Mrs Kim Maria Treadwell

Mrs Kim Maria Treadwell

Unique reference number (URN): 115858 Address: 12 Everett Walk, Belvedere, Kent, DA17 5RD Type: Childminder Registered with Ofsted: 23/03/1997 Registers: EYR, CCR, VCR Registered person: Treadwell, Kim Maria

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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 Strong standard

Children show that they feel extremely well settled and secure in the childminder's care. They joyfully explore play opportunities independently and with great confidence. Children have close relationships with the childminder. They ask for help when they need it. Children converse happily with the childminder throughout the day and thoroughly enjoy involving her in their play.

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Children's welfare and wellbeing Strong standard

During activities, the childminder supports children extremely well to build confidence in their abilities and keep themselves safe during activities. Older children are confident to use tools, such as scissors, with the play dough. As needed, the childminder sensitively models to younger children how to use the tools safely. This helps children to learn about safety.

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Children's welfare and wellbeing Strong standard

Children enjoy a range of healthy snacks prepared by the childminder. As they bring their own packed lunches, the childminder helps parents to understand what a healthy lunch box consists of to ensure that children are eating food that promotes good health and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder understands children's emotional needs particularly well. She recognises what children's behaviour and actions might be indicating. She reflects kindness in her interactions, and children respond well to this. There are very warm relationships evident between the childminder and children. They laugh and play together. The childminder shares her attention equally between all children and is highly responsive to their different needs.

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Achievement Expected standard

All children, including children with special educational needs and/or disabilities, achieve well from their starting points. They are developing the skills they need for their next stage in learning. Babies develop stage-appropriate physical skills and learn to be independent and do things for themselves. Children are interested in activities and develop a positive attitude to learning.

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Achievement Expected standard

Children gain useful self-care skills. For example, older children wash their hands and wipe their nose with confidence. Younger children demonstrate a 'can-do' attitude as they also attempt simple tasks for themselves. They respond well to encouragement and praise. Children are developing the skills they will require for their next stage of learning and the eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and nurturing environment where children learn to play alongside and with each other. She models good behaviour, including using polite language, such as 'please' and 'thank you'. As a result, children behave well and play in a relaxed and friendly setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms good relationships with children and their families. Parents and carers think highly of the childminder and appreciate the home-from-home setting that she offers to their children. The childminder encourages and supports all children to treat each other with kindness and respect and to take turns and share during play. She uses what she knows about children to support them to follow rules, routines and expectations for behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established. The childminder promotes punctuality and attendance so that children benefit fully from their time in the setting. She considers each child's age and stage of development when guiding them to meet expectations. The childminder regularly meets up with other childminders to help to widen children's friendships and social confidence. A culture of kindness and care runs through daily practice, helping children to grow into confident, respectful learners who are ready for the next stage of their education.

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Curriculum and teaching Expected standard

The childminder's curriculum gives children a wide range of experiences, including outings. Children benefit from her positive interactions and develop the skills and knowledge they need to be ready for their stage of learning. The childminder offers suggestions and additional resources to extend children's thinking, resilience and independence. She encourages older children to persist when changing a doll's clothes independently. Younger children receive effective support with counting and recognising numbers, shapes and colours.

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Curriculum and teaching Expected standard

The childminder typically uses play opportunities to teach mathematics. She encourages children to talk about the shapes they see and count how many sides they have. The childminder supports children effectively, for example, as they select shape cutters. She skilfully adapts her approach to meet their individual needs. Children name shapes, such as 'square' and 'circle'. When children select the correct shape, the childminder celebrates this and tells them how proud she is of them. As a result, children are motivated and eager to learn.

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Curriculum and teaching Expected standard

There is a focus on developing children's early literacy skills through children's love of and interest in books. Children are eager to look at books independently and with the childminder. This supports their language development effectively. However, she occasionally misses chances to encourage younger children to repeat words to fully develop their communication and language skills. The childminder models the use of language with children, talking about what they are doing and allowing time for them to respond. However, her interactions sometimes do not encourage older children to express their thoughts and ideas to support their engagement in learning and develop their problem-solving skills.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is prioritised. The childminder ensures that children feel safe, settled and secure through nurturing relationships, consistent routines and a calm and welcoming environment. Children enjoy attending many groups in the local community, where they are able to develop their confidence in larger social situations.

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Inclusion Expected standard

The childminder promotes a welcoming and inclusive ethos in her setting, where children and their families are respected and valued. She invests time in getting to know each child as an individual, so she can respond effectively to their needs. Before children start, she gathers information about their interests, routines and experiences at home, which helps children to settle quickly into the setting. Positive, trusting relationships with parents support children's emotional wellbeing and enable the childminder to meet their individual needs effectively.

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Inclusion Expected standard

The childminder uses effective assessment systems to swiftly identify children's individual needs. She is aware of and understands that some children may face barriers to their learning or wellbeing, such as disadvantaged children or children with special educational needs and/or disabilities. The childminder knows that any additional funding can be used to support children's learning and development in the setting and understands how external support can be accessed when needed. She uses funding to purchase resources and ensures that they are suitable for all children.

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Leadership and governance Expected standard

The childminder runs her setting with care and commitment, placing children's welfare and wellbeing at the centre of her decisions. She knows the strengths of her practice and listens to feedback from families and children to refine what she offers. For example, she asks parents and children to share their views and ideas on a parent questionnaire. This reflective approach helps her to broaden children's experiences and meet their needs more precisely.

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Leadership and governance Expected standard

The childminder works effectively with parents to understand their child's needs and interests. She tailors experiences to suit the children and how they learn. For example, she has worked together with parents to successfully toilet train children, taking into account that not all children learn in the same way. In turn, parents report that they feel their child is valued as an individual.

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Leadership and governance Expected standard

The childminder prioritises professional development to strengthen her practice. She keeps mandatory training up to date and seeks further ongoing learning opportunities in areas such as safeguarding, inclusion and early years education. She reflects on her practice regularly, welcomes feedback and uses this to inform improvements. She recognises that she needs to improve how she uses questions and give children more time to practise and secure new skills, and she has started to focus her development in these areas.

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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 happy and enjoy their time with the childminder. They have warm, nurturing relationships with her and seek cuddles and comfort from her as needed. The childminder knows children well and is responsive to their needs. She gathers information from parents about children's individual routines and follows these to help children settle in. She finds out about children's interests and encourages children to feel confident about approaching things independently. This helps to support and prepare children for their next stage in learning or school, as they practise perseverance.

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About this setting

Unique reference number (URN): 115858 The childminder understands the needs of each individual child and provides focused support for their communication and language development and personal, social and emotional skills. She skilfully incorporates this into their day. For example, she encourages young children to copy animal noises while playing with the role-play farmyard, while the older children learn the names of the animal's young.

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About this setting

Children behave well. The childminder is a good role model, encouraging children to use good manners and help to tidy up the play area. She encourages older children to support younger children in their play. All children form friendships and benefit from being with mixed ages. The childminder supports them to be kind and considerate to each other, supporting their personal, social and emotional development effectively.

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About this setting

Children thoroughly enjoy their time with the childminder. They have lots of opportunities for learning as they explore the well-equipped playroom and outdoor garden. Children visit various places, such as the local park and library. They enjoy getting out in the local community. The childminder supports children and their families very well. For example, she offers changes to their days and hours to support children's good attendance.

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Next steps

The childminder should improve her interactions with older children to help them to express their thoughts and ideas and develop their problem-solving skills. The childminder should review her curriculum for communication and language to provide more opportunities for younger children to develop their vocabulary.

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About this inspection

The inspector spoke with the childminder and children 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: Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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