Bateman, Jacqueline

Bateman, Jacqueline

Unique reference number (URN): EY231217 Address: School Cottage, Blakes Road, Wembdon, Bridgwater, TA6 7RS Type: Childminder Registered with Ofsted: 20/08/2002 Registers: EYR, CCR, VCR Registered person: Bateman, Jacqueline

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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 sustained progress and develop a wide range of skills in preparation for school. Younger children demonstrate confidence in their emerging physical development. They challenge their own abilities and begin to take risks as they begin to climb and manoeuvre their bodies safely. Older children use small tools, such as pipettes, when exploring water, using more defined movements and building their finger strength. Children have formed wonderful caring relationships and enjoy role play together. Younger children look up to the older ones as positive role models. Children have back-and-forth conversations with the childminder, understand more complex instructions and learn new words rapidly. They confidently correct the childminder's pronunciation of water, reminding her of the 't'. Children demonstrate confidence, resilience and positive attitudes towards their learning and development.

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Behaviour, attitudes and establishing routines Strong standard

Children respond positively to the childminder's high and age-appropriate expectations for behaviour. Children demonstrate respect for their environment and help to tidy up when asked. The childminder is an excellent role model to children. She involves them in decision- making, provides choice and values their opinions. This creates a calm, happy environment where children smile, play and learn together. The childminder helps younger children begin to navigate turn taking and supports the older children to develop tolerance and understanding of younger children's needs. Children show they feel safe and secure with the childminder, as they sit on her lap and respond to her interactions with a smile.

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Behaviour, attitudes and establishing routines Strong standard

Children develop robust independence skills, providing solid foundations for when they go to school. The childminder uses daily routines to promote independence at every opportunity. For example, children set the tables, wipe them down after mealtimes and set up activities. Younger children build on the skill of peeling oranges and cutting their own fruit. Children relish the responsibility of small tasks, working together and helping each other. Older children provide the younger children with instructions, and the childminder reminds them of how to ask with manners. Children thrive and are highly motivated learners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of attendance and punctuality with families, and they understand the childminder's procedures for reporting any absences. This supports children and families to build very positive habits for their futures.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is at the heart of the childminder's practice. She understands the importance of teaching children to learn about their own boundaries and safety. For example, children join in confidently with the boundary song as they learn about personal boundaries in an age-appropriate way. The childminder talks about their 'safe space', encouraging children to speak about how they feel from a young age. This teaches children to begin to understand their own safety. The childminder places high focus on promoting healthy living for children. She helps children to self-regulate and understands that children need quiet moments. The childminder hands out bells before transitioning to the next activity, providing quiet instructions such as 'touch your nose'. This provides children with a moment of stillness and develops their self- control. The childminder encourages them to shake the bells loudly at the end to regain their

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Children's welfare and wellbeing Strong standard

awareness. Children enjoy discussions about healthy food and how this helps their muscles grow. They comment, 'Food makes me powerful.' Children benefit from ample opportunities for fresh air. The childminder reinforces healthy messages with families to maintain consistency and to support the physical health and wellbeing of children.

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Children's welfare and wellbeing Strong standard

The childminder helps children to explore their feelings through song time. She models various faces and uses different tones of voice to capture children's attention. This helps children to distinguish between their emotions and begin to understand how they may be feeling. Younger children watch in awe at the faces the childminder and other children are making.

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Curriculum and teaching Strong standard

The childminder has embedded a well-sequenced curriculum that is tailored to children's individual needs. She is meticulous in her planning of activities to ensure that they spark curiosity and help children to sustain their focus in learning. For example, children excitedly explore ice. Older children use small hammers to free the toy animals inside, and younger children relish in splashing, pouring and filling with water. The childminder introduces new vocabulary and helps to widen children's knowledge when introducing new concepts to their learning. For example, children experiment with new words, such as 'crackling', when describing and listening to what is happening to the ice. They begin to develop awareness of cause and effect.

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Curriculum and teaching Strong standard

Children benefit from engaging, fun and interactive story sessions. They use props to bring the story to life. Younger children listen intently as they build on their listening skills and confidence, and older children finish off sentences from the story and describe what is happening next. These engaging experiences help foster communication and a love of books. The childminder skilfully weaves in and embeds mathematical concepts throughout daily routines and in the environment. For example, the childminder places number buttons around the home for children to press and match with pictures. Children develop well across all areas of the curriculum, helping to build fundamental skills that they can apply to their future learning.

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Inclusion Strong standard

The childminder has high aspirations for children's development. Using regular and effective assessment processes, she quickly identifies when a child may need additional support. The childminder implements tailored support and is responsive to children's emerging needs. For example, she identifies points within the daily routine when children become quieter and swiftly aims to further build their self-confidence. The childminder knows children extremely well and targets her approaches to help close gaps in learning. She listens attentively to children and gently encourages them to use grammatically correct language, such as 'I' instead of 'me'. Her confident and knowledgeable approach ensures that children make noticeable progress from their starting points.

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Inclusion Strong standard

The childminder is passionate about her work and recognises the importance of working collaboratively with other professionals. She reaches out to other settings children attend and has created a letter setting out her expectations. These include regularly sharing updates on children's learning and working towards the same next steps. This provides a consistent and collaborative approach in supporting children's outcomes.

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Leadership and governance Strong standard

The childminder takes a highly reflective approach to her own practice and improving her provision. She regularly updates her knowledge and understanding of current legislation and guidance and shares key information with parents. For example, she shares healthy eating guidance and expectations surrounding lunch boxes. The childminder uses daily reflections and children's progress to identify what is working well and areas for development.

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Leadership and governance Strong standard

The childminder keeps a professional training log to track her own development, helping her to target and update training when needed. The childminder has recently completed training on inclusive environments. This is a passion for the childminder, who strives to provide the highest quality care and education for all children and families.

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Leadership and governance Strong standard

The childminder has created trusting and supportive relationships with parents. They comment on the consistent information-sharing and the opportunities their children have to explore the natural world. The childminder provides special events for parents, including 'fathers' sports day'. This adds to an effective culture of high expectations, continuous improvement and collaborative working partnerships.

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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 thrive in the childminder's warm, attentive and nurturing care. The childminder provides an environment where children can express their ideas, build relationships and learn through varied and exciting opportunities. She has robust knowledge of children's abilities and what makes them individuals. Every child is valued, and together the childminder and children form secure attachments. This helps children to develop their emotional security, enabling them to explore, take risks and learn with confidence, curiosity and enthusiasm.

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

The childminder provides rich experiences for children beyond the home environment. These include bell ringing at the local church and beach visits, where children enjoy collecting driftwood and pebbles. The childminder promotes meaningful opportunities to deepen children's knowledge of the world.

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

Children benefit from a language-rich environment. The childminder models words clearly and provides time for children to respond to questions. This helps children to connect their thoughts and ideas and express them freely. The childminder uses her extensive experience to closely monitor children's development. She provides an inclusive environment that children, including those who face barriers to their learning and those who may have special educational needs and/or disabilities, can access.

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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 disadvantaged children, those with special educational needs and/or

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Address:

School Cottage Blakes Road Wembdon Bridgwater TA6 7RS

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Facts and figures used on inspection

disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection. Parents shared their views with the inspector.

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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

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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