Tallis, Kirsty Jane

Tallis, Kirsty Jane

Unique reference number (URN): 2747280 Address: 6 Manor Way, Ashford, TN23 3HD Type: Childminder Registered with Ofsted: 14/09/2023 Registers: EYR, CCR, VCR Registered person: Tallis, Kirsty 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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Children's welfare and wellbeing Strong standard

The childminder provides an extremely welcoming and homely environment where children feel safe, secure and confident in her care. She consistently prioritises children's welfare and wellbeing, ensuring that it is at the centre of everything she does. The childminder has established supportive relationships with children and their families to ensure that care practices meet all children's needs effectively. This consistently supports children's security and emotional wellbeing. Consequently, children demonstrate strong, secure attachments and actively seek the childminder for comfort and reassurance when needed.

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Children's welfare and wellbeing Strong standard

The childminder places a high priority on supporting children to develop their physical health. She ensures that children receive a range of nutritious foods and consistently implements safer eating and sleeping practices. The childminder expertly tailors care practices and routines to meet children's individual care needs, such as feeding routines for babies. She recognises the value of regular exercise and fresh air on children's physical and mental health. Children thrive as they have ample opportunities to develop their large muscle skills, balance and coordination. For example, young children move around confidently as they run, climb and ride on bikes. Furthermore, children learn about healthy foods and the process of growing vegetables.

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Achievement Expected standard

All children make steady progress from their starting points and develop the skills they will require for their next stage of learning. Younger children become increasingly independent as they confidently move around the environment, play alongside their peers and learn to do things for themselves, such as hand washing. Children receive consistent praise and encouragement, helping to develop their self-esteem and confidence.

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Achievement Expected standard

Children's communication and language development is well supported. They build their early vocabulary through stories and nursery rhymes, where they listen, copy actions and repeat familiar words. Furthermore, children develop a love of books and stories. They eagerly sit down to listen to stories with the childminder and freely access books to look at independently during their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm and positive atmosphere where children feel confident to explore and take part in purposeful activities. She builds trusting relationships with children, where they feel safe and secure in her care. She sets high expectations for children's behaviour and acts as a positive role model. Consequently. children behave consistently well and learn what is expected of them from a young age. For example, children begin to share resources and learn to tidy up after their play. The childminder offers consistent praise and encouragement to help children feel confident and develop good levels of self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands how to communicate with parents about promoting children's regular attendance to support their learning. She follows up any absences if they occur.

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Curriculum and teaching Expected standard

The childminder plans a curriculum that is suitably adapted to children's individual ages and stages of development. She builds on what children know and can do, providing activities and opportunities that engage them in their learning. For example, children actively explore different textures with their hands and use a range of objects to create marks in their paintings. However, at times, the childminder unintentionally interrupts children's learning to move on to the next activity or change the routine. This limits their opportunities to explore their own thoughts and ideas to deepen and extend their learning and understanding.

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Curriculum and teaching Expected standard

The childminder places a high focus on developing children's language and communication skills. She clearly models new words to help develop children's early vocabulary and asks questions to support children's thinking skills. Children evidently flourish and make suitable progress in their communication development.

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Curriculum and teaching Expected standard

The childminder typically incorporates early mathematics into children's play. She encourages children to count objects when building towers, and younger children begin to recognise shapes and colours as they explore with different objects.

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Inclusion Expected standard

The childminder values each child as a unique individual and understands the importance of including all children regardless of any barriers to their learning. She gathers detailed information from parents, enabling her to understand each child's interests, care routines, backgrounds and learning needs. She uses this information and ongoing assessments to help her successfully identify and assess children's individual needs and any potential gaps in their development. At the time of the inspection, there were no children attending with special educational needs and/or disabilities (SEND). However, the childminder describes the effective arrangements she has in place for children with SEND. The childminder recognises and values children who speak English as an additional language and provides opportunities to help reduce any barriers to their learning. For example, she offers them plenty of opportunities to hear language spoken in English and their home language.

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Inclusion Expected standard

Furthermore, she displays visual timetables to help children understand what is happening next in their day. The childminder regularly adapts activities and the environment to enable all children to take part, supporting their developmental needs. For example, she provides a safe environment for young children to practise and refine their early walking skills.

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Leadership and governance Expected standard

Partnerships with parents are extremely effective. The childminder keeps parents well informed about their children's daily experiences, care routines, achievements and learning. She shares valuable information regarding government guidance, such as on healthy eating, to support children's wellbeing effectively. The childminder knows the importance of working with other professionals involved in children's care and learning to provide a consistent approach in meeting children's needs.

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Leadership and governance Expected standard

The childminder reflects on her practice and provides a nurturing environment where children feel supported and make good progress. She confidently evaluates her strengths and identifies areas for improvement to provide high-quality care for all children. In addition, she regularly networks with other local childminders to share ideas and practice to help extend her knowledge. The childminder regularly completes mandatory training, such as first-aid and safeguarding courses. Overall, she has secure knowledge of how to support children's learning and development. However, she also identifies areas she could improve. For example, she plans to complete training that will enhance her knowledge and understanding of how to support children's progress in their learning and development. She has yet to implement these plans to strengthen her practice even further.

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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 very settled in the childminder's setting. The childminder takes time to get to know each child and their family, which helps children settle well and build close bonds with the childminder. They go to her for a cuddle or reassurance when needed, and the childminder is extremely responsive to their needs. Her nurturing approach enables children to feel happy to explore and learn. They show high levels of independence as they explore the wide-ranging resources and activities available to them and are enthusiastic to have a go and try new things. For example, children thoroughly enjoy exploring with paint using different tools and methods, such as sponges, feathers and printing with their hands. Overall, children make steady progress, building on what they already know and can do.

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

Children benefit from hands-on experiences that help build their knowledge of the world around them. For instance, the childminder takes children on regular visits in the local community and supports children to learn about nature. Furthermore, children have many opportunities to plant seeds and grow and taste their own vegetables. This helps to promote healthy food habits and develop children's awareness of food cycles.

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

Parents report that the childminder communicates extremely well and keeps them informed about their children's experiences and achievements. Children flourish in an environment where their individual needs and backgrounds are highly valued. The childminder's positive approach to inclusion ensures that all children, including those facing barriers to their learning, feel valued and supported to help them to gain the confidence they need for their future learning.

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Address:

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

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Next steps

The childminder should give children the time they need to explore and follow their own thoughts and ideas to deepen their engagement and support their learning further. The childminder should focus professional development opportunities more precisely on enhancing her knowledge and teaching skills even further.

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About this inspection

The inspector spoke to the childminder 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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