Ashby, Katie Anne

Ashby, Katie Anne

Unique reference number (URN): 2736685 Address: 30 Bradfield Close, Rushden, NN10 0EP Type: Childminder Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR Registered person: Ashby, Katie Anne

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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 form wonderful attachments with the childminder, who supports them to develop strong personal, social and emotional skills, helping them to feel secure and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes clear and consistent rules, routines and boundaries, which children understand and respond to. She encourages children to share and take turns. When they find this difficult, she offers choices. For example, she lets them choose whether to wait or select a different activity. As a result, children learn to share resources and wait their turn during play, showing increasing self-control and patience. This approach supports children to make good behavioural choices and helps them to tolerate delay.

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Behaviour, attitudes and establishing routines Strong standard

Children join in with planned activities the childminder provides and persist for extended periods, demonstrating a positive attitude to learning. They become absorbed in their play. For example, they roll and squeeze play dough and talk about 'making pancakes', sharing tools and equipment with their peers as they play.

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Children's welfare and wellbeing Strong standard

Children are happy in the environment and display high levels of wellbeing. The childminder offers a very warm and caring setting. Her friendly approach enables children to use her as a secure base, enabling them to feel confident to explore and join in with activities.

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Children's welfare and wellbeing Strong standard

The childminder has well-structured, consistent routines. This helps children to understand expectations in the setting. The childminder helps children to manage their emotions, through calm, supportive interactions. This helps children to label their feelings, and she offers reassurance when children become upset. This helps children to learn to self- regulate.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles by offering healthy snacks and teaching good hygiene practices, helping children understand the importance of making healthy choices. She encourages children to wash their hands independently before mealtimes and after nappy changes, reinforcing how to keep healthy and reduce the risk of infection.

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Achievement Expected standard

Children are confident to talk to the childminder and their friends. They engage in frequent, meaningful conversation and join in with stories and songs. This supports their development of language and communication. However, the childminder does not consistently allow children enough time to think and respond to her questions. This limits opportunities for children to share their thoughts and ideas. Through daily activities, children develop their understanding of early mathematics. They join in with number songs and count actions such as jumping. The childminder provides lots of opportunities for children to strengthen their small muscles. Children roll and squeeze play dough and show pride as they build towers with bricks. These activities help to prepare children for early writing.

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Achievement Expected standard

The childminder promotes independence, encouraging children to attempt tasks for themselves. Children help to tidy away toys before meals, showing care for their environment. They wash their hands independently and make choices about what they eat.

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Curriculum and teaching Expected standard

The childminder delivers a well-sequenced curriculum based on children's starting points. She uses assessment to plan next steps and address gaps, working with parents and professionals to support children, including those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder promotes independence by encouraging children to make choices and manage self-care tasks. This builds children's confidence and resilience and helps them develop a positive 'can-do' attitude. The childminder supports children's personal and social skills. She encourages them to play alongside each other, share and take turns. When children struggle to share, she offers choices that help them re-engage and manage their behaviour.

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Curriculum and teaching Expected standard

Children join in with story times and engage in frequent conversations with the childminder. She introduces new words and comments on children's play to support language development. However, she does not always allow children sufficient time to think and respond to questions. This limits opportunities for children to share their thoughts and ideas.

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Curriculum and teaching Expected standard

The childminder embeds mathematics into daily routines and play, introducing counting, quantities, shapes and measure. This supports children's early numeracy development.

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Curriculum and teaching Expected standard

The childminder promotes physical development through outdoor play and visits to parks and soft-play centres. This helps strengthen their large muscles through climbing, balancing and active play. The childminder introduces activities such as play dough and mark making, helping children strengthen their small muscles. This helps build the foundations for early writing.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND) effectively through early identification and timely referrals. She works closely with parents and external professionals to establish targeted, tailored support. This ensures that children with SEND receive the help they need to progress well. For example, when children demonstrate a speech delay, she liaises with parents and outside agencies. She implements professional advice and adapts her provision accordingly. This helps to ensure children can achieve expected developmental milestones. The childminder differentiates activities and adapts the learning environment to meet individual needs. This fosters inclusive practice throughout her setting. She recognises the importance of early identification and appropriate referral processes to secure timely support. For children who speak English as an additional language, she gathers key words

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Inclusion Expected standard

and phrases in their first language and uses visual supports. This helps children to feel included, valued and able to access the curriculum effectively. As a result, all children, including those with SEND, are supported to make good progress in their learning and development.

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Leadership and governance Expected standard

The childminder has a clear vision for her setting and is committed to continuous development. She regularly reflects on her provision, identifying specific areas she wishes to enhance, for example improving the outdoor space to enrich children's learning and play opportunities. She recognises that enhancing the outdoor area will enable children to access more varied experiences. This will support their physical development and encourage exploration.

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Leadership and governance Expected standard

The childminder helps children who face barriers in their learning to make good progress. For example, when children show delay in their language and communication, she works closely with parents and outside professionals. She uses targeted support plans and adapts her practice. This enables children to receive the specific support they need to progress well.

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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 happy and secure in the childminder's home. The childminder's nurturing, friendly approach helps them to feel safe and supported. As a result, children form strong and trusting attachments with her. This gives them a secure base from which they freely explore, learn and play.

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

Children behave very well. They consistently demonstrate respect, kindness and consideration towards their friends. When minor issues arise or a child becomes unsettled, the childminder calmly offers them appropriate choices, enabling them to re-engage swiftly with activities. This nurturing, supportive approach helps children recognise, understand and manage their feelings. Over time, children build growing resilience, self-control and emotional maturity.

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

The childminder supports children with special educational needs and/or disabilities (SEND) through early identification and, where needed, appropriate referrals. She works closely with parents and external professionals to put in place tailored support, ensuring that children with SEND receive the help they need. As a result, all children are able to make good progress.

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

The childminder supports children's language and communication by regularly sharing stories, songs and rhymes. She models language for children and recasts their words, pronouncing them correctly, to broaden their vocabulary and deepen understanding.

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

Children have many opportunities to strengthen their small muscles. For example, they squeeze and press dough, which builds hand and finger strength. These activities help prepare children for early writing by developing the hand strength and coordination needed to hold a pencil. The childminder also regularly takes children to the local park and soft-play

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 centres, where they run, climb and balance. These activities help to strengthen their large muscles, supporting gross motor development, balance and coordination.

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Next steps

Provide children with the time they need to think and respond to questions to enable them to share their views and ideas.

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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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Local authority: North Northamptonshire

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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. 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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