Webb, Amy

Webb, Amy

Unique reference number (URN): 2733226 Address: 6 Almond Close, Nottingham, NG15 6AG Type: Childminder Registered with Ofsted: 25/08/2023 Registers: EYR, CCR, VCR Registered person: Webb, Amy

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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 have regular opportunities to experience the 7 areas of learning through well- planned activities and play supported by the childminder. They achieve well and make progress from their starting points in development. Children acquire the skills they need, in readiness for their eventual move on to school. For example, younger children enjoy sharing their thoughts and ideas with the childminder, sharing stories and singing songs. Children enjoy talking about familiar stories and the characters they remember. Children are happy and fully engaged in their choices of play and activities. They cooperate well with each other and show friendly and positive social skills with their friends. Children who need additional help receive targeted support, particularly in developing language skills. They receive continuity in their care as the childminder works well with their parents to share ideas for supporting children's development at home.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a positive and welcoming environment. Children enjoy attending this setting, and talk about their day when they go home. They attend the childminder's setting regularly and arrive on time. The childminder is clear about her expectations for children's behaviour. She reminds children about being kind to each other. Children are familiar with the routines and expectations of their behaviour. For example, when children want to play with a toy police car, the childminder makes sure that they take turns.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses praise and is a positive role model. She has positive relationships with all children and encourages them to keep trying when exploring new learning. For example, the childminder supports them to count objects again when they miscount the first time.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adapts activities to ensure that all children can access learning. Consequently, children engage well in a range of activities that extend their thinking. The childminder varies her questions so that all children are able to share their knowledge, such as about the life cycle of a caterpillar. These interactions help children to become increasingly confident to share their own thoughts and develop a positive attitude to learning.

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Children's welfare and wellbeing Expected standard

The childminder adapts her care practices to meet individual children's needs, including those with special educational needs and/or disabilities. She encourages children to manage their own care needs where possible, such as blowing their own noses. The childminder asks for children's consent before helping children with their care needs, carefully considering children's welfare and wellbeing. She encourages children to try new foods, and use knives safely to cut their own fruit for snack supporting their growing independence. The childminder uses outside spaces to support children's physical development and understanding of healthy lifestyles. The childminder understands how to adapt her routines to take into account children's needs. For example, she adjusts her routines to ensure that there is time for children to learn how to wash their hands independently. The childminder provides support for parents

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Children's welfare and wellbeing Expected standard

and carers about toilet training to ensure that children receive consistent approaches.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise and manage their emotions. She encourages children to name different feelings and talk about what makes them feel happy or sad. The childminder models respectful behaviour and develops close bonds with children. Her positive relationships with each child support them to feel safe and secure in her care.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum covering all 7 areas of learning for all children, adapting it for children with special educational needs and/or disabilities. She focuses on young children's communication and language skills, their personal, social and emotional development and their physical development. The childminder encourages older children to practise counting the legs on a caterpillar as they play to develop their mathematical understanding. She uses her observations of children's play to identify what they need to learn next. The childminder uses adult-led activities to develop children's skills and learning. However, she does not consistently plan and implement activities to extend children's precise next steps in learning. For example, some activities that the childminder plans focus on children's interests, rather than their next steps in their development.

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Curriculum and teaching Expected standard

The childminder uses stories and rhymes to promote children's communication and language skills. For example, she uses toy caterpillars and butterflies as she tells the story of a hungry caterpillar eating different foods. However, at times, the childminder does not give children time to complete tasks for themselves before guiding their ideas or completing activities for them. For example, the childminder suggests how they can fill containers with flour without giving children time to work this out for themselves.

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Curriculum and teaching Expected standard

The childminder encourages children's personal, social and emotional development well. Children demonstrate they feel safe and secure as they seek the childminder's guidance and reassurance. They enjoy regular outings with the childminder to the local groups and soft-play environments. This supports their physical development and develops children's interest in the world around them. The childminder prepares children for school by taking them to local groups to enable them to socialise with other children. She uses community facilities, such as the local library, to support children's love of stories and reading and their communication and language skills.

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Inclusion Expected standard

The childminder monitors children's development and uses this information to identify any emerging gaps in their learning. She demonstrates a clear understanding of children's interests and how she uses these to promote children's engagement in activities. Disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care are able to access the activities the childminder plans to support their development. The childminder ensures that she makes any necessary adjustment so that barriers to children's learning and wellbeing are reduced. When the childminder recognises the need to adapt her environment to meet individual children's needs, she does so swiftly. For example, she carefully considers groups and activities outside of her home for those children who need support developing their confidence in social situations.

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Inclusion Expected standard

The childminder knows how to involve outside agencies to provide children with additional support when appropriate. Her graduated approach to providing all children with the support they need ensures that they make progress in their learning and development. The childminder carefully considers how she can use additional funding to support the specific needs of individual children. She uses professional development opportunities to consider how she supports children who are the most disadvantaged.

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Leadership and governance Expected standard

The childminder knows what improvements she wants to make to her provision, such as extending her own professional development even further. She plans to continue to develop her own knowledge of children's learning through accessing training opportunities. The childminder understands the value of building on her own professional development to successfully target children's next steps in learning to provide quality experiences for all children who attend. The childminder regularly updates her knowledge of keeping children safe through safeguarding training and holds a current paediatric first-aid qualification. She always considers what is in the best interests of all children, including those who are disadvantaged, those with special educational needs and/or disabilities. This supports improvements to benefit all children.

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Leadership and governance Expected standard

The childminder builds positive relationships with children's parents and carers. She shares information with parents and other agencies about children's needs and progress. The childminder regularly shares her assessments of children's progress with parents to support consistency in children's learning. She shows parents photos of activities she has planned for children to encourage them to continue children's learning at home. Parents value the warm and trusting relationship they have with the childminder. They talk about how this supports them to understand what their children need to learn next and how they can support this development at home. Parents speak extremely positively about the range of experiences the childminder offers their children, including regular visits in the local community.

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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

The childminder creates a welcoming and homely environment that encourages children to lead their own play and promotes their learning. Children are comfortable in the childminder's home. They confidently explore activities available to them and search out additional resources. For example, children find bowls in the role-play kitchen and add them to a messy play activity the childminder has set up for them.

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

The childminder creates a curriculum that overall builds on what children need to learn and prepares them for their eventual move on to school. She uses children's interests to

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Inspector:

Lianne McElvaney stimulate their involvement in their play and learning. Children are confident, ready to learn and make progress in their learning. All children, including those who are disadvantaged, those with special educational needs and/or disabilities, and those who face barriers to their learning and/or wellbeing, make age-appropriate progress.

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Inspector:

The childminder focuses on supporting the development of children's speech and language skills. She provides opportunities for children to hear and use language. For example, the childminder uses props to stimulate children's interest in singing rhymes. Additionally, she models language clearly as children play, such as saying 'full' and 'empty' as children spoon flour into bowls.

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Inspector:

Children enjoy playing alongside their peers and the childminder. They learn to take turns and share toys and resources. The childminder models to children how to speak to each other respectfully. Children listen to each other as they talk about their play. They show kindness towards each other. For example, older children considerately give younger children time to talk and share their thoughts about stories they are listening to.

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Inspector:

The childminder has positive relationships with families, and values the contributions they make to children's learning. She supports them to understand the importance of regular attendance, and how they can support their child's development. The childminder ensures that all families feel at home and relaxed when they first start at her setting. She adapts settling-in sessions so that all children and families are able to receive the support they need.

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Next steps

The childminder should target next steps for individual children's learning more precisely to extend their progress further. The childminder should further encourage children to attempt activities themselves to enable them to consolidate their learning.

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About this inspection

The inspector spoke with 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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Address:

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

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Address:

Local authority: Nottinghamshire County Council

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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.

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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