Bentley, Emma Louise

Bentley, Emma Louise

Unique reference number (URN): 2742871 Address: 26 Curdale Close, Kidderminster, DY14 8DZ Type: Childminder Registered with Ofsted: 11/09/2023 Registers: EYR, CCR, VCR Registered person: Bentley, Emma Louise

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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

The childminder establishes consistently clear routines and expectations that foster a sense of security and belonging. She has very positive relationships with children in her care. She successfully promotes an atmosphere of mutual respect and kindness. For example, she reminds older children to take turns with younger ones when reading a story together. Consequently, children behave very well, are happy and confident. The childminder gives children the time and space to become engaged in their chosen activities. This significantly enhances their attitudes to learning and helps secure their emotional wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children display notable levels of perseverance and curiosity, such as when navigating physical challenges in a favourite action rhyme or when completing complex puzzles. The childminder's inclusive approach ensures that routines are adapted to meet the specific needs of families, supporting attendance and ensuring that children feel valued as individuals. She models kind language, which children mirror in their interactions with one another. This nurturing atmosphere ensures that children are not only ready for their next stage of learning but also develop the fundamental social skills required for their future success.

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Achievement Expected standard

Children make appropriate progress across all areas of learning. They enjoy an environment that supports their learning. As a result, they are interested in what is on offer to them. However, there are not always enough opportunities readily available to fully support their imagination and creativity. Children practise physical skills, such as hopping and balancing. They learn about being healthy as they notice their heart-rate increase when they have been very active.

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Achievement Expected standard

Overall, children are prepared for the next stage of their education. They become independent and persevere with challenging tasks, such as completing a complex puzzle. Children make appropriate progress in their communication and language development. They thoroughly enjoying singing familiar nursery rhymes and enthusiastically retell sections of favourite stories. They chat as they play. However, they do not always hear and have time to practise new and familiar vocabulary.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing through her nurturing and responsive approach. She maintains a thoughtful approach to keeping children safe while in her care. She makes sure she keeps up to date with sector changes and training to help her to identify and respond to potential risks promptly. For example, she has considered how to meet guidance around eating and sleep routines. This creates a secure environment where children are protected and valued.

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Children's welfare and wellbeing Expected standard

The childminder acknowledges each child as an individual. She is responsive to their unique emotional needs and follows their individual and established routines. She places a focus on physical health, providing regular opportunities for fresh air and leading discussions about healthy eating during mealtimes. She considers children's privacy during toileting and nappy changing. Children begin to learn about their safety as they are reminded to take care not to bump into one another during active play.

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Children's welfare and wellbeing Expected standard

The childminder's inclusive approach helps to meeting the diverse needs of families. She adapts her provision to support working parents and carers, ensuring that transitions between home and the setting are well considered. This benefits children's emotional stability. The childminder's commitment to understanding all children's needs means that she can provide tailored support as required.

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Curriculum and teaching Expected standard

The childminder has embedded a curriculum that covers all areas of learning. She confidently observes children's progress and adapts her interactions to support the learning needs of all children. She provides a balanced routine with access to toys and resources. The childminder responds naturally and intuitively to children's interests and lets them lead their own play. For example, children choose to use the bug hunt kit to 'capture' the pretend bugs. The childminder supports children's understanding of counting as they place them one at a time into the bug container. However, there are not always enough unstructured play opportunities to fully encourage exploration of ideas and extend children's imagination.

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Curriculum and teaching Expected standard

The childminder supports physical development well through activities, such as sensory play and action rhymes. The childminder's thoughtful approach to teaching is evident in her interactions with children. For example, she introduces mathematical language and ideas during block play, supporting children to think about number as they add more blocks to their tower.

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Curriculum and teaching Expected standard

The childminder promotes children's communication and language development. She talks with children throughout their play and takes time to listen to what they have to say. She provides quiet times where children can snuggle in and enjoy a favourite story. Children generally make appropriate progress with their speaking skills. However, the childminder does not always help children to hear and practise new and familiar vocabulary consistently to promote their language skills even further.

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Inclusion Expected standard

The childminder demonstrates a typically secure commitment to inclusive practice. She liaises with other professionals where she has concerns about any gaps in development. She knows the children in her care well. This helps to ensure that the individual needs of all children are met. She uses initial information gathered from parents and carers alongside her own ongoing observations to highlight children's next steps and any potential barriers to learning. This prompt identification of any gaps in development enables her to put in place plans to support progress. She has clear understanding of the necessary procedures and external help available to support children with special educational needs and/or disabilities and those known to children's social care.

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Inclusion Expected standard

The childminder weaves inclusion into daily routines. For example, she adapts her schedule to accommodate working families and assesses her provision to ensure consistency of care for siblings. Her ability to meet the needs of families helps all children to attend consistently. This responsive and nurturing approach ensures that every child, regardless of their background or starting point, is supported to feel a sense of belonging and make typically appropriate progress.

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Leadership and governance Expected standard

The childminder demonstrates leadership by maintaining a clear vision for her setting. She utilises her previous teaching experience to evaluate her practice. For example, she has reviewed the structure of her routines and has moved to a more responsive, child-focused curriculum. She accesses a range of professional learning opportunities and seeks advice to support her developing understanding. However, her current understanding of early child development does not consistently enhance her teaching and further benefit children in her care.

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Leadership and governance Expected standard

Partnerships with parents and carers are a strength. The childminder ensures consistency of care through daily updates and discussions as children arrive and leave. She shares information about children's development with parents, and this helps to support learning at home. She successfully enables a collaborative approach to nurturing children's learning and wellbeing. She makes sure children are cared for in a safe and secure, homely space. The childminder places children's needs at the heart of decisions, which means the individual needs of all children are met.

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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 are enthusiastic, keen and busy learners. They are happy and settled in the childminder's warm and nurturing care. They are at home in this environment where they feel safe, secure and valued. The childminder's focus on responsive, child-led routines enhances children's learning. This helps to ensure that children's attendance is consistent as they enjoy their time in the childminder's care.

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

They have lots of time to play and explore with their friends and are empowered to follow their natural curiosities. Children show engagement in activities, such as when using sensory dough or as they build intricate towers with blocks. As a result, children develop high levels of concentration as they practise skills and display positive attitudes toward new challenges.

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

Children are independent as they make choices about what they want to do. They move between activities, exploring what is on offer. The childminder quickly picks up on what they might be interested in or keen to discover. This means that children generally benefit from high-quality teaching and considered interactions. Children particularly enjoy physical- activity sessions where they join in excitedly with their friends to show their physical skills to each other. This helps them build coordination and confidence.

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

Children achieve well and make secure progress from their individual starting points. The childminder considers children's individual needs and any potential barriers to learning. They become independent learners who take pride in their accomplishments, whether completing a difficult puzzle or mastering a new skill, for instance. The childminder's use of observation and assessment helps her tailor each child's learning appropriately. All children benefit from an inclusive environment that prepares them effectively for the next stage of their education and fosters life skills.

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Address:

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

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Next steps

The childminder should enhance her knowledge of how to support children's communication and language development even further. The childminder should focus professional development to inform a deeper understanding of how children learn, to support open-ended play experiences even further.

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About this inspection

The inspector spoke with the childminder and the 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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