Bonwick, Kirstin

Bonwick, Kirstin

Unique reference number (URN): EY249147 Address: Ash Lodge, Crowell, Chinnor, Oxfordshire, OX39 4RR Type: Childminder Registered with Ofsted: 20/01/2003 Registers: EYR, CCR, VCR Registered person: Bonwick, Kirstin Tracey

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an incredibly warm and nurturing environment, where children are cared for with affection. She sets clear expectations for behaviour that support the varying ages and stages of children who attend.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is close by as children engage in their play and offers support. She celebrates children's efforts and achievements. The childminder's calm and thoughtful approach promotes respect and care for others. Children form secure bonds with the childminder and any assistants she works with. They develop a sense of belonging, where they feel safe and secure. Children enjoy comfort and many cuddles from the childminder and assistants.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children well and recognises the varying needs of the children she cares for. She supports children to regulate and recognise emotions. The childminder provides consistent and effective strategies to help children to develop resilience and their independence skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance. She has developed open and positive relationships with parents and carers. This supports communication between home and the setting to promote and establish routines that promote children's welfare and safety.

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Behaviour, attitudes and establishing routines Strong standard

Children are incredibly kind and caring towards each other. They show care when helping each other to find favourite toys and offer cuddles to their friends.

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Children's welfare and wellbeing Strong standard

The childminder establishes an inclusive and safe environment, where children feel secure and emotionally supported. As a result, children demonstrate high levels of confidence as they explore and express their feelings. The childminder responds sensitively, validating children's emotions and offering consistent reassurance, which strengthens their emotional security.

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Children's welfare and wellbeing Strong standard

The childminder recognises that individual children may require differing routines. She plans these thoughtfully, incorporating quiet and calming activities at key points in the day. This enables children to relax, regulate their behaviour and remain engaged in their learning. These well-considered approaches have a positive and sustained impact on children's wellbeing and their relationships with the childminder and one another.

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Children's welfare and wellbeing Strong standard

The childminder places a high emphasis on children enjoying mealtimes and developing healthy attitudes towards food. She implements procedures rigorously to ensure children's safety at all times. Close supervision during snacks and meals, combined with her secure understanding of children's dietary needs, ensures that she meets this consistently.

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Children's welfare and wellbeing Strong standard

Clear and ongoing communication with parents and carers promotes shared expectations around healthy lifestyles. The childminder provides guidance on nutritious meals and

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Expected standard

snacks, supporting consistent messages between home and the setting. She actively encourages children to feed themselves, successfully promoting their independence and self-care skills. Children show pride in their play and learning as they receive praise and encouragement that boosts their emotional wellbeing.

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Achievement Expected standard

Children are happy and curious in the caring environment. They engage in the activities available and that suit their individual interests. Children receive lots of praise and encouragement as they explore. This helps children's sense of achievement and helps them to remain engaged in their play. These interactions promote children to develop positive self- esteem.

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Achievement Expected standard

Children are inquisitive and confident to explore as they make choices in their play. They focus and concentrate well. They build on their skills and abilities. They talk imaginatively with their friends while they play. This supports their communication and language development. Children use descriptive words to explain their play with their friends.

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Achievement Expected standard

While children engage in independent play, the childminder is close by and observes them. At times, children would benefit further from teaching to extend their play and learning further.

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Curriculum and teaching Expected standard

The childminder has a clear vision of what she wants children to learn. She develops secure attachments that enable children to feel safe and secure. The childminder gathers information to understand children's starting points. This informs her planning and teaching to support children's next steps in learning. Children enjoy a range of activities that they engage with and focus on for periods of time. She observes and assesses children's progress effectively to support them in building on what they know and can do and their next steps in learning. This supports children to be ready for the next stage in their education.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language skills. She engages them in conversation. However, at times, this is not consistent for the youngest children. Older children engage in conversation as they explore dough. They explore mathematics, naming the shapes and colours of the models they make.

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Curriculum and teaching Expected standard

Children enjoy a large outdoor space where they enjoy being physically active. They build and create towers to balance and climb. Children learn to manage risk and their resilience. Children grow in confidence and build on their independence skills.

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Inclusion Expected standard

The childminder demonstrates her ability to identify and assess children's individual needs. She works well with families to remove barriers to children's learning. The childminder adapts routines and the teaching environment to support children to engage. Children understand the routine and what will happen next.

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Inclusion Expected standard

The childminder often reviews and adapts activities to ensure that children can take part. She monitors children's progress and knows what children can do and what they need to learn next. Through observation and assessment, the childminder identifies gaps in children's learning promptly. This helps her to develop her teaching to help children to make progress. The childminder adapts activities and teaching to meet the varying ages and stages of the children attending. This approach means that all children have access to the range of learning experiences available to them.

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Inclusion Expected standard

The childminder shares information and ideas with parents and carers about what their children are learning. This helps parents in developing their child's learning at home.

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Leadership and governance Expected standard

The childminder establishes effective partnerships with parents and carers. She has developed trust and a mutual respect with children and families. The childminder shares what she is teaching children and her plans for their next steps in learning. This helps parents to know how they can further support their children at home.

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Leadership and governance Expected standard

Parents praise the childminder and the care and education she provides for children. Parents value the support and guidance offered from the childminder. They appreciate the open communication and regular feedback about their children's progress.

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Leadership and governance Expected standard

The childminder reflects on her own practice and engages in her own professional development. She attends training to develop her practice and keep up to date with changes within early years.

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Leadership and governance Expected standard

The childminder teaches children about the world around them. Children enjoy time in the garden, where they have many opportunities to be physically active. They learn to build, climb and balance on a range of activities and resources. Children learn how to care for nature and the world around them.

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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 arrive happy and show that they are ready to play and learn. They join in with enthusiasm during the activities the childminder prepares. Children enjoy exploring shapes and building blocks. They develop their fine motor skills as they pick up and move bricks in their hands to join them together. The childminder and any assistants she works with encourage children to achieve and remain engaged in activities. They give praise and celebrate with children as they secure new skills.

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Address:

Ash Lodge Crowell Chinnor The childminder has close relationships with parents and carers and families. She gets to know the individual needs of children from the start. This informs the childminder's practice in providing learning opportunities that support children's progress. She shares her policies and procedures with parents so that they know what to expect. The childminder promotes the importance of attendance in supporting children's development. This further helps children to feel safe and have a sense of belonging.

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Address:

The childminder provides children with comfort through cuddles and being close by during their play. Children readily seek to engage with the adults that care for them. They reach out for cuddles and are quickly offered the care and support they need to feel secure in the childminder's care. They enjoy sharing their play with others. Children develop a love of books. They enjoy interactive books and looking at the pictures, pointing to familiar objects. This helps children develop and extend their communication and language development. Children achieve the learning of new words and enjoy practising what they have learned. Children are kind towards each other and show care as they share and take turns in play.

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Next steps

The childminder should focus teaching to further support the youngest children's communication and language development.

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About this inspection

The inspector spoke with the childminder and assistant 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. Oxfordshire OX39 4RR Type: Childminder

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About this inspection

Registered person: Bonwick, Kirstin Tracey

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

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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