Knibbs, Alicia Paige

Knibbs, Alicia Paige

Unique reference number (URN): 2735815 Address: 78 Vulcan Drive, Bracknell, RG12 9GN Type: Childminder Registered with Ofsted: 19/09/2023 Registers: EYR Registered person: Knibbs, Alicia Paige

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children benefit from a calm, well-organised and predictable environment where expectations for behaviour are clear, consistent and age-appropriate. Established routines provide a strong sense of security, enabling children to feel safe and confident throughout the day. As a result, they settle quickly and transition smoothly between activities. Children are visibly happy in the childminder's care, laughing together and enjoying the warm, joyful environment she creates. The childminder acts as an excellent role model, and children learn to be polite, well-mannered, and caring. She expertly helps children learn how to be patient and take turns. For instance, when a number of children ask her to read stories at the same time, she reminds them to wait for their turn. Children are asked to take turns lifting flaps in books, helping them focus and concentrate.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children's emotional security, self-worth, and wellbeing are at the heart of the childminder's practice. She makes children feel special and valued. The childminder consistently praises children for their efforts to build their self-esteem and confidence at every opportunity. The childminder understands that regular attendance is vital for children's learning, routines, and emotional security. She consistently communicates this importance to parents, working in partnership to support good attendance.

p.2

Children's welfare and wellbeing Strong standard

All children, including those with special educational needs and/or disabilities (SEND), have strong, warm relationships with the childminder. They respond extremely well to her calm and respectful manner. Children show high levels of confidence in the setting and freely access resources and ask for help when needed. The childminder provides excellent support to help children recognise and manage their emotions. They confidently talk about how they are feeling, as the childminder helps them to learn to express their emotions. Children with SEND make strong progress in their personal, social and emotional development. The childminder supports them effectively to express their feelings, develop self-regulation and engage more confidently in their learning. She actively teaches children the knowledge they need to keep themselves safe. For example, older children understand the importance of keeping the floor free of small toys that could pose a trip hazard.

p.2

Children's welfare and wellbeing Strong standard

The childminder diligently organises her day so that children get the rest, sleep, and active play they need, adapting her approach to meet each child's individual needs. She supports children in making healthy choices and establishing lifelong habits that promote their well- being. Children enjoy a range of nutritious snacks and freshly prepared home-cooked meals. Outdoor play is a daily priority, providing regular opportunities for fresh air, exercise, and exploration. Children develop their physical skills while gaining an understanding of the benefits of leading an active lifestyle.

p.2

Children's welfare and wellbeing Strong standard

The childminder demonstrates a high commitment to respecting children's privacy, particularly during nappy changes and toileting. She ensures these moments are handled sensitively and discreetly, maintaining children's dignity at all times. The childminder

p.2

Expected standard

consistently checks in verbally to ensure children feel comfortable and secure. This supportive approach helps to promote confidence and encourages their independence.

p.3

Achievement Expected standard

Children make steady progress from their starting points. Any gaps in their learning are identified and addressed swiftly, including for those with special educational needs and/or disabilities. Children are developing the skills they will require for their next stage of learning and the eventual move on to school. Older children become highly articulate, engaging in complex conversations. They develop superb social skills and wonderful imaginations. Younger children become absorbed in their play and develop very impressive levels of concentration. Children gain useful self-care skills. For example, they learn to wash their hands and wipe their nose with confidence. Younger children demonstrate a 'can-do' attitude as they attempt simple tasks independently. They respond well to encouragement and praise.

p.3

Achievement Expected standard

Children have a great passion for learning about the natural world. For example, they recall learning about a butterfly's lifecycle with excitement. Children confidently use words such as 'chrysalis' and 'cocoon' to share their ideas. This shows that children can retain knowledge and experiences long-term. Typically, children acquire early maths knowledge in preparation for later learning. However, they would benefit from further opportunities to use counting and numbers during everyday play and routines to embed this further.

p.3

Curriculum and teaching Expected standard

The childminder designs an ambitious curriculum tailored to each child in her care. She uses accurate assessments to decide on what children need to learn next. Children with special educational needs and/or disabilities are included fully. Visual prompts, predictable routines, and repetition help children follow what is happening and join in successfully. The childminder plans activities that build on what children already know and can do, being mindful of children's different ages and stages. Children benefit from a range of activities that build muscle strength and coordination, such as squeezing play dough or walking on uneven surfaces. They build on their stamina as they whizz around on ride-on toys in the garden.

p.3

Curriculum and teaching Expected standard

Children have access to a language-rich environment. The childminder adapts her use of language to support children of different ages. She repeats words back to younger children, so they hear the correct pronunciation. The childminder regularly reads stories, promoting children's interest in language and literacy. Children enjoy exploring numbers during planned activities. For instance, during a sensory tray activity, they enjoy recognising numerals and matching them with the corresponding number of leaves. However, the childminder does not consistently weave mathematical language into play and everyday routines. This does not fully promote their mathematical skills. The childminder regularly takes children out into the community, visiting places such as the local library and toddler groups. These outings help children gain a wider understanding of the world around them. The childminder also meets with other childminders and their

p.3

Curriculum and teaching Expected standard

children, giving children opportunities to socialise in larger groups, practise turn-taking, and build new friendships.

p.4

Inclusion Expected standard

The childminder provides an inclusive and welcoming environment where all children feel valued. She tailors her curriculum to each child's next steps and skilfully adapts activities to meet their needs. The childminder gains a comprehensive knowledge of each child's unique personality and learning needs. She achieves this through effective communication with parents, ongoing observation, and assessment. This allows her to quickly identify emerging gaps in children's development and put targeted support in place, particularly for those with special educational needs and/or disabilities (SEND). The childminder works effectively in partnership with other professionals, including the local authority. She skilfully adapts activities so that all children can join in and experience success.

p.4

Inclusion Expected standard

The childminder uses additional funding effectively. She carefully considers children's needs and uses the funding to purchase additional resources, such as sensory resources, that support their individual needs. The childminder has attended a range of training courses to develop her understanding of how to support children with SEND. However, she would like to deepen this knowledge further to enrich practice and spark new ideas for the children she currently cares for.

p.4

Leadership and governance Expected standard

The childminder puts children's best interests at the heart of her decision-making. For example, when deciding which outings to take them on, she carefully considers what they will enjoy, what they might learn, and how comfortable they might feel in different situations. The childminder has a sound understanding of the strengths and areas of development of her practice. She values her own professional development and reflects on the service she provides. For example, the childminder has highlighted that she would like to complete further training on how best to support children with special educational needs and/or disabilities. This is to help her provide tailored support to children who need it.

p.4

Leadership and governance Expected standard

The childminder understands the value of working closely with parents to ensure that children's needs are met. She regularly shares information about children's learning and wellbeing to help promote continued learning at home. The childminder gives advice and support to help parents manage their children's developmental milestones, such as potty training, at home. Parents value the childminder's help. The childminder places a high importance on building strong partnerships and working collaboratively with other early years settings and local schools. This helps to ensure continuity in children's learning and smooth transitions.

p.4

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

The childminder is calm and caring and provides an extremely nurturing environment where children feel safe and secure. Families are warmly welcomed into the setting, and their contributions are valued and used to support children's care, learning and sense of belonging. Children settle quickly and show a secure sense of belonging. They illustrate this as they snuggle into the childminder while listening to their favourite stories. Children navigate the childminder's home with ease and make choices in their play. For example, they thoroughly enjoy role play as they pretend to be 'hairdressers' and use objects in the setting as props. The childminder skilfully extends learning by introducing new words such as 'blow-dry', 'straighteners', and 'customer'. All children make rapid progress in their speech and language development.

p.5

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

The childminder has developed a curriculum based on children's interests that promotes their imagination and independence. Children show a firm understanding of the world around them through imaginative play. For instance, they happily play with dolls and wrap them gently in a blanket. The childminder builds on the play by asking the children, 'Is it time for the baby to sleep?' Children cover the doll with a blanket and carefully rock it to sleep. The childminder encourages children to talk to the dolls as they play with them, fully supporting their pretend play and language skills.

p.5

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

Children show enthusiasm for learning and become deeply engaged in play. For instance, they concentrate intently as they scoop a variety of colourful lentils into different-sized containers. Children of different ages and abilities play harmoniously together. They engage positively and form firm friendships. This is illustrated by children laughing and giggling together with excitement, displaying very high levels of energy and enthusiasm. The childminder works with parents to ensure children's regular attendance. Children with special educational needs and/or disabilities make secure progress through high-quality interactions and targeted support. This means all children make steady progress from their starting points and develop the confidence and independence they need for their next stage of learning.

p.5

Next steps

The childminder should enhance the teaching of mathematics for children to develop their mathematical skills and counting during everyday activities. The childminder should undertake further training and professional development to strengthen her knowledge further of strategies to best support children with special educational needs and/or disabilities.

p.5

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8