punctuality. The childminder supports younger children in understanding the importance of getting ready and getting to school on time.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's physical and emotional health. She works closely with parents and carers to develop practices that promote healthy living. For example, she makes sure that children benefit from regular dental visits to develop an understanding of the importance of oral health. The childminder talks to children every day, as they sit together for lunch, about how to keep their minds and bodies healthy. She also embeds this message through preparation and cooking. For example, children get involved in shopping for, peeling and chopping vegetables to make a winter soup that they take home.

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Children's welfare and wellbeing Expected standard

The childminder implements an effective key-person system. The nurturing relationships that children develop help them to become emotionally secure. She skilfully uses resources to develop children's awareness and recognition of their feelings and emotions. In turn, this helps children to deal with emotional challenges. The childminder has firmly embedded sleep routines that prioritise children's safety and wellbeing. She uses other daily routines to raise children's awareness of how to keep themselves safe. For example, children are keen to share how they stand safely by the wall in the garden until it is their turn to get into the car. Children demonstrate feelings of safety, security and connection across all aspects of the childminder's nurturing setting.

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Curriculum and teaching Expected standard

The childminder ensures that, together with her assistants, she gathers information and uses this effectively to assess and plan for children's individual learning. This informs the childminder's well-sequenced curriculum that focuses on children exploring the natural world and their community. She places an emphasis on children's physical and emotional wellbeing. The childminder weaves children's fascinations effectively into her planning. Children benefit greatly from exploring woods, forests and the local arboretum. The childminder makes links between developing children's sense of freedom and adventure. She provides opportunities for children to climb, run, investigate and balance.

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Curriculum and teaching Expected standard

As a result of the broad and well-sequenced curriculum, children develop into confident and independent learners who are resilient and emotionally healthy. For example, they pick blackberries in the woods and then use them to make marks using a range of natural resources they have found. The childminder typically supports children's communication effectively. She introduces new vocabulary in context and uses songs, stories, patterns and rhyme to build children's confidence in joining in with familiar words and phrases. However, on occasion, the childminder asks a series of questions in quick succession during play, without ensuring that children have time to process and share their thoughts. This limits children's thinking and speaking skills.

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Curriculum and teaching Expected standard

The childminder plans mathematical learning for children, making the most of routine opportunities for counting and colour matching. She skilfully supports children's understanding of number by modelling how to point to and count individual objects accurately.

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Inclusion Expected standard

The childminder works in close partnership with parents and carers to gather information when children start that will inform how she plans their learning. She typically carries out an early assessment in order to identify children's starting points. This helps her to swiftly identify any barriers to children's learning. The childminder uses knowledge gained through training and professional development to ensure that she implements a graduated approach to meeting the needs of children with special educational needs and/or disabilities.

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Inclusion Expected standard

Where necessary, the childminder involves external agencies to help children make the best progress and achieve their potential. She implements an effective cycle of plan, assess and review in order to monitor the support and interventions in place for children. For example, where children experience communication delay, she works closely with parents to plan for their next steps, such as using books and stories to extend their vocabulary.

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Inclusion Expected standard

The childminder considers carefully how to best support children who are in receipt of additional funding. She identifies any gaps in their learning and plans numerous experiences to broaden children's understanding of the world around them. For example, children develop positive relationships with older people during visits to a local care home. In addition, they experience creative art opportunities, such as going to the theatre and visiting museums.

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Leadership and governance Expected standard

The childminder is committed to driving improvement across the setting. She works with her assistants to consistently reflect on and evaluate the experiences, activities and routines. Together, they develop the curriculum to ensure that they meet the unique needs of the children in attendance. For example, they weave in learning about the armed forces to help children understand the role some parents and carers hold. The childminder ensures that she and her assistants attend regular professional development sessions that deepen their knowledge and understanding of how best to support children's learning and development, particularly those who experience barriers to learning.

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Leadership and governance Expected standard

The childminder reflects on her interactions and works in partnership with parents to extend children's learning opportunities at home. For example, the childminder provides a lending library so that children have access to an ever-changing range of stories to share with parents. The assistants report that they are highly valued and well supported by the childminder. They contribute to planning and are involved in all decisions relating to the setting. This contributes to successful partnership working and clear communication.

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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 settled and demonstrate a sense of belonging in this nurturing and vibrant setting. They learn about families and their local community through extended opportunities to spend time out and about with the childminder and any assistants she works with. On arrival, children delight in singing a joyful 'hello' song that makes them feel welcome and helps them develop early friendships. Older children are particularly keen to look at photos of the activities and experiences they have been engaged in. The childminder uses this access to photo albums, which children share with their peers, to help them to recall learning that has previously taken place. For example, children comment on their time playing in the woods and climbing trees.

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Inspector:

Lisa Gadsby Firmly embedded routines across the day create opportunities to foster children's independence. For example, children use a self-registration system with just the right amount of support from the attentive childminder. Children are keen to explore the interesting and well-presented learning environment, and even the youngest children make positive choices in their play. Children achieve well, which helps them to develop their self- confidence. Success in their learning supports children to feel well prepared for the next stage of their educational journey.

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Next steps

The childminder should routinely ensure that children have sufficient time to process and respond to any questions or comments in order to further extend their thinking and speaking skills.

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About this inspection

The inspector spoke with the childminder, her assistant and children in attendance 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: Phillips, Chelsea-Jayne Johanna

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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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