Mrs Rebecca Biswell

Mrs Rebecca Biswell

Unique reference number (URN): EY235678 Address: 10 Mollys Mount, Steeple Claydon, Buckingham, MK18 2RB Type: Childminder Registered with Ofsted: 22/05/2002 Registers: EYR, CCR, VCR Registered person: Biswell, Rebecca Jane

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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 Expected standard

Children are confident talkers who use complex sentences and questions as they learn. Children are developing their ability to reason. For example, they recognise that some animals have flippers and fins because they need them to swim. The well-organised curriculum, which is adaptable to fully include children with special educational needs and/or disabilities and barriers to learning, ensures children develop a range of skills. For example, children are developing independence in dressing and managing their personal needs. They can sustain their attention and concentrate at tasks for significant periods of time. These skills are important as children move on in their learning and eventually start school. Younger children are confident in their movements. They have a desire to test out what their bodies can do, such as through climbing. They have good opportunities to test out their physical skills at soft-play areas and show a sense of accomplishment when they stretch to

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Achievement Expected standard

reach books from the shelf. Children can play together with minimal guidance needed from the childminder. Their mature social skills mean that they show empathy and respect for each other and play together harmoniously. Children are developing further ways to express their feelings and regulate their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children have developed meaningful relationships with one another. Older children are considerate of the needs of younger children, and they play together well. Children begin to test out their ideas, such as finding out what surfaces magnets will stick to. This interests them, and they show they are curious about how magnets work. Children express their understanding, for instance when pretending to make meals using toy fruit and when playing with role-play doctor sets. The childminder encourages children's attendance, and children enjoy their play and learning. Children play as a happy and settled group and show respect and politeness. The childminder has high but realistic expectations for children's development and behaviour. Consequently, she knows when children are ready to focus on sharing and taking turns. The childminder is beginning to introduce more supportive ways for children to learn about expectations for behaviour. This encourages them to understand

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Behaviour, attitudes and establishing routines Expected standard

and reflect on their associated feelings and emotions while continuing on with their learning.

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Children's welfare and wellbeing Expected standard

The childminder establishes respectful and caring relationships with children who clearly adore her. She recognises if children experience any barriers to their learning and takes active steps to support all children, including those with special educational needs and/or disabilities. Children follow routines that overall meet their needs well. The childminder makes sure that children have adequate rest and sleep and that they eat healthy and balanced meals. Being active and playing outdoors is part of children's planned weekly activities. Children benefit from visiting local parks and farms and take part in local community groups. By meeting up with others, they learn to get along with a larger, wide group, expanding on their experiences of meeting and getting along with others. This contributes towards children's understanding of diversity. Young children demonstrate they are growing in their sense of security and safety. They understand about ways to keep

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Children's welfare and wellbeing Expected standard

themselves safe, such as not climbing on furniture. Young children explore with confidence but return to the childminder for a reassuring cuddle when needed. The childminder is beginning to encourage children to talk more about their feelings and emotions.

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Curriculum and teaching Expected standard

The childminder focuses on developing children's communication and language skills, and by using songs, rhymes and activities, she introduces children to a vast range of new words. By building on children's interests, such as animals and machinery, she helps children to use their interests to expand on their vocabulary. The childminder uses technology effectively and encourages children to understand about ways to use digital resources safely. For example, children ask digital devices to play their favourite nursery rhymes. Children use books to find out about different animals, and they enjoy the delight and surprise of pop-up books. This promotes children's early interest in reading and love of books. The childminder encourages children's mathematical learning in meaningful ways, for example by encouraging them to count how many legs toy animals and creatures have and placing them in corresponding numbered baskets. However, the childminder does not

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Curriculum and teaching Expected standard

consistently streamline intentions for children's learning. This can mean some activities lack precision. Although holding children's interest, they do not always fully benefit from what the childminder intends they will learn. For example, a counting and sorting activity includes too many different themes, meaning teaching is not highly effective in embedding ideas. The childminder makes accurate assessments of children's learning and plans specific and achievable next steps based on their age and stage of development. Her ability to reflect on previous experiences caring for children with special educational needs and/or disabilities or who experience barriers to their learning means she is well equipped to support them in the future.

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Inclusion Expected standard

The childminder draws on her extensive experience to explain how she can adapt her curriculum and approach to meet children's different needs. She explains how she has used previous successful strategies, such as sign language, to help support children who are nonverbal or experience a delay in their communication. She also demonstrates an awareness of how additional funding might be used to support children. By closely observing children and identifying their progress, the childminder can successfully identify if children's development does not meet expectations. She focuses on children's precise next steps to ensure that any gaps in their learning close quickly. If children still do not make expected progress, the childminder understands how to work collaboratively with families and other professionals to develop plans of support for children.

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Leadership and governance Expected standard

The childminder draws on her 26 years of experience in caring for children to provide a happy and caring environment. She uses her depth of understanding about children's development to plan a broad and exciting curriculum that meets the needs of all children, including those with special educational needs and/or disabilities or barriers to their learning. The childminder embraces new technology and uses it effectively to help her evaluate and shape her curriculum and develop ideas for ways that parents can support children's learning at home. She has a proactive and positive approach to building on her existing knowledge and reads widely. She attends training and keeps herself well informed of any changes that might affect her work. This has enabled her to evaluate her provision, identify areas for improvement, such as developing a more inclusive curriculum for children, and continually strive to provide high-quality care and education for children.

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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 and positive about learning. They enjoy talking about the things they are interested in and are articulate in explaining what they know. For example, children talk about farming machinery and can identify features of machines and talk about their different colours. Children know when they are successful in their learning, such as correctly matching plastic animals to picture cards and making the sounds of farm animals. The childminder celebrates their knowledge and regularly praises them. In turn, this helps to boost children's confidence. The childminder's curriculum focuses on preparing children to gain the skills they need to be ready for starting school. Children gain these skills well. For example, children become independent in using the toilet and feeding themselves. They concentrate well and show interest and excitement in learning new things. The childminder draws on her previous experience to show how she adapts her planning to support children

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

who may face barriers to learning. For example, she uses visual charts and basic sign language to support children with special educational needs and/or disabilities. She adjusts her curriculum to ensure these individual needs are met. Children develop very close relationships with each other. They play together extremely well, and older children include younger ones in their play. The childminder fosters close, professional relationships with parents. Parents say that their children 'love' the childminder and they view her as 'part of their family'. The childminder's flexible and supportive approach encourages children's good attendance, and children show their obvious delight in being in the childminder's care.

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Next steps

The childminder should increase the effectiveness of teaching by developing more precise intentions for learning so that children do not lose the intended focus and they fully benefit from the engaging activities on offer. The childminder should consider introducing more impactful behaviour support to encourage children to further develop how they adapt their behaviour to different circumstances.

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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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About this inspection

The inspector spoke to children and the childminder throughout the inspection. Hayley Marshall-Gowen

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Address:

10 Mollys Mount Steeple Claydon Buckingham MK18 2RB

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Address:

Registered person: Biswell, Rebecca Jane

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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. 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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