Aldous, Kyltie

Aldous, Kyltie

Unique reference number (URN): 2761150 Address: 5 Mallory Park Mead, Edenbridge, TN8 6FB Type: Childminder Registered with Ofsted: 19/12/2023 Registers: EYR, CCR, VCR Registered person: Aldous, Kyltie

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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 progress from their individual starting points, including children with special educational needs and/or disabilities. Children enjoy taking part in activities. For example, they enjoy making marks in foam and exploring water as they wash their hands. Children learn valuable communication and language skills. For instance, the childminder and her assistants ensure that stories and singing are incorporated into children's daily learning experiences. However, at times, children are not always able to practise and try to achieve their next steps in learning, as they are not fully and consistently implemented into the curriculum.

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Achievement Expected standard

Children are confident and self-assured. They take pride when their achievements are recognised and praised, for example when tidying up. They proudly show off their stickers and carefully transfer them from their jumper to their T-shirts for all to see. Children learn a range of valuable skills to help them be ready for their next stage of learning at school.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy close relationships with the childminder and her assistants. Children are quickly soothed by a cuddle if they need one and show that they feel safe and comfortable with the adults caring for them. Children are keen to take part in activities and know the routine of the setting well. For example, children are keen to take part in a music session where they have the opportunity to explore different instruments.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children's behaviour is managed well. For example, the childminder and her assistants give gentle reminders to help children remember the rules within the setting. However, there is less support for children to help them to learn to take turns effectively. At times, some children struggle more with this, and the childminder and her assistants have reflected and know there is further support they could offer. Children build suitable relationships with others. For example, as older children play together, they giggle as they knock down the towers they have made with magnetic tiles.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that children have regular meaningful attendance at the setting. She sensitively ensures that children are well enough to attend the setting so they can make the best use of their time to be able to play and learn.

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Children's welfare and wellbeing Expected standard

Children thoroughly enjoy freshly prepared meals and snacks that the childminder makes. The childminder and her assistants use mealtimes well to help children to build their skills. For example, younger children have learned how to feed themselves using cutlery. Older children skilfully pour milk on their cereal. This supports children's small-muscle movements to develop as part of their physical development. Children learn about their own personal hygiene as they wash their hands before eating. The childminder and her assistants know children's personal preferences and care routines well. They adapt to how children are feeling each day and give more support where needed. For example, some children show that they are tired and become upset. The childminder and her assistants quickly identify that the children's sleeping routine needs to be changed to support their wellbeing. In addition, some children struggle with some aspects of their

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Children's welfare and wellbeing Expected standard

care routines, such as having their faces wiped. The childminder and her assistants sensitively talk to children to help ease their discomfort. This provides support for children's emotional wellbeing effectively. However, sometimes, the planning of activities and routines can affect children's opportunities to fully immerse in play and exploration. This can impact on their enjoyment and engagement in learning.

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Curriculum and teaching Expected standard

The childminder plans a curriculum to ensure that all areas of learning are covered for children across the day, including for children with special educational needs and/or disabilities (SEND). For example, mathematical development is threaded through the day. Children help to count each other after morning circle time and confidently discuss the shape of their toys as they build. Children learn a love of books and know individual characters from their favourite stories. This supports children's communication and language development by extending their vocabulary. Children show their language skills by happily chatting to the childminder and other children.

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Curriculum and teaching Expected standard

Children feel emotionally secure in the childminder's care, and she promotes a respectful culture. For example, she talks to children about how they are feeling and asks how they would like to be comforted and if they would like a cuddle.

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Curriculum and teaching Expected standard

The childminder assesses children's learning when they first start, to have a secure understanding of what it is that children need to know next. She reviews this regularly and completes statutory assessments, such as the progress check at the age of 2. However, the planned activities available to children, including children with SEND, are not always focused precisely enough on children's next steps in learning to fully engage them and develop their skills.

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Inclusion Expected standard

The childminder provides an inclusive environment where all children are welcomed. The childminder has completed training to help her have a greater insight into how to support a range of needs that children may have. She works alongside her assistants to ensure that children are able to access all of the activities on offer. The childminder completes initial observations of children's development and reviews any plans in place to assess children's progress. This helps her to identify children's needs effectively. The childminder works alongside other professionals to implement a shared approach and understand what steps they could take to fully support children's development. All information is shared with parents to ensure that they and the childminder share up-to-date knowledge of children's needs.

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Inclusion Expected standard

Overall, the childminder and her assistants reduce barriers to children's achievement. However, development is needed to extend teaching and focus in greater detail on children's next steps to help children's progress further. This includes for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder and her assistants have a reflective working culture and positively welcome ideas for development. For example, the childminder has amended her working days to allow for her to complete organisational tasks and help her setting run more smoothly. The childminder understands her role to support staff and ensure that assistants have professional development opportunities. For example, assistants have the space to discuss training during their one-to-one sessions, which also cover wellbeing and any support they need.

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Leadership and governance Expected standard

The childminder establishes working relationships with other professionals that work with children, such as those who support children who attend other settings. These links with other professionals successfully support discussions and joint focus on children's development.

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Leadership and governance Expected standard

Partnerships with parents work well. Parents warmly praise the childminder and her assistants for the support they give to their children and comment on the progress their children have made at the childminder's setting.

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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 and her assistants successfully provide a warm and caring environment for children. All children's individual needs are known, including children with special educational needs and/or disabilities, and are well catered for. The childminder and her assistants know children's individual learning journeys. Children eagerly anticipate using the garden to help develop their interests and learning. For example, older children use their skills when using ride-on bikes, and younger children use push along cars. Children show their enjoyment of friendships as they ride along together. The childminder builds caring and supportive relationships with children, who go to her and her assistants for cuddles when needed.

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

The childminder plans time for children to spend in the local community, for example at toddler groups. This helps children to have wider social opportunities beyond the childminder's home. Children are confident and curious. For instance, they show an interest in visitors and are keen to show what they are doing and know why there is someone new here today.

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

Children's home religions and cultures are celebrated. For example, children are beginning to understand similarities and differences between themselves and others as the childminder facilitates discussions. This helps every child to feel that their individuality is valued. Attendance to the setting is fully promoted to ensure that children are able to take part in all learning opportunities at the childminder's home.

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Address:

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

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Next steps

The childminder should focus her curriculum and teaching more closely on all children's next steps, including children with special educational needs and/or disabilities, so children are supported to make the best possible progress. The childminder should establish more consistent support for children to help them to learn to take turns and help their personal, social and emotional development further. The childminder should develop the daily routines further to ensure that they consistently meet all children's learning and development needs.

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About this inspection

The inspector spoke with the childminder and her assistants 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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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. 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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