Kessey, Tanya Marie

Kessey, Tanya Marie

Unique reference number (URN): 2744854 Address: 48 Easenhall Lane, Redditch, B98 0BJ Type: Childminder Registered with Ofsted: 21/09/2023 Registers: EYR, CCR, VCR Registered person: Kessey, Tanya Marie

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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

Typically, the childminder creates a sense of warmth and belonging across her provision. She uses children's names regularly to positively reinforce their identity and promote a sense of connection within the setting. The childminder ensures children understand her expectations of them through clear communication and consistent role modelling. Older children consistently make choices in their play that help them remain interested and engaged, while occasionally, younger children become disinterested with more complex activities. That said, this does not impact negatively on their attitude to learning, and children independently find other experiences that interest them. The childminder adjusts her approach to encourage children to make positive behaviour choices based on their age and developmental stage. This ensures that children feel accepted and valued, fostering their positive self-esteem and self-awareness. Children develop the confidence to share how they

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Behaviour, attitudes and establishing routines Strong standard

are feeling, which helps them understand when their peers become unsettled, for example when younger children become restless during story time. The childminder celebrates and praises children as they learn to cooperate and demonstrate respect for others. For example, older children ensure younger children are included in small-world play with their favourite tractors. The childminder promotes punctuality and supports children to understand the importance of getting ready to leave the house as they explore the local community.

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Children's welfare and wellbeing Strong standard

The childminder invests time and attention in developing trusting, respectful relationships with the babies and children in her care. She models the language of feelings and consistently provides physical and emotional comfort and reassurance to meet children's individual needs. This creates a sense of belonging and connection for all babies and children.

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Children's welfare and wellbeing Strong standard

From the start of children's attendance at her setting, the childminder includes them in learning how to look after themselves and in teaching them about their personal care. Even the youngest children are eager to operate the soap dispenser and the low-level sink. They understand that they are washing the germs away. The childminder skilfully embeds secure routines that help children to learn about their own health and safety. For example, children know they need to sit still while eating and chew their food properly. Broad opportunities to access the outdoor learning environment further support children to assess risk through play. For example, they learn that it is not safe to play on the steeply sloped grass when it is too slippery from heavy rain.

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Achievement Expected standard

Children make steady progress from their starting points, although on occasions planned learning experiences do not accurately reflect children's individual learning needs. Overall, all children swiftly develop new skills and acquire knowledge and understanding across all areas of learning. They have many opportunities to develop their social interaction skills, which build early friendships. Children develop an extensive vocabulary through varied play experiences with 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. Children in this setting achieve well across all areas of learning. They develop the skills and attitudes needed to feel prepared for the next stage of their learning journey.

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Curriculum and teaching Expected standard

Overall, the childminder demonstrates a sound understanding of how her ambitious, varied curriculum will help children access experiences that build on what they already know. She typically has a clear vision of the skills, knowledge and attributes she wants children to acquire in order to feel well prepared for the next stage of the learning journey. The childminder uses her knowledge of children's development to plan effectively for their next steps. However, there are occasions when she does not successfully match planned activities to children's ages and developmental stages. This means these children sometimes do not fully benefit from the learning opportunities provided.

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Curriculum and teaching Expected standard

The childminder promotes children's personal, social and emotional development well by consistently encouraging them to build independence and develop awareness of their own feelings. She weaves their interests and fascinations into the curriculum. This supports children in becoming highly engaged and involved in their learning. For example, the childminder ensures that tracks, cars and other vehicles are available for children to select from and use in child-led play.

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Curriculum and teaching Expected standard

The outdoor curriculum is a particular strength of the provision. The childminder balances opportunities for exploration and investigation with physical activity to further promote children's understanding of mathematical and scientific concepts. Children become highly engaged in filling and emptying containers as they explore moving water, which fascinates them. In addition, the childminder takes every opportunity to extend the children's vocabulary. Outdoors, the childminder successfully balances child-initiated and spontaneous play with more structured and adult-facilitated learning. For example, outdoors, she provides sensory experiences for children to scoop seeds to create food for birds, which promotes their hand–eye coordination.

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Inclusion Expected standard

The childminder demonstrates a positive attitude and commitment to providing an inclusive service to children in her care. She gathers detailed information when children first attend to identify their starting points. The childminder then uses this to plan effectively to meet children's individual needs. The childminder provides activities that link to children's interests, such as threading to make bird feeders, which older children engage with fully. Younger children, however, struggle with the fine movements needed to be successful. At these times, the childminder's interactions are slightly less effective in extending learning.

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Inclusion Expected standard

The childminder works closely with parents to identify any concerns about children's development and takes swift action to seek further support where necessary. This includes regular assessment and review of children's progress. The childminder ensures that progress checks are accurate and detailed so that parents can share them with health professionals. She demonstrates a sound understanding of how to plan small steps to support children with special educational needs and/or disabilities to make progress and reach their potential. The childminder pays attention to children's personality types and how these impact their engagement with the well-sequenced curriculum. For example, she is particularly mindful of supporting shy and quiet children. The childminder considers the needs of children with barriers to learning sensitively. She demonstrates a clear understanding of how she would use additional funding to reduce barriers to children's

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Inclusion Expected standard

learning and meet their individual needs.

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Leadership and governance Expected standard

The childminder is committed to evaluating her provision and driving improvement. She has a clear idea of how she wants to develop the provision further to create even more curiosity and freedom in children's learning. The childminder is proactive in seeking professional development opportunities to extend her knowledge and understanding, enabling her to consistently reflect on her provision. She engages with other professionals to seek advice and guidance. The childminder uses this to implement new ideas and approaches that further support children in making the best possible progress. The childminder understands the need to develop her knowledge and understanding to ensure she meets the needs of all children, including those with special educational needs and/or disabilities who may attend her provision in the future. The childminder demonstrates a clear commitment to working in respectful partnership with parents. She ensures her communication with parents about

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Leadership and governance Expected standard

children's learning and development respects them as their child's primary educator. Parents report that they feel included in their child's 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

Children demonstrate that they feel comfortable and safe in the childminder's care. They separate happily from their parents following a sensitive and thorough induction that helps children to develop a sense of belonging. Children are eager to start their day and make immediate choices from the well-presented resources available that reflect their learning targets. This helps children develop as confident learners.

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

There is a positive and harmonious learning environment that supports children in developing early friendships. Children skilfully cooperate with their peers and take turns

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About this setting

Unique reference number (URN): 2744854 successfully. Together with the childminder, they confidently share their thoughts and ideas and explore the resources available to them. Children benefit from significant opportunities to explore the outdoor learning space. They develop their knowledge of the world around them through real-life experiences. For example, they care for chickens and delight in collecting eggs every day for cooking.

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About this setting

Children communicate well with each other and enjoy spending time together. They interact socially with the childminder and their peers throughout the day. Children sit together at the table at mealtimes and work together to prepare the fruit they will eat. They are keen to participate in activities and respond positively to the childminder when she suggests new experiences. Overall, children achieve well in this warm and nurturing setting. Children with special educational needs and/or disabilities are well supported. They receive intervention and targeted teaching that ensure they make progress. The childminder is mindful of children's individual needs and learning preferences. She uses this information in her planning to reduce any barriers to children's learning. This helps children to build their confidence in their abilities and feel assured about their skills and knowledge.

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Next steps

The childminder should tailor planned activities to precisely suit the developmental stages of all children. The childminder should continue to access opportunities for professional development in order to further extend her knowledge of supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, parents 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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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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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

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 .

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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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