Davies, Catherine Vanessa

Davies, Catherine Vanessa

Unique reference number (URN): EY271311 Address: 7 Nightingale Crescent, BRACKNELL, Berkshire, RG12 9PY Type: Childminder Registered with Ofsted: 11/12/2003 Registers: EYR, CCR, VCR Registered person: Davies, Catherine Vanessa

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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

All children make rapid progress in their speech, vocabulary and communication skills. They build superb early communication skills through stories and nursery rhymes, listening attentively, copying actions and repeating familiar words. Children use new vocabulary in their play and begin to express their ideas with increasing confidence.

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Achievement Strong standard

Children develop an impressive early understanding of mathematics through hands-on experiences. During play-dough activities, children count items, compare quantities and talk about what they are making. They strengthen their physical development and coordination through outdoor play, including climbing and active games. These experiences help children to develop balance, control and confidence in movement. Young children engage for long periods as they fit coloured sticks into the corresponding coloured slot. This helps to develop their fine motor skills in readiness for writing.

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Achievement Strong standard

Children are independent in their personal care. They confidently manage routines and understand how to keep themselves and others safe. Children demonstrate an impressive understanding of healthy lifestyles and can explain how exercise and food support their bodies. For instance, during a dance session, children recognise that their hearts beating faster shows their bodies are exercising. All children are very well prepared for the next stage of their learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works effectively with parents and carers to quickly address any barriers to attendance that could impact on children's learning. She forms extremely deep bonds with children from the start. This helps children to settle very quickly into her care.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines are predictable and run very smoothly. The childminder consistently includes all children in daily routines that help to promote teamwork and independence. For example, during snack time, she asks children to estimate how many plates, cups and cutlery they will need as they set the table. The childminder has very high expectations for children's behaviour. She sensitively encourages kindness and cooperation and thoughtfully supports children in expressing their emotions. Children understand the rules of the setting, such as using sand timers to support turn-taking and sharing. When children need extra reassurance, the childminder provides calm and gentle encouragement. The atmosphere at the setting is loving and caring, and children support each other during their play.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate exceptional resilience, confidently tackling challenges and taking pride in their achievements. Even the youngest children show impressive perseverance and coordination as they learn to mash an avocado with a fork at snack time. Children also display excellent skills in regulating their emotions, using words to describe their feelings during their play. Children flourish in response to the childminder's consistent encouragement and positive reinforcement.

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Children's welfare and wellbeing Strong standard

Children's ongoing welfare is a priority for the childminder. She has a superb understanding of how to ensure that children are safe when sleeping. The childminder knows how to minimise the risks to young children of choking when eating. She also has robust procedures in place to ensure that any children with allergies or intolerances are included and kept safe from harm.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of healthy lifestyles. For example, the childminder teaches children the importance of healthy routines, such as brushing their teeth, handwashing and drinking enough water. The childminder provides excellent support to help children to recognise and manage their emotions. Her consistent calmness helps children to learn that experiencing strong emotions is normal and that they can respond to them in positive ways.

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Children's welfare and wellbeing Strong standard

The childminder establishes highly effective routines that reflect children's care and welfare needs. This supports children's emotional wellbeing and a strong sense of security at the setting. Children demonstrate deep and secure attachments and actively seek the childminder for reassurance and emotional support. The childminder tailors care carefully to each child's needs. For example, she adapts routines and communication to support children with special educational needs and/or disabilities, helping them to feel confident and included.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of what she wants children to learn. She meticulously sequences children's learning, considering their interests and what they need to learn next. The childminder frequently introduces new words to young children during play. In addition, she provides more detailed explanations of vocabulary for children who are slightly older. For instance, when children show an interest in a spider's web, the childminder introduces new descriptive words, such as 'sticky' and 'delicate'. She naturally weaves mathematics into children's learning and development. The childminder implements daily songs and rhymes in which children learn subtraction by taking 'one away'. Very young children can remember mathematical concepts, such as addition and subtraction, and can add or take away 'one more' or 'one less'.

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Curriculum and teaching Strong standard

The childminder provides an abundance of opportunities to promote children's gross motor skills, problem-solving and teamwork. For example, children show excellent skills as they jump over obstacles such as tree stumps, walk across uneven surfaces and make marks in the mud using sticks and tools. The childminder inspires children further, offering yoga to promote their balance, flexibility and emotional regulation. Children quickly learn how physical exercise can support their overall health and wellbeing. This deep focus on careful sequencing, purposeful interactions and rich vocabulary ensures that children develop the essential skills and confidence needed for the next stage of their learning.

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Inclusion Expected standard

The childminder promotes inclusion effectively and ensures that every child is respected, valued and able to participate fully in all aspects of the setting. She is highly effective in identifying children who may face barriers to their learning or wellbeing. The childminder completes regular and detailed reviews of each child's development. This enables her to identify emerging gaps and plan targeted support swiftly. Recent training in neurodiversity has enabled the childminder to provide a wealth of support to all children, particularly those with special educational needs and/or disabilities (SEND). She adapts activities so that children with SEND can engage alongside their peers. The childminder uses appropriate strategies, such as visual prompts, simplified language and practical support. This promotes equality, children's confidence and a sense of belonging.

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Inclusion Expected standard

The childminder fully understands her role in engaging parents and carers and supporting them to make timely referrals to other professionals, where necessary. She also knows how to access guidance from local services and the borough's inclusion team when required. However, the childminder has not yet fully developed robust methods of communication with other early years settings to share relevant information regarding children's transitions, learning and progress.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how she would use additional funding, where eligible, to support children's inclusion and learning. For instance, she explains she will access training or purchase targeted resources to support their individual needs.

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Leadership and governance Expected standard

The childminder is committed to ensuring that any children facing barriers to learning are supported to the best of her ability. Targeted training to support children with special educational needs and/or disabilities (SEND) has helped her to identify and support children swiftly and effectively. She has recently sought specialist advice to strengthen her commitment to supporting children with SEND. Parental partnerships are a significant strength and contribute positively to children's wellbeing and progress. Parents and carers are very happy with the care their children receive and comment that communication is excellent. The childminder shares regular updates with parents about children's learning and development through an online app, and also shares how they can extend their child's learning at home.

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Leadership and governance Expected standard

A culture of continuous improvement is evident across all aspects of the childminder's provision. She regularly evaluates her practice and identifies opportunities to refine activities, routines and planning so that children remain engaged and make progress over time. The childminder works alongside parents and, when required, outside professionals to set targets and implement strategies. Although she has begun to work with other early years settings, she recognises, through her self-evaluation, that this is not yet fully embedded. This does not consistently promote the best outcomes for all children's learning and achievement.

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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 demonstrate that they feel immensely safe and secure in the childminder's nurturing care. They show positive attachments through regular attendance at this setting. The childminder encourages children to select a card to represent how they are feeling when they arrive in the morning. She warmly praises children and often tells them how proud she feels of them. The childminder carefully listens and responds to everything children say, teaching them that their thoughts and ideas are valuable. Children's

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Inspector:

Sarah Richards independence is promoted at every opportunity. Mealtimes are calm and social, with opportunities for children to eat healthily, practise independence and enjoy purposeful conversation.

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Inspector:

The childminder goes above and beyond to provide children with a wealth of exciting and stimulating experiences. The environment that she plans is inspiring, and children delight in freely exploring the innovative activities and resources on offer. For instance, children who learn best through sensory experiences wallow in their enjoyment of squeezing, squashing and rolling dough before creating their own creations. The childminder is a highly effective teacher. She knows what children need to learn and targets her support to meet their learning needs. The childminder extends children's communication skills effectively through conversations, singing, careful questioning and books. Children with special educational needs and/or disabilities (SEND) are exceptionally well supported. The childminder draws on her extensive knowledge to adapt her approach, helping children to regulate their emotions and develop social communication. This ensures that children with SEND make

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Inspector:

The childminder consistently embeds clear rules, boundaries and expectations. This enables children to play and explore independently in a safe and supportive environment, both indoors and outdoors. Children behave exceptionally well. They consistently demonstrate kindness and care to their peers. For example, children happily offer resources to friends, showing an excellent understanding of how to share. The childminder expertly plans opportunities to teach them patience and turn-taking during daily routines. For instance, children must take turns to enter the garden one by one and line up while waiting to wash their hands.

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Next steps

The childminder should embed effective information-sharing with other settings that children attend to further support children's overall development.

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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:

7 Nightingale Crescent BRACKNELL Berkshire RG12 9PY

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Address:

Registered person: Davies, Catherine Vanessa

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Address:

Operating hours: Monday,Tuesday,Thursday : 07:45 - 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.

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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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