Bethell, Claudia

Bethell, Claudia

Unique reference number (URN): EY360782 Address: 74 Pavilion Gardens, STAINES, Middlesex, TW18 1HP Type: Childminder Registered with Ofsted: 04/10/2007 Registers: EYR, CCR, VCR Registered person: Bethell, Claudia

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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 consistently make strong progress across all areas of development. This includes those children who have barriers to their learning and need adjustments to their daily routine or activities. Children develop a range of skills. For example, children are developing independence in managing their personal needs and physical skills as they practise cutting fruit and kneading dough. Children can sustain their attention and concentrate at tasks for significant periods of time. Children have extremely good behaviour. They are kind during routines, such as helping each other tidy up activities. Children choose stories and demonstrate deep awareness of their prior learning, such as recalling names of birds, and they describe how they look, using words such as 'soft'. Children demonstrate their imagination skills as they pretend to buy food from the shop and decide what they would like to cook. They re-enact familiar stories in their play.

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Behaviour, attitudes and establishing routines Strong standard

Children play together in an extremely cooperative and caring manner. Children follow routines exceptionally well from a young age. The childminder has clear, embedded routines and boundaries to support children to know what is expected of them. Children are learning extremely good manners, saying 'yes please' as the childminder asks them if they would like more dough to knead. The childminder ensures that children can attend regularly, and if there is any change in the routine, she ensures there are additional days or spaces offered so children do not miss out on any care and education.

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Behaviour, attitudes and establishing routines Strong standard

Children play happily together, and the childminder gives praise and encouragement for children's attempts and achievements. This helps promote their self-esteem effectively. Children show great excitement when the childminder says they can bake bread. They pay close attention and listen very well to instructions, as they are interested and anticipating what will come next.

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Children's welfare and wellbeing Strong standard

The childminder finds innovative ways to promote children's emotional regulation, such as using breathing techniques. For example, children have a flower that they pretend to smell as they breathe in, and they pretend to blow the bubbles as they breathe out deeply. This is one of many ways that the childminder acknowledges and helps children to manage their emotions. The childminder consistently follows good hygiene and care routines. She positively promotes healthy choices and encourages physical activity through daily outdoor play activities and enriching experiences, including trips to the local parks and library.

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Children's welfare and wellbeing Strong standard

The childminder skilfully supports children's health by providing sufficient rest and periods of physical activity. When children experience changes in their home lives, the childminder is acutely aware of this and the impact it might have on their wellbeing. By taking swift action early on, and putting a range of support in place, children cope with the changes well. Children are consistently well supervised at mealtimes. The childminder works with parents

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Expected standard

extremely well to ensure the food offered is healthy and balanced. The childminder helps children learn to take appropriate risks in their play, such as navigating space and learning to cut fruit safely for their snack.

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Inclusion Strong standard

The childminder has embedded inclusive practice. All children, including children with special educational needs and/or disabilities, thrive in the childminder's care. A consistent approach to identifying children's development enables the childminder to recognise early on when children need extra support. The childminder identifies any emerging gaps in children's learning, and her support helps them to strengthen their skills. For example, the childminder prioritises communication- and language-focused activities that encourage children to hear words and sounds and practise them. The childminder has completed training to understand children's emotional wellbeing and how to meet the children's needs effectively. By being aware of these needs, she focuses her curriculum on what is most important to support children in her care, such as developing their confidence and emotional wellbeing. Partnerships with professionals and other settings that children attend are well

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Inclusion Strong standard

established to help provide continuity for children.

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Curriculum and teaching Expected standard

The childminder ensures the curriculum incorporates all areas of learning and is taught well. She has an accurate understanding of the quality of the curriculum and the teaching she provides. The childminder has a clear action plan to help continue to improve her practice. For example, she has been working on supporting children to feel valued. This is already starting to make a positive difference. Children show delight as they are supported to talk about photos of people that are important to them.

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Curriculum and teaching Expected standard

Children use books to find out about different birds, and they enjoy the delight and surprise of what they learn. 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 raisins they need in the bread mixture they make and how much the dough weighs on the scales. The childminder provides guidance and models safe practices, ensuring children understand how to manage risks independently. This approach builds children's confidence and physical skills, including coordination and balance, well.

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Curriculum and teaching Expected standard

The childminder focuses on developing children's communication and language skills. She introduces children to a vast range of new words, such as 'yeast' and what this does when baking bread. At times, teaching is not always consistent. For example, the childminder counts for children before they have a go themselves and does not always utilise opportunities to extend children's learning as well as she could. The childminder recognises there is still some work to do to make interactions highly effective and ensure every interaction they have with a child is an opportunity for teaching and learning.

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Leadership and governance Expected standard

The childminder draws on her extensive experience in caring for children to help provide a caring, supportive and happy environment for all children. Children settle into their time with her quickly, and she engages with parents to help support their care and learning. Parents value the support they receive and praise the childminder for the range of experiences offered. The childminder maintains effective relationships with other settings that children attend and works collaboratively with them to ensure continuity of care.

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Leadership and governance Expected standard

The childminder is committed to continuing her own professional development and keeps herself well informed of any changes that might affect her work. She reflects on any training attended and makes relevant changes, such as updating her safeguarding policies. Overall, the childminder generally understands her strengths and areas for development and is ambitious 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 extremely happy in the childminder's care and display high levels of self- esteem and confidence. Children are very well prepared to transition effectively between different stages of their learning. They achieve consistently well. Children show an excitement for their learning and show fantastic concentration for their age as they learn something new. Their positive attitudes and eagerness to learn help to prepare children very well for their next stages in learning and for starting school in the future.

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

Behaviour is extremely well supported. Together, children show superb social skills in sharing, turn-taking and collaborative working. Their day is well planned, and the routine meets their individual needs well. Children are given the opportunity to make choices, and they repeat familiar activities, songs and games as they expand their knowledge. For example, children enjoy reading a book about a bower bird and creating the nest for the bird with a vast range of materials. Children have close relationships with the childminder and enjoy snuggling up for stories. All children, including those who might face barriers to learning, make swift steps in their development. This is because of the timely intervention and targeted support that they receive.

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

The childminder welcomes and works effectively with all families. This helps to provide children with consistency and enables children's uniqueness to be known, understood and celebrated. Children gain confident control of their small-muscle skills as the childminder teaches them how to hold a safety knife to cut their fruit at snack time and independently wash their hands before eating.

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Address:

74 Pavilion Gardens STAINES Middlesex TW18 1HP

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 12:00

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Next steps

The childminder should ensure that highly effective teaching is consistently embedded to extend children's learning further.

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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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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