Beedles, Philippa Marie

Beedles, Philippa Marie

Unique reference number (URN): 2746941 Address: 48 Irby Road, Wirral, CH61 6XF Type: Childminder Registered with Ofsted: 31/08/2023 Registers: EYR, CCR, VCR Registered person: Beedles, Philippa Marie

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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 Expected standard

Children are developing an understanding of how to keep themselves safe. For example, they discuss different outdoor surfaces and recognise that ice can make the ground slippery. Older children confidently recognise the fire evacuation sign. However, at times, the childminder recites the procedure rather than giving children the opportunity to recall previous learning and think for themselves. This limits how securely children embed their understanding of safety.

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Children's welfare and wellbeing Expected standard

Children's health and wellbeing are promoted during daily routines. At mealtimes, children are encouraged to think about healthy food choices and understand the importance of drinking water, which is available throughout the day. They pour their own drinks and practise growing independence. However, hygiene routines are not always reinforced consistently. For example, when children wipe their noses or following nappy changing, self- care routines are not always modelled clearly. This means independence in managing personal care is not consistently supported.

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Children's welfare and wellbeing Expected standard

Children benefit from experiences in the local community. Visits to local shops and themed activities help children understand similarities and differences beyond their immediate environment. These experiences support children's sense of belonging and contribute positively to their overall wellbeing.

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Inclusion Expected standard

The childminder has identified clear curriculum priorities, including communication and language, early mathematics and personal, social and emotional development. Children receive support that reflects their individual needs as the childminder knows them well and identifies when additional help may be required. She works closely with parents and shares information to promote consistency between home and the setting. Some children attend other settings, such as pre-school, and the childminder communicates with these settings to support continuity in care and learning. This helps children feel secure and supports their wellbeing.

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Inclusion Expected standard

The childminder recognises how early experiences can affect development, particularly in communication and language. She completes progress checks and reviews children's development. Relevant information is shared with the health visitor where appropriate. Support is adapted when needed. This helps to reduce potential barriers to learning.

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Inclusion Expected standard

The childminder understands the graduated approach and can explain how she would seek advice or make referrals if concerns increased. There are currently no children in receipt of additional funding or known to children's social care. The childminder understands funding entitlements, including early years pupil premium, and how these could be used to provide targeted support should children require additional help.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her role. She is reflective and open to feedback. Furthermore, the childminder completes professional development, including training linked to slow pedagogy and inclusion. However, monitoring does not yet ensure this learning is embedded consistently in daily practice. For example, despite identifying rapid questioning as an area to strengthen, practice did not shift securely during the inspection.

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Leadership and governance Expected standard

The childminder works in close partnership with parents. Parents receive regular updates through the online portal and value the detailed communication about their children's day. She discusses how learning can be extended at home and responds to parental feedback. Attendance is recorded and absences are monitored appropriately. This supports consistent routines and helps children attend regularly and settle quickly.

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Leadership and governance Expected standard

Although no children currently receive additional funding, the childminder understands how funding such as early years pupil premium could be used to purchase targeted resources or provide additional experiences to reduce barriers to learning. Consequently, the childminder demonstrates that she knows how to adjust her practice and environment when required.

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Achievement Needs attention

In the main, children make progress from their starting points. However, this progress is not consistently secure. In communication and language, vocabulary and understanding are developing, although not embedded securely enough. Children are not always given sufficient time to think or respond. This limits how confidently they build on what they already know and slows the development of strong foundations for later learning.

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Achievement Needs attention

Progress from starting points varies. Children develop confidence and growing independence, which parents recognise and value. However, children who face barriers to learning do not consistently receive the focused support needed to address emerging differences. Although development is reviewed, knowledge and skills are not built consistently across the areas of learning. In addition, the childminder does not consistently address these quickly enough. Children are not as well prepared for their next stage of learning as they should be.

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Behaviour, attitudes and establishing routines Needs attention

The childminder establishes clear expectations for behaviour. Children understand what is expected and respond to reminders. During group times, they sit together, join in familiar songs such as 'Happy Birthday' and invite visitors to take part. Disagreements are managed calmly. For example, when conflict arose during role play with a buggy, the childminder removed the resource to defuse the situation. While this restores order quickly, it does not always help children understand how their behaviour affects others. Children generally demonstrate positive attitudes to learning. They remain engaged in their chosen play and show pride in what they are doing. At times, the childminder moves between activities and introduces new resources too quickly. For example, she asks children to stop and look at photos from the farm or shifts focus to a toothbrushing activity. In addition, younger children are not always actively encouraged to join in. At these times, they

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Behaviour, attitudes and establishing routines Needs attention

spend periods wandering. This means children do not always develop consistent positive attitudes to learning.

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Behaviour, attitudes and establishing routines Needs attention

Attendance is promoted through clear communication with parents. Absences are recorded and monitored where needed. Children attend regularly and settle quickly.

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Curriculum and teaching Needs attention

The childminder introduces mathematical ideas through practical play. For example, when children transfer rice using different-sized spoons, she encourages them to place it 'in' the bowl and notice when it is 'full' or 'empty'. This begins to build early understanding of quantity and position.

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Curriculum and teaching Needs attention

Physical development is supported outdoors. Younger children practise their balance on the see-saw and develop confidence using the slide. During sand play, children use spades and rakes to dig, lift and move materials. The childminder encourages turn-taking and reminds children to wait for their turn. This supports personal, social and emotional development alongside physical skills.

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Curriculum and teaching Needs attention

Overall, communication and language development is supported. The childminder introduces new vocabulary during themed discussions. For example, she uses the word 'zodiac' when talking about Chinese New Year. However, this is not consistently developed to deepen children's understanding. Explanations are often brief and move on quickly. Teaching does not consistently explore children's responses in depth. Assessment and identified next steps are not used precisely enough to adapt teaching for different ages and stages. As a result, teaching does not always meet the needs of all 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

The childminder provides a welcoming environment where children are settled and comfortable. They move confidently into play and approach visitors with curiosity, introducing themselves. Expectations are clear, and children understand how to behave. They respond positively to gentle reminders and manage minor disagreements appropriately. Routines are in place and generally support children to understand what happens next. Children play alongside one another and share resources. They demonstrate a clear sense of belonging within the setting and feel secure in their relationships. Children show increasing confidence as they explore the environment, make simple choices and take part in daily activities.

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

Children benefit from play experiences that support early learning and physical development. They engage in small-world and sand play, filling and transporting materials together. This supports coordination and control as well as their language and thinking skills. The childminder introduces early mathematical language, for example recognising a 'square sandwich' at lunchtime, which begins to build children's understanding of number and shape. Children show enjoyment as they take part and develop early skills that support readiness for their next stage. However, while these opportunities are positive, teaching is not consistently responsive to children's needs. The childminder often asks several questions in quick succession and does not always allow enough time for children to think and respond. Furthermore, activities are not always matched appropriately to children's age and stage of development. Learning is often pitched more towards the older children,

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

meaning younger children and those who need more targeted support do not consistently receive the interactions they require. As a result, they do not benefit equally from the

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About this setting

learning and are not making the progress they are capable of from their starting points over time.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

Refine the curriculum and teaching to reflect the different rates at which children learn, ensuring learning experiences are matched precisely to age, stage and starting point so knowledge builds securely. 24/03/2026

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Action Completion Date

The childminder should improve the quality and consistency of questioning to ensure children are given sufficient time to think, respond and extend their understanding. The childminder should use assessment information more precisely to adapt teaching so that all children, particularly younger children and those requiring additional support, benefit equally from the curriculum. The childminder should strengthen hygiene routines to ensure self-care is consistently modelled and reinforced. The childminder should ensure professional development is precisely targeted and securely embedded so that improvements in teaching practice are sustained and benefit all children.

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About this inspection

The inspector spoke with the childminder and children and took account of written feedback from parents 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. Unique reference number (URN): 2746941

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Address:

Registered person: Beedles, Philippa Marie

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Address:

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

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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

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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