White, Kimberley Jane

White, Kimberley Jane

Unique reference number (URN): 2743245 Address: 33 Maclean Road, Bournemouth, BH11 8EL Type: Childminder Registered with Ofsted: 13/09/2023 Registers: EYR, CCR, VCR Registered person: White, Kimberley Jane

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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 ensures parents understand the importance of regular attendance and punctuality, and swiftly follows up any issues around this should they ever arise. The childminder has created trusting, respectful and supportive relationships with children and their families. This creates an environment that is calm and nurturing and everyone enjoys being together. Children happily include the childminder in their play and feel confident and secure to ask for help when needed. Children demonstrate the utmost care and kindness to their peers, particularly to the youngest children. For example, they use phrases, such as, 'Can I do that for you?' and 'Shall I help you?'

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Behaviour, attitudes and establishing routines Strong standard

The childminder delivers consistently clear boundaries and expectations. She adapts these to suit the ages of the children through her explanations as to why certain rules are in place. As a result, children behave well and know what is expected of them throughout their daily routines. Children demonstrate a secure understanding of what is happening next, as they help to set the table for snack time, tidy away their toys and go to wash their hands. The childminder uses effective strategies to provide time for children to finish what they are doing, helping them to prepare for the next transition. Subsequently, transitions are seamless. Parents report positively on the clear expectations and how this has supported their children at home.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from the childminder's approach to help them build resilience and develop increasing awareness of their emotions. For example, when conflicts arise around sharing, children tell the childminder, who uses phrases, such as 'How can we solve this problem?' This means children begin to think about how they can manage their own conflicts. The childminder uses these opportunities to validate and help children label their emotions and feelings.

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Children's welfare and wellbeing Strong standard

The childminder is passionate about providing a safe, nurturing and inclusive environment for children. She knows them extremely well and responds sensitively to their emotional needs. The childminder uses her nurturing and professional approach to build partnerships with families right from the start. Parents share detailed information regarding children's care routines, when starting, and the childminder maintains consistency when implementing these. The childminder implements secure procedures around safe sleeping arrangements and privacy for children and babies during nappy changing and toileting times.

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Children's welfare and wellbeing Strong standard

Children seek comfort, when needed, and the childminder gently and calmly reassures them, supporting close attachments, emotional security and a sense of belonging. Children learn to recognise and name their emotions through daily routines and activities. For example, children talk about the happy, sad and grumpy faces they have drawn. The childminder helps children begin to understand how they and others feel, helping children to begin to develop resilience and empathy. She implements strategies such as breathing techniques to help children self-regulate, when they become overwhelmed.

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Expected standard

Children benefit from the childminder's skilled interactions, helping them to develop their awareness of healthy lifestyles. The childminder consistently supports children to understand risk and begin to manage this. For example, before children use scissors she checks their understanding of the risk and older children say, 'they might cut you'. Children benefit from daily fresh air and have varied opportunities to build on their larger physical muscles. Children learn about healthy choices and the effects of healthy and unhealthy foods on their bodies, children say, 'vegetables are healthy'. Children independently wash their hands and wipe their noses, as they demonstrate confidence in their own self-care.

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Inclusion Strong standard

The childminder has excellent knowledge of what children know and can do and need to know next. She uses robust assessment and monitoring procedures, to quickly identify emerging gaps and barriers in children's learning and development. The childminder uses consistent strategies to carefully monitor children's speech and language. She understands the importance of supporting children's communication and language from an early age. For example, she encourages children to slow down when they are speaking, helping them to articulate their pronunciation of letters and sounds. The childminder uses her professional expertise to share strategies with parents that promote children's speech development, creating a shared approach to children's learning.

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Inclusion Strong standard

The childminder has a clear understanding of how to support children with special educational needs and/or disabilities, those known (or previously known) to social care and those who face other barriers to their learning and/or wellbeing. She maintains high expectations for what children can achieve through her ambitious and well-sequenced curriculum. The childminder has recently completed special educational needs coordinator training and is confident in her knowledge on the graduated approach and how to implement this. The childminder's swift early intervention has led to children receiving the additional support they need promptly.

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Achievement Expected standard

Children show they are prepared for their next stage of learning. Outside, children demonstrate their finger strength, when squirting water from bottles, they have fun using their bigger muscles to run, jump and ride pedal bikes. Younger children use their creative imagination, when sticking flowers they have cut independently onto paper. Older children explore magnifying glasses and begin to use mathematical language, such as big, small and heavy. Younger children count fruit and point to a 'circle'. Children build their focus, attention and thinking skills as they pour water into sand, observe and say, 'the sand has sucked it up'.

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Achievement Expected standard

Children are confident communicators and engage in conversations with the childminder and their peers. They recall past experiences and learn new words rapidly, such as 'invisible'. Children independently access books and immerse themselves into stories, further supporting their communication and language. Children demonstrate excellent cooperation and care for others. For example, older children call to younger children to join them, building secure relationships. All children make steady progress across the curriculum.

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Curriculum and teaching Expected standard

The childminder understands the importance of reviewing and reflecting on the curriculum design. However, reflective processes are not yet fully embedded to help the childminder further expand her curriculum to help children reach their full capabilities. The childminder has an excellent understanding of child development and uses this to skilfully incorporate and tailor children's individual needs and abilities into her daily teaching. For example, children explore the flower shop role play and the childminder extends this to introduce cutting flowers, helping older children to develop their scissor control. The childminder uses these moments to introduce new vocabulary as they begin to explore the different parts of the flowers. The childminder helps children to expand their language and thinking skills as they discuss words that mean the same but are different, such as big, gigantic and humongous.

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Curriculum and teaching Expected standard

The childminder adapts her teaching to suit the ages of children, ensuring all children access a fully inclusive learning environment. The childminder places high focus on children's personal, communication and physical development. She ensures children learn about the world and explore their creativity. Outside, younger children water the strawberries and say, 'grow plants bigger'. She teaches mathematics explicitly through her interactions with children and they use the language of number, shape and quantity throughout their play. The childminder ensures the environment, both inside and outside, provides opportunities for children to develop their early literacy skills, building on their love of books.

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Leadership and governance Expected standard

The childminder generally reflects on her own knowledge and where she could make improvements. For example, her recent completion of special educational needs and/or disabilities training has helped to close a gap in her knowledge. She attends a range of mandatory training, such as first aid and safeguarding. She makes decisions based on the best interests of the children and is aware of how to find additional training, if required, to target their individual needs. Although the childminder does evaluate her practice, she has not yet fully reflected on the quality of the curriculum and teaching to drive continuous improvement and raise the quality of children's learning to the highest level.

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Leadership and governance Expected standard

The childminder develops effective and professional partnerships with parents. She shares information regarding children's learning, as well as advice, support and home-learning activities to support children's next steps at home. This provides continuity in children's learning, helping them to make progress. Parents report on their children's progress, particularly around their self-confidence and communication. Children benefit from trips out into the community, they post letters, visit the library, enjoy walks to the local parks and visit the aquarium. The childminder links with other childminders and discusses how this supports children's awareness of culture and diversity within their community, as well as supporting social interactions within larger groups, in preparation for school.

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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 confidently, separate easily from their parents and quickly settle in the warm and nurturing environment. Children excitedly greet their younger peers and hold their hand as they guide them to explore the activities the childminder has set up. Positive relationships underpin the ethos of the home-from-home environment.

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

The childminder is highly skilled and knowledgeable. She knows what she wants children to learn and provides age-appropriate experiences across the 7 areas of learning. This helps

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Address:

33 Maclean Road children to practise and develop the skills they need for future success. For example, children practise their cutting skills, older children hold and use the scissors confidently and younger children are eager to try with support at first and then independently begin to snip their paper. The childminder repeats 'snip' and 'chop' as children cut, exposing them to new language. Communication is prominent throughout the setting. The childminder ensures she creates an inclusive environment to fully include children who face barriers to their learning and/or wellbeing. The childminder tailors learning accordingly and all children make sustained progress throughout the curriculum, from their starting points.

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Address:

Children develop their independence from a young age. They confidently peel their own bananas during snack time, put on their wellies for outside play and show determination, as they enjoy leading their own learning. Outside, children show kindness towards their peers when pushing them on bikes and children excitedly call for the childminder to join in their play. Children have formed trusting, respectful and caring relationships with the childminder.

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Next steps

The childminder should continue to embed a consistent approach to evaluation processes, to identify areas for improvement. The childminder should enhance their professional development to build on the quality of teaching and learning.

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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. Bournemouth BH11 8EL Type: Childminder

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About this inspection

Registered person: White, Kimberley Jane

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About this inspection

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

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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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