Stevens, Rebecca Teresa

Stevens, Rebecca Teresa

Unique reference number (URN): EY278400 Address: 76 Fordwells Drive, Bracknell, Berkshire, RG12 9YL Type: Childminder Registered with Ofsted: 04/02/2004 Registers: EYR, CCR, VCR Registered person: Stevens, Rebecca Teresa

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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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Achievement Expected standard

All children make steady progress from their starting points and are well prepared for the next stage in their learning. They demonstrate a growing vocabulary during play. For example, in the role-play kitchen, they name objects and describe their actions. They tell their friends they are 'cooking' and 'putting away the cups'. Children use their developing communication skills confidently with each other and the childminder. This includes children who face barriers to learning and those with special educational needs and/or disabilities.

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Achievement Expected standard

Children engage in meaningful play and show curiosity and maintain concentration as they carry out tasks. For example, they focus for long periods as they carefully place coins into envelopes. Overall, children are supported in developing their independence. For example, children choose which fruit they would like for their snack and cut it themselves. However, opportunities to promote independence are not consistent across the day. At times, this limits children's ability to build the confidence and independence they can achieve.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and secure relationships with the childminder and receive consistent care and encouragement. She creates a calm and purposeful environment that children explore with enthusiasm. Typically, children show a positive attitude to learning and sustain attention for extended periods. For example, they persevere as they learn to spray water from bottles and giggle with pride when they succeed. The childminder supports children who struggle to engage in group interactions. She calls them by name and warmly invites them to rejoin activities. This ensures that all children, particularly those with special educational needs and/or disabilities, benefit fully from the experiences on offer.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well. Generally, they show respect, kindness and consideration towards one another. When minor disagreements occur, the childminder responds calmly. She offers clear choices and helps children re-engage quickly in their play. This nurturing approach helps children recognise, understand and manage their feelings. Over time, they develop resilience, self-control and emotional maturity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of good attendance with all parents. This helps ensure that all children, including those who face barriers to learning, make the most of their education and funded entitlement.

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Children's welfare and wellbeing Expected standard

Children are happy and secure in the childminder's inclusive environment. Her nurturing and friendly approach helps them feel supported. She offers reassuring cuddles and responds promptly to their needs. As a result, children generally form strong and trusting attachments with her. This provides a secure base from which they explore, learn and play with increased confidence. Children enjoy being physically active. They take part in daily walks and outdoor play in the park and garden and attend playgroups. They climb and balance on equipment and have time to run and jump. For example, children smile with delight as they play games and hop from one foot to the other. These experiences help to build children's large-muscle strength and coordination.

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Children's welfare and wellbeing Expected standard

The childminder is a positive role model. She calmly reminds children to regulate their behaviours and take their time. The childminder gets down to children's level and gently guides them through what will happen next. This supports children well, especially those who face barriers to learning. Recent training in behaviour management has strengthened her practice; she now identifies the emotions behind children's behaviour more precisely. This enables her to explain feelings in ways children can understand.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy choices effectively. She shares nutritional guidance with parents, and children bring healthy packed lunches. Mealtimes are positive and sociable occasions where children sit together and speak with the childminder.

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Curriculum and teaching Expected standard

Overall, the childminder's curriculum is well designed. She gathers detailed information from parents before children attend and uses the information to accurately assess children's starting points. Generally, the childminder knows what she wants children to learn. She plans most activities based on children's next steps in learning and development. However, at times, some activities are not sharply focused and do not consistently support children's identified next steps. This means children's learning is not always built on what they already know and can do, which does not support them in making the best possible progress.

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Curriculum and teaching Expected standard

The childminder's interactions support children's communication and language well. For example, as children explore pine cones and rocks, she repeats descriptive words, such as 'smooth'. The childminder skilfully incorporates mathematical language. For example, she talks about shapes such as 'hearts' and 'circles' as children explore play dough. This helps children gain confidence in early mathematical concepts. In addition, children have plenty of opportunities to build their physical skills. Children excitedly balance on beams and run confidently in the garden. The childminder also provides many opportunities to strengthen children's small-muscle control. For example, children enjoy threading hoops onto sticks and concentrate well as they try and try again.

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Curriculum and teaching Expected standard

The childminder uses children's interests to encourage collaborative play, especially for those who may face barriers to learning. She prioritises developing children's social skills. For example, she ensures that all children have daily opportunities for singing and rhyme sessions at home and at toddler groups. This helps children build confidence in social situations. Children squeal with excitement as they lie on the floor with their friends and pretend to be sleeping bunnies.

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Inclusion Expected standard

The childminder treats every child as an individual and has high aspirations for all who attend. She has undertaken a range of training to develop her understanding of how to identify gaps in children's learning. This enables her to monitor children's progress and adapt her provision to meet their needs. For example, the childminder identifies that some children need support with their listening skills and uses additional funding to access support sessions that focus on this. In addition, she works closely with the local authority to obtain advice on how to support children's communication skills. This ensures that children receive specialist support when needed.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND) effectively. Typically, she identifies needs early, using the graduated approach, and makes timely referrals. She works closely with parents and external professionals to plan targeted support. This ensures that children with SEND receive the help they need to make sustained progress. For example, when children show delays in social skills, she undertakes training to strengthen her knowledge around supporting children's interactions. As a result, she provides focused one-to-one activities, such as sharing stories together, to help give children the space and time in quieter environments to aid communication. This helps children work towards their expected developmental milestones.

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Leadership and governance Expected standard

The childminder is professional and knowledgeable about her role and responsibilities. She reflects regularly on her practice and seeks feedback from parents and other professionals, such as the local authority. The childminder has a clear vision to provide high-quality experiences that meet the needs of all children, especially those who face barriers to learning. She is committed to continuous professional development. Her evaluations of her provision identify specific areas to strengthen. For example, after reviewing children's levels of engagement, she introduced puppets into story time. This has increased participation, particularly for children with special educational needs and/or disabilities, who are now more willing to join activities they might not usually choose.

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Leadership and governance Expected standard

The childminder has strong partnerships with parents. Parents feel well informed about their children's care and development because of her clear communication. They report receiving regular updates about learning and progress. The childminder provides practical guidance on topics such as potty training. This promotes continuity between home and the setting. Parents value the wide range of experiences and outings she provides. They say these opportunities enhance their children's understanding of the wider world.

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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 creates a safe, inclusive and nurturing environment. She knows the children well, and they form close attachments with her and each other. The childminder builds positive relationships with children and families from the start. This helps children develop a sense of belonging. She ensures that parents understand the importance of regular attendance. Children confidently choose what to play with and which activities to explore. They especially enjoy building with bricks and proudly show their friends the train they have been making.

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About this setting

Children's interests are at the heart of the curriculum. They benefit from exciting and varied experiences that enhance learning. The childminder arranges regular outings to support her plans. For example, based on the children's interest in snakes, they visited a garden centre to see reptiles. This supports children's deeper learning about the wider world.

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About this setting

The childminder works hard to reduce barriers to learning and wellbeing. She supports children with special educational needs and/or disabilities (SEND) through early identification and referrals where needed. She works closely with parents and external professionals to provide tailored support. This ensures that children with SEND receive the help they need. As a result, all children make required progress.

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About this setting

The childminder supports children's communication and language skills effectively. She uses age-appropriate rhymes and actions to introduce new vocabulary. For example, children excitedly join in with familiar phrases, such as 'twinkle twinkle'. Children develop a solid sense of identity and celebrate their uniqueness. They enjoy looking at pictures of their families. Children talk with the childminder about people's similarities and differences, such as beards and skin tones. In addition, the childminder teaches children about diversity by learning about cultural festivals. This helps children learn about cultures different from their own and prepares them for life in modern Britain.

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Next steps

The childminder should further develop her curriculum and teaching to consistently match children's next steps in learning and ensure that they make the best progress possible. The childminder should strengthen opportunities to help children become more independent and use their skills with confidence.

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About this inspection

The inspector spoke with the childminder, parents 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. Unique reference number (URN): EY278400

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Address:

76 Fordwells Drive Bracknell Berkshire RG12 9YL

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Address:

Registered person: Stevens, Rebecca Teresa

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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