Brockbank, Victoria Anne

Brockbank, Victoria Anne

Unique reference number (URN): 2750058 Address: 9 Vermuyden Way, Cambridge, CB24 4TA Type: Childminder Registered with Ofsted: 30/10/2023 Registers: EYR, CCR, VCR Registered person: Brockbank, Victoria Anne

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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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Inclusion Strong standard

The childminder's swift identification of the barriers children face to their learning means she is able to implement plans to support children and families very well. The in-depth monitoring of children's learning and experiences makes a remarkable difference to the outcomes for children. Partnership working with parents enables this to be consistently embedded for all children attending the setting. For example, the childminder asks questions and gathers relevant information to gain an in-depth understanding of children's learning and experiences.

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Inclusion Strong standard

The childminder demonstrates an excellent knowledge of how to support children's learning. Funding is spent according to children's needs, and this supports and benefits children's development. Furthermore, the childminder prioritises overcoming barriers to children's learning. She goes above and beyond to support children's learning and development, for example, by providing transport to the setting to support children's attendance.

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Inclusion Strong standard

The childminder monitors children's learning closely. Where delays in learning are identified, she provides learning opportunities that support children's continued progress, maintaining her high expectations for children's development. Additionally, she understands how to further support children and families through accessing advice and support from other professionals. The high standard of training she has attended enables her to work in partnership with other professionals to ensure a high standard of consistency in children's learning.

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Achievement Expected standard

Children benefit from a vast range of experiences at the setting. For example, they visit local farms, transport museums, ride on the bus and visit a range of outdoor green spaces. They become increasingly independent, carrying out daily tasks for themselves. These experiences are well planned and are linked to children's next steps in learning, helping them to make steady progress in all areas and prepare them well for their next stage of learning.

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Achievement Expected standard

Books are displayed across the setting, and children demonstrate their keen interests as they look at books independently. They listen to stories being read and extend their vocabulary as they learn new words from stories and songs.

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Achievement Expected standard

Children who face barriers to their learning make excellent progress. For example, children access a range of physical development opportunities. They enjoy trips to the park, use balance beams and stepping stones indoors and enjoy sticking, using a range of tools, such as tweezers and crayons, and exploring play dough.

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Behaviour, attitudes and establishing routines Expected standard

Children play incredibly well together. They share experiences and play collaboratively together, taking turns and passing resources. Where children need support, the childminder is quick to intervene and reminds children to use their 'kind hands'. On occasion, children struggle to listen and follow the childminder's rules and boundaries within the setting. The childminder does not consistently use these opportunities to teach children about the impact of their actions.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes towards their learning. For example, when building a tower and it falls, the childminder encourages children to keep trying. Children continue to try and repeat their play, demonstrating resilience and patience during their play and learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops positive partnerships with families and children. These enable her to promote the importance of attendance and provide support where needed. Additionally, children feel safe in the childminder's attentive care. Parents comment how much children enjoy attending the setting.

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Children's welfare and wellbeing Expected standard

The childminder shares with parents the importance of healthy meals and relevant guidance and information. This helps promote healthy eating and habits within the setting, although this is not yet consistently embedded. Additionally, she provides healthy snacks for children and often introduces new foods for children to try, to develop healthy eating habits. Children are not always given opportunities to develop a deeper understanding of the importance of healthy choices through learning opportunities.

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Children's welfare and wellbeing Expected standard

Children develop secure attachments with the childminder through responsive relationships and care. The childminder promotes safe eating and sleeping routines, meeting the needs of all children, particularly those facing barriers to their learning. Children begin to learn basic vocabulary to enable them to recognise their own emotions. This is not always linked to behaviours to help children gain a deeper understanding of how their actions can impact others.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe within the setting. For example, the childminder explains to young toddlers why they must help tidy the floor, to prevent trips and falls. Children also remember they must wash their hands after nappy changes, learning the importance of hygiene. When walking on the balance beam, children add stepping blocks across the beam. The childminder asks, 'Is this a safe option?', extending children's thinking skills and their understanding of safety.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum that teaches children a range of skills and knowledge they need for future learning. She monitors children's learning and development closely, identifying clear next steps in their development and ensuring that children continue to make progress from their starting points. The childminder prioritises children's speech and language skills, using every opportunity to extend on children's communication and develop their vocabulary. When children talk, she repeats words clearly and extends on their sentences. Furthermore, the childminder uses Makaton throughout her conversations to support children's understanding and methods of communication. Mathematical language is introduced from a young age. For example, the childminder introduces words such as 'full' and 'empty', and numbers to children's play, such as counting the animals in the toy farm.

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Curriculum and teaching Expected standard

The childminder adapts her teaching to meets the needs of all children, particularly those facing barriers to their learning. She uses every opportunity to extend children's social skills, such as encouraging children to share, take turns and engage in collaborative play from a young age.

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Curriculum and teaching Expected standard

The methods the childminder uses for supporting children's engagement and attention are not well embedded and do not always successfully draw children's attention to support high levels of engagement during learning opportunities.

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Leadership and governance Expected standard

The childminder attends regular training. She reflects on her practice, effectively highlighting where improvement can be made, and tailors training to benefit the outcomes of children attending the setting. For example, she has recently attended training focusing on special educational needs and/or disabilities, which has further enhanced her excellent skills, knowledge and inclusive practice. Additionally, she has attended a recent conference that has enhanced her enthusiasm and love for outdoor learning.

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Leadership and governance Expected standard

The childminder works closely with other early years settings that children attend. She often shares information to support the consistency in children's learning. Furthermore, she communicates with parents effectively and ensures that they are kept up to date with children's learning and progress. Regular updates of children's next steps in learning and advice for parents on how this can be supported further at home benefit children's continued progress.

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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 settled at this welcoming, home-from-home setting. They demonstrate strong relationships with the childminder, such as looking to her for support and reassurance, engaging in conversation and sharing experiences together. The childminder values children's uniqueness and helps them to develop a sense of belonging at the setting through shared experiences and active listening. For example, children enjoy sharing information about their families, and the childminder listens attentively. Attendance is prioritised for children, and the childminder goes above and beyond to support families to access the setting.

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

Children receive a wide range of learning opportunities and experiences. Parents comment that the outings provided 'broaden children's experiences of the world'. Children thoroughly enjoy visits to a range of places, such as farms, parks, toddler groups and museums. This wide variety of experiences prepares children well for future life.

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

Children make steady progress from their starting points. The childminder monitors children's learning closely and identifies swiftly where there are delays in learning or where children are facing barriers to learning. This quick identification means additional advice and support are sought and children continue to make progress. Children benefit from the childminder's excellent knowledge and understanding of procedures and systems. Those facing barriers to their learning are supported extremely well to overcome barriers and continue their learning, making excellent progress.

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

Children take part in a range of daily routine activities that develop their independence. For example, young toddlers are confident to wash their own hands and open food packets

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Address:

Registered person: Brockbank, Victoria Anne during mealtimes. They become increasingly confident to carry out tasks for themselves, and this prepares them well for school.

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Next steps

The childminder should develop strategies to further support children's attention and engagement during learning. The childminder should further develop children's understanding of emotions and teach children about the impact of their actions. The childminder should continue to support parents with children's healthy eating habits and extend further on teaching children about healthy choices.

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About this inspection

The inspector spoke with the childminder and the children and took account of parents' written feedback 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 15:15 - 17:15,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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