Nel, Karin

Nel, Karin

Unique reference number (URN): EY395656 Address: 32 Creslow Way, Stone, AYLESBURY, Buckinghamshire, HP17 8YW Type: Childminder Registered with Ofsted: 26/08/2009 Registers: EYR, CCR, VCR Registered person: Nel, Karin

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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 Strong standard

Children make very rapid progress in their learning, especially in their communication and language development. They demonstrate their high levels of confidence and deep awareness of their prior learning. They recall the names of animals they recognise and talk about different foods while they pretend to make meals, showing high levels of imagination and creativity. Children who face barriers to their learning develop the skills they need to be active, engaged and enthused about their learning. Children are emotionally resilient and confident. Younger children are adept at managing their own independence and making choices about their play.

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Behaviour, attitudes and establishing routines Strong standard

Children play together in an extremely cooperative and caring manner. They show high levels of respect for each other, and their behaviour is excellent. The childminder is a superb role model and uses gentle reminders and clear direction, so children are in no doubt about what is expected of them. The childminder ensures that children can attend regularly, and, if there is any change in the routine, she ensures that there are additional days or spaces offered so children do not miss out on any care and education.

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Behaviour, attitudes and establishing routines Strong standard

The group of children is incredibly bonded. The childminder provides a reliable and familiar routine that encourages children to understand what will happen during the day. In turn, this helps them to feel settled and secure. Children show absolute joy in using technology to learn new things. For example, when they are unsure of what a baby dinosaur is called, they ask smart speakers that tell them the answer. They run into the room desperate to share their new knowledge that a baby dinosaur is a 'hatchling'. This shows their brilliant attitudes towards learning.

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Children's welfare and wellbeing Strong standard

The childminder finds innovative ways to promote children's emotional regulation. For example, children trace their fingers around the edge of a toy star fish's legs as they breathe in and out deeply. If they feel unsettled, they squeeze it tightly to help express their feelings. This is one of many ways the childminder acknowledges and helps children to manage their emotions. The childminder supports their good health through providing healthy meals, sufficient rest and periods of robust, physical activities. Children learn about getting dressed through following a dressing song. They follow the directions and dress successfully in their hat, shoes and coat. Even the youngest children are capable because of the clever activities and by copying older children.

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Children's welfare and wellbeing Strong standard

When children experience changes in their home lives, the childminder is acutely aware of this and the impact it might have on their wellbeing. By taking swift action early on and putting a range of support in place, children cope with the changes well. Children develop exceptionally close, trusting relationships with the childminder. They are clearly extremely attached to her and show this through cuddling up to read stories and showing a great delight in including her in their play.

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Curriculum and teaching Strong standard

The childminder fosters children's communication and language development particularly skilfully. She has a deep understanding of how children develop speech and acquire language, and understands her role in supporting this. By directing her teaching to address any concerns or gaps in children's learning, the childminder supports all children to make rapid progress. This early intervention means that the childminder can work effectively with parents to support children.

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Curriculum and teaching Strong standard

The childminder demonstrates a commitment to developing her mathematical teaching to a highly effective standard. She provides well-planned activities that introduce children to a broad range of mathematical concepts and is developing her teaching even further to support younger children, particularly those who are not yet secure in recognising numbers.

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Curriculum and teaching Strong standard

The childminder meticulously plans outings that encourage children to explore the wider community. These exciting trips introduce children to new ideas and experiences. Back in the home, children incorporate their learning as they play imaginatively. The childminder takes advantage of the local soft-play areas to help children to develop their core strength, large muscles and confidence in movement. There are multiple ways for children to further strengthen their physical skills and practise using tools and equipment at home.

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Inclusion Strong standard

The childminder accurately tracks children's development, which enables her to recognise early on when children need extra support. She identifies any emerging gaps in children's learning, and her direct support helps them to learn new concepts and strengthen their skills. For example, the childminder prioritises communication and language, providing focused activities that help children to hear words and sounds and practise them. This helps with their fluency of speech and clarity of pronunciation. The support for children who speak English as an additional language is superb, and children make rapid progress in their communication and language development. This is because of the extensive focus on this area.

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Inclusion Strong standard

The childminder recognises factors that can impact on children's development and wellbeing. By being aware of these, she focuses her curriculum on what is most important to support children, such as developing their confidence and emotional wellbeing. As a result, children thrive in her warm and nurturing care.

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Leadership and governance Strong standard

The childminder undertakes an ambitious programme of professional development. She challenges herself to continually review and improve her practice, which has been extremely effective in enabling her to adapt and evolve her curriculum. This has been particularly advantageous for children who need extra support with aspects of their learning and those who learn to speak English as an additional language, and this is a real strength of the childminder's practice. The childminder has high ambition for what children can achieve and takes action early to support children when they need it.

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Leadership and governance Strong standard

Relationships with parents are extremely strong. The childminder encourages parents to be active partners in their children's care and education. Parents say that they feel as though the childminder is part of their family and praise the superb care their children receive. The childminder has established successful relationships with other early years providers and her local authority. Through these relationships she has remained up to date with any relevant changes and shared good practice. This has supported her in maintaining excellent quality in her provision.

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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

The incredibly well-planned and organised curriculum encourages children to thrive in the childminder's care. Children show a great deal of tenacity and excitement for their learning, and, when they learn something new, they are amazed and eager to share their learning with others. Their positive attitudes and eagerness to learn help to prepare children very well for their next stage in learning and for starting school in the future.

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

All children display high levels of confidence and self-esteem. They learn as part of a happy group. Together, they show superb social skills in sharing, turn-taking and collaborative working. Their day is well-planned by the childminder, and the routine meets their individual needs well. Children are given opportunities to make choices. They repeat familiar activities, songs and games as they expand their knowledge. For example, children enjoy playing with toy animals and can name a vast range of creatures. They role play a veterinary clinic and talk with knowledge about how to care for animals that are unwell. They draw on their previous experiences of attending a real animal hospital and use mature, correct terminology.

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

All children, including those who might face barriers to learning, such as those learning to speak English as an additional language, make leaps in their development. This is because of the timely intervention and targeted teaching that they receive.

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

The childminder welcomes and works effectively with all families. This not only provides children with consistency, it also enables children's uniqueness to be known, understood and celebrated. Children enjoy sharing their important celebrations and traditions with each other. They show they feel settled and content. Their close relationships with the childminder and each other create an environment that feels like an extension of their home, and they enjoy attending.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the childminder and children throughout 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

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Address:

32 Creslow Way Stone AYLESBURY Buckinghamshire HP17 8YW

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Address:

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

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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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1 to 4

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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