Peters, Nichola Michelle

Peters, Nichola Michelle

Unique reference number (URN): 2732817 Address: Primrose Cottage, Saffron Walden, CB11 3UG Type: Childminder Registered with Ofsted: 17/08/2023 Registers: EYR, CCR, VCR Registered person: Peters, Nichola Michelle

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate a very secure understanding of and follow the daily practices that are fully embedded in the day-to-day routines. They respond promptly to instructions, such as tidy-up time signalled by music, and snack time singing as they wash their hands and prepare for snack. Young babies respond to one-word prompts to collect and put away objects. Older children independently tidy things away in the correct places, providing excellent role models to younger children.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations for children's behaviour. She addresses any inappropriate actions in an age-appropriate way, calmly and firmly. This ensures that children understand the impact of their choices. The childminder consistently reinforces positive behaviour through praise and encouragement. She demonstrates excellent manners and kindness. As a result, children develop very high self-confidence, self-esteem and a clear understanding of behaviour expectations.

p.2

Behaviour, attitudes and establishing routines Strong standard

Older children actively support younger peers by cutting up fruit or demonstrating handwashing, showing care, compassion and responsibility. Children exhibit independence, managing trickier wet-weather clothing with minimal support and demonstrating resilience and a confident 'can-do' attitude. Older children readily offer help to younger children, promoting cooperation and empathy throughout the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is clear in her high expectation regarding children's attendance. She gives parents and carers information during their welcome meetings so that they are fully aware of the setting's processes. Parents say that the childminder illustrates a caring, nurturing, supportive and compassionate attitude and provides an excellent role model for their children.

p.2

Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of everything she does. She knows children extremely well, understanding their starting points and what they need to achieve their next developmental steps.

p.2

Children's welfare and wellbeing Strong standard

The childminder implements a well-established and highly effective settling-in process. Her 'open-door' approach ensures that parents and carers are fully involved in their child's transition. This enables the childminder to build warm and trusting relationships with children and their families.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing. She provides highly effective and individualised support and comfort when needed. The childminder promotes older children's emotional development by helping them understand and manage their feelings. She supports babies to separate from their parents and offers an abundance of cuddles when needed. She uses daily diaries to communicate effectively with parents. The childminder shares detailed information about children's experiences and enables parents to contribute relevant updates.

p.2

Expected standard

The childminder carefully considers the specific needs of each child. She takes their family circumstances into account. The childminder works closely with families to provide consistent support and continuity of care. She consistently implements robust procedures for intimate care and safe sleeping. The childminder offers a healthy and balanced menu to meet children's nutritional needs. She also demonstrates a very clear understanding of children's dietary requirements and maintains careful supervision during mealtimes.

p.3

Achievement Expected standard

All children progress well from their starting points, including those facing barriers to learning. Older children are confident and talk about the experiences they have. They especially like to talk about 'Coco', the setting's soft bear, that often goes home with them. Younger children rapidly learn new words and put them together into short sentences. They benefit from constant praise, which develops their confidence and self-esteem.

p.3

Achievement Expected standard

Children develop a love of books and stories, asking for their favourite one to be read. They learn to discuss characters from the story, use props and learn new vocabulary. Children develop their independence skills through well-established routines. Older children dress themselves ready to go outside, while younger children learn to feed themselves, pour their own drinks and use a knife to cut their fruit. However, at times, children do not have planned opportunities to consistently practise and embed their next steps. Therefore, they do not extend their learning at these times.

p.3

Curriculum and teaching Expected standard

The childminder creates a broad curriculum that helps children to develop in age- appropriate ways across the 7 areas of learning. She particularly focuses on children's personal, social and emotional development, communication and language and physical development. The childminder knows the importance of these areas to provide the foundations for children's future learning and development.

p.3

Curriculum and teaching Expected standard

Communication and language learning is a focus and is embedded in the daily routines. The childminder uses opportunities, such as handwashing before eating, changing clothes and tidy-up time, to sing songs and rhymes. Younger children benefit from the use of Makaton signs alongside spoken language, supporting their understanding of 'more' and 'no'. The childminder also uses singing to support younger children to learn to count. Older children order numerals and find the 'missing number', supporting their mathematical development.

p.3

Curriculum and teaching Expected standard

Outdoor learning is a strength in this setting. The childminder plans regular visits to a shared allotment and forest school to prioritise children's physical development and support their understanding of the natural world around them. Children grow plants and vegetables and go fruit and pumpkin picking. They watch with excitement as they learn about how different materials look and smell when they are burned and how to keep themselves safe when using sparklers. The childminder knows the children well. She understands what she needs to provide and adapt for each child's next developmental steps to ensure they make progress. For example, younger children learn to say the names and identify colours, while older children learn how to mix them to create and identify new colours. However, at times, the childminder's plans are too broad and do not consistently have a more precise focus to help accelerate children's progress further.

p.3

Inclusion Expected standard

The childminder provides an inclusive setting, where all children and families feel valued and supported. She actively identifies and responds to each child's physical, emotional and developmental needs, ensuring their wellbeing is prioritised. Through careful observation and information gathered from parents and carers, the childminder establishes children's starting points. She quickly identifies any gaps in children's learning or areas requiring additional support. The childminder adapts activities thoughtfully so that all children can participate fully and make progress, fostering confidence in both their abilities and learning.

p.4

Inclusion Expected standard

The childminder works closely with parents and carers and other professionals to provide responsive support. She shares detailed information about children's learning and daily experiences through diaries and regular discussions with key workers in other settings, ensuring continuity of care. The childminder recognises potential barriers to children's learning. She takes prompt and effective action to address them, including seeking guidance from external agencies when required.

p.4

Inclusion Expected standard

The childminder has undertaken training around supporting children with special educational needs and/or disabilities (SEND). However, she has identified that to further improve the quality of her provision, she would benefit from further training to update her knowledge and skills in supporting children with SEND.

p.4

Leadership and governance Expected standard

Parents and carers speak highly of the childminder, praising her supportive, compassionate approach and the personalised care she provides. She works closely with them to fully understand their child's starting points in order to plan appropriate next steps. This helps children to settle well and make steady progress in a warm and nurturing environment.

p.4

Leadership and governance Expected standard

The childminder maintains effective relationships with parents and carers. She communicates regularly with them, including during verbal discussions at drop-off and at pick-up times. Parents describe the childminder as caring, nurturing, supportive and compassionate. They say she provides an excellent role model for their children.

p.4

Leadership and governance Expected standard

The childminder keeps her professional knowledge up to date through research, attending relevant courses, a local authority training programme and through collaboration with a small network of local childminders. However, she has not focused training precisely on developing her planning in order to support and embed children's individual next steps in the learning opportunities she provides for them.

p.4

Leadership and governance Expected standard

The childminder also uses her local network to provide children with a range of additional experiences, such as dance and movement sessions. This helps children to broaden their learning and experiences. The childminder also provides children with opportunities to explore the local community, which parents highly value.

p.4

Leadership and governance Expected standard

The childminder works closely with other professionals, particularly staff in early years settings attended by the children. She shares information to ensure continuity of children's care, learning and development. The childminder reflects on her practice. She regularly evaluates and adapts her approach to meet children's needs and maintain high standards.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel safe, happy and settled in this welcoming and home-from-home environment. The childminder creates a calm and well-organised space. Children confidently explore a wide range of resources that support their learning and development across all areas of the curriculum. The childminder encourages babies who are learning to walk to take steps with minimal support. This helps them to build core strength and confidence. Older toddlers develop their physical strength and coordination, such as walking upstairs safely, using their arms for balance. Pre-school children strengthen the small muscles in their hands and develop hand-eye coordination as they thread pasta onto pipe cleaners.

p.6

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

The childminder works in close partnership with parents and carers from the outset. She gathers detailed information about what children already know and can do, which she uses effectively to plan next steps in their learning. Daily diaries and an 'open-door' approach support regular and two-way communication. This helps the childminder to understand children's routines, interests and emerging needs. It also enables her to identify and reduce any potential barriers to children's learning or wellbeing.

p.6

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

Children benefit from a well-planned outdoor curriculum that provides rich learning experiences beyond the setting. The childminder organises regular visits to a shared allotment, forest school, movement classes and singing and rhyme sessions. Children also take part in visits within the local community, such as trips to a local farm. The childminder uses these experiences to support children to develop their curiosity, social skills and understanding of the wider world. For example, babies listen and respond to simple language, such as animal names, while older children confidently name different birds and wildlife and ask questions about what they observe.

p.6

Next steps

The childminder should clearly identify the learning intentions for each child during activities, ensuring that all experiences are purposeful and build on their individual progress.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

Address:

Primrose Cottage Saffron Walden CB11 3UG

p.7

Address:

Registered person: Peters, Nichola Michelle

p.7

Address:

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

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 .

p.9

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 .

p.9

Urgent improvement

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

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9