Bennett, Matthew Thomas

Bennett, Matthew Thomas

Unique reference number (URN): EY368270 Address: Lantern Cottage, Leigh Street, Leigh upon Mendip, RADSTOCK, BA3 5QP Type: Childminder Registered with Ofsted: 25/02/2008 Registers: EYR, CCR, VCR Registered person: Bennett, Matthew Thomas

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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 continued progress, preparing them effectively for their next stage of learning. Older children confidently count to 22 and begin to form their written numbers. The well-sequenced curriculum impacts highly on children's readiness for school, and they begin to write their names and can recognise the names of their peers. Younger children interact with older children and enjoy their company. Children are confident communicators. Younger children begin to learn their colours as they sort coloured pasta into bowls. Younger children develop their physical skills as they dance to music, and older children recall the yoga they do at home. Children achieve above age-related expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models positive behaviour and adapts his high expectations to suit the needs and stages of children. He uses gentle reminders to guide children and helps them to learn and understand what is expected of them. Consistent routines particularly support new starters to gain a sense of security and older children to know what is happening next. For example, children enjoy their lunchtime activity and participate confidently. The childminder uses daily routines, such as mealtimes, to encourage polite manners. The children say, 'We don't eat with our mouth full.'

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate kindness, enjoy working in partnership and begin to develop empathy for others. For example, if children stumble and lose their balance, others quickly show concern and ask, 'Are you okay?' Children develop secure attachments, forming close bonds with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes attendance, and children arrive at the agreed times. Parents know to inform the childminder of any absence, helping to keep children safe and develop routines in preparation for school.

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Children's welfare and wellbeing Strong standard

The childminder knows the children and families well and forms robust partnerships. He ensures that children's care needs, including feeding, sleeping and play, are met with respect. Older children are confident in their self-care, and they wash their hands and attend to their own toileting needs. Younger children begin to develop these skills and demonstrate confidence to try new things. The childminder helps children begin to manage their own risks within a safe environment. Older children confidently climb up to reach things safely, for example, displaying resilience, perseverance and self-confidence. The childminder's warm and responsive interactions offer reassurance and encouragement. Children feel safe and secure.

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Children's welfare and wellbeing Strong standard

Children benefit from fresh air and exercise daily, alongside the opportunities to explore their local community. Children recall their experiences and discuss collecting eggs from the chickens and growing potatoes in the allotment. The childminder promotes healthy eating, shares expectations with parents and links this to nutritional guidelines. The childminder models healthy eating during lunch, and children engage well in discussions about their food. The childminder shares leaflets regarding oral health with parents, and children explore this in the curriculum.

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Children's welfare and wellbeing Strong standard

Older children learn about tolerance and patience around the younger children. They know when to take themselves away to a different part of the room, to find a book and sit down. Children begin to develop techniques, supporting self-regulation.

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Curriculum and teaching Strong standard

The childminder uses his excellent knowledge of child development to carefully plan and adapt his teaching to suit the specific needs, ages and abilities of children. This helps to remove any barriers to children's learning. Older children focus carefully on threading pasta, using small-muscle skills and demonstrating precise hand-eye coordination. Younger children explore colours, linking to the monthly topic. The childminder uses his skilled interactions to check what children know and then extend children's learning. For example, he introduces the concept of pattern as children thread their beads. The childminder places high focus on children's communication, aware that this underpins future learning. Older children engage in back-and-forth conversations, and younger children begin to put 2 words together. The childminder engages in open-ended play with children as they make dinners in the role-play area. Children use their imaginations and relate to their home experiences as

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Curriculum and teaching Strong standard

they ask the childminder to make a washing line. They work collaboratively together to peg the washing up, engaging in discussions as they do this. Younger children look on and observe, gaining valuable awareness of how to interact with others.

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Curriculum and teaching Strong standard

The childminder captures children's spontaneous moments as they confidently lead their own play. He turns these into meaningful learning experiences, enabling children to progress across all areas of their learning. Children revisit their recent trip to the park, jumping in puddles and getting wet. This helps children to consolidate and embed their learning experiences.

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Inclusion Strong standard

The childminder has high expectations for what children can achieve. He adapts and reviews the environment consistently to ensure that each individual child can access an inclusive curriculum. This means all children make the best possible progress. The childminder uses continuous provision and has embedded effective strategies to support all children to access inclusive learning opportunities from the start. The childminder monitors children's learning closely and ensures this is shared with parents.

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Inclusion Strong standard

The childminder has formed robust links with the local school, which describes the childminder as 'an asset to the community'. The school reports on the excellent communication and sharing of strategies to support children when they begin school.

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Inclusion Strong standard

The childminder gathers detailed information from parents when children start, helping to identify children's starting points. He has a superb awareness of what children know and can do and what they need to do next. Children progress rapidly from their starting points. Parents report on their children's noticeable progression, particularly in their communication and their personal, social and emotional development.

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Leadership and governance Strong standard

The childminder places high focus on professional development and uses accurate self- evaluation to identify strengths and areas for development. Recent focus on school readiness has led to the childminder creating new documents to support this. The childminder has introduced a booklet that he shares with parents, helping them to understand what is expected when children begin school. This supports parents to continue learning at home and provides continuity in working towards the same outcomes for children. The childminder and parents record when children have achieved outcomes, such as changing into physical education kits. This ensures that children are very well prepared for school. The childminder shares his practice with the local authority, creating robust links and partnerships.

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Leadership and governance Strong standard

Parents report their children have formed 'a genuine love of learning'. They feel communication is excellent and feel part of their children's learning journey. The childminder provides opportunities for parents to attend events, such as Christmas parties. The childminder is dedicated and committed to providing high-quality care and education for all children and families.

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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 experience a warm and welcome environment, and they feel safe, secure and valued. This means children are motivated, enthusiastic and curious learners. Children freely access resources and ask confidently if they need support. For example, older children sing happily as they independently build a train track. The childminder ensures that children have access to all areas of learning and thoughtfully supports their development through carefully planned activities and high-quality interactions. The childminder consistently checks children's knowledge through his use of questioning and organisation of activities. For example, the childminder purposefully places numbers out of sequence to encourage children's critical thinking, providing a deeper understanding of number.

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

Children benefit from opportunities to test their ideas and build on their problem-solving skills. For example, the childminder hides a pretend biscuit under one of 3 cups and moves these around. The children watch intently as they try and guess where the biscuit is. The childminder then asks the children to take the lead, and they play the game with their peers. The childminder and the children have fun as they carefully watch the cups and laugh together.

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

Older children interact confidently with their peers, and younger children begin to create friendships. New starters settle and adapt quickly, and they soon begin to learn the names of their peers. Children benefit from a well-established and sequenced curriculum. This ensures that all children thrive and develop fundamental skills for their next stage of learning.

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Address:

Lantern Cottage, Leigh Street Leigh upon Mendip RADSTOCK BA3 5QP

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Address:

Registered person: Bennett, Matthew Thomas

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Address:

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

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Next steps

The childminder should sustain his 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 school leader 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. 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. 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

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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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