Attebery, Katherine Ruth

Attebery, Katherine Ruth

Unique reference number (URN): EY343047 Address: 1 Hillview, Hambridge, Langport, Somerset, TA10 0BE Type: Childminder Registered with Ofsted: 13/11/2006 Registers: EYR, CCR, VCR Registered person: Attebery, Katherine Ruth

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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

Typically, children make secure progress in learning and enjoy recalling their learning experiences. Children match and name basic shapes, alongside more complex shapes, such as an octagon. Young children develop stability and balance, learning to navigate space while walking around the childminder's home safely. Older children demonstrate their physical abilities, as they confidently climb up onto a chair ready for their meal. They spread their own butter at snack time, enjoy rolling and making balls with dough and show great pride as they say 'I can do it on my own.' Younger children babble and point to what they need or want as they begin to communicate. Older children talk with confidence when discussing the patterns on their socks. Children are confident communicators and are well prepared for their next stage of learning. This includes children who face barriers to their learning and/or wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements effective routines and boundaries. She considers the developmental stages and needs of children and adapts expectations as necessary. For example, she encourages younger children to begin to pick up toys when tidying and older children to put them back in the right boxes. Older children show kindness as they help their younger friends when their toy becomes stuck in the box. Children begin to learn about helping each other to solve problems.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children, encourages manners and addresses unwanted behaviour swiftly. She encourages children to share and helps them understand why some actions are not appropriate. However, at times the childminder does not fully explore children's emotions with them. This does not help children to gain a deeper understanding of how they are feeling. Children build secure attachments with the childminder and enjoy reassurance and cuddles. The childminder is mindful of children's attendance patterns and follows up on any unexplained absences with parents and carers, reinforcing positive routines.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles well, helping children to develop their awareness of healthy living. She embeds hygiene practices, discussions about healthy foods and outdoor play into routines. The childminder shares information and toothbrushing packs for children with parents and carers, promoting the importance of oral health.

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Children's welfare and wellbeing Expected standard

The childminder has secure attachments with children and knows them well, including their individual care routines. The childminder recognises when she needs to adapt routines to suit the individual needs of children, such as at sleep times. This ensures personal care needs are met for all children including those who face barriers to their learning and/or wellbeing. The childminder collaborates with parents and staff at other settings that children attend when important milestones approach, such as toilet training. This provides consistency in children's learning and development. She provides privacy during nappy changing, helping children to feel safe. Parents comment on the childminder's nurturing and caring approach.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to children's needs and notices small changes in their emotions, such as when they become frustrated. On occasion, when children express these emotions, the childminder could do more to support children to understand their feelings to further develop their emotional literacy.

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Curriculum and teaching Expected standard

Children access a broad curriculum that helps them build on what they know and can do. The childminder uses ongoing assessment and her detailed knowledge of child development to plan purposeful next steps. Children form positive attitudes and make progress across the curriculum from their starting points. The childminder incorporates early mathematics into play. Children compare the size of trains and use vocabulary, such as heavy. Younger children independently explore books and older children choose a story for the childminder to read. Children develop their love of books from an early age. The childminder helps children to make connections in their learning and to solve problems. She uses skilful questioning to prompt thinking skills. For example, when children lose a toy under the sofa the childminder supports them to work out how to reach it. Daily routines support learning well. For example, during snack time children develop their personal and

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Curriculum and teaching Expected standard

social skills as they chat about the foods they eat. The childminder uses some reflective strategies to evaluate her practice.

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Curriculum and teaching Expected standard

Children communicate well. Older children engage in conversation and younger children begin to use key words. The childminder continually narrates what she is doing, providing a language-rich environment. She uses complex words, such as binoculars, as younger children excitedly explore these items. Older children focus well on planned activities. For instance, they manipulate dough, refining their smaller physical skills. However, the childminder does not always consider how to differentiate planned activities to gain younger children's focus and attention. Although younger children enjoy activities they do not benefit as consistently from all learning experiences as older children.

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Inclusion Expected standard

The childminder understands the importance of gathering detailed information about children and their families when they start. She uses the information to support children's individual learning from their starting points. The childminder knows children well and forms trusting bonds with them and their families. She uses consistent assessment and monitoring procedures to identify any emerging gaps in development. For instance, the childminder shares a 'stages of speech' assessment tool with parents and carers to closely monitor children's speech and language development.

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Inclusion Expected standard

The childminder clearly explains how she would identify and remove barriers to learning for children with special educational needs and/or disabilities, ensuring the curriculum is inclusive for all. She understands her role in seeking support swiftly from outside agencies and other professionals where necessary. The childminder has links with local schools and other settings that children attend. She seeks support and shares information when needed. For example, the childminder works with staff at other settings that children attend, providing a collaborative approach to children's learning and development.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care for children and families. She uses self-evaluation to help identify her strengths and some areas for improvement. The childminder recognises the importance of professional development and staying updated on any sector changes. For example, she has recently completed training on the renewed nutritional guidance and has created a nutritional pack that she shares with parents and carers. This helps to provide consistency and support for healthy choices for families. Parents report on the warm, home-from-home environment the childminder provides for children. The childminder has the best interests of the children in mind, including children with special educational needs and/or disabilities and those who face other barriers to their learning.

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Leadership and governance Expected standard

The childminder supports her own wellbeing through networks and links within the community. She attends a toddler group with other childminders and invites other professionals to attend, including health visitors. This enables professionals to share practice and strategies to support children in various aspects of their learning and development.

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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 childminder provides an environment that is warm and welcoming. Children settle quickly and keenly explore the easily accessible resources. The childminder provides resources that she knows children will enjoy, based on her secure knowledge of their interests. Overall, the childminder implements a curriculum that helps children to build on their knowledge and skills across all areas of learning. Younger children develop their hand- eye coordination as they carefully place small blocks on top of each other. Older children laugh along with their younger friends, when using pop-up toys and confidently name the animals. Children chat happily with the childminder and share their experiences from home, developing their emerging social skills. The childminder listens attentively and values children's views and opinions. Children are listened to, helping them to feel safe and secure. The childminder confidently discusses how she would make adjustments to support children

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

who may have special educational needs and/or disabilities or other barriers to their learning and/or wellbeing. She promotes regular attendance well.

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

The childminder supports children to think independently and manage tasks for themselves. They peel oranges at snack time and manage their self-care needs, when washing their hands. The childminder provides children with choice through daily routines, supporting their autonomy. Children benefit from opportunities to explore the local community. The childminder takes them on trips to a library, walks along a river and to parks. They attend local groups with other childminders and their minded children. This helps children to develop their self-confidence and social skills in preparation for school. Children make appropriate progress from their starting points.

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Address:

1 Hillview Hambridge Langport Somerset TA10 0BE

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Address:

Registered person: Attebery, Katherine Ruth

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Address:

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

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Next steps

The childminder should review the planning of adult-led activities to consider the age and ability of children, helping them to focus well and engage in their learning. The childminder should strengthen interactions with children to deepen their knowledge and understanding of their emotions.

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About this inspection

The inspector spoke with the childminder and children 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. 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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