Tibbles, Leanna-Marie

Tibbles, Leanna-Marie

Unique reference number (URN): 2741223 Address: 3 Holly Drive, Berkhamsted, HP4 2JR Type: Childminder Registered with Ofsted: 01/10/2023 Registers: EYR, CCR, VCR Registered person: Tibbles, Leanna-Marie

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

The childminder has created a wonderfully nurturing and caring environment, where children feel able to challenge themselves and develop confidence. The childminder has a highly positive approach to behaviour and uses praise frequently, which children respond to extremely well. She is an excellent role model, being kind and supportive to children, who are kind and supportive to each other. For example, older children help set the table for lunch and make sure younger children have their water bottles. She has built incredibly secure relationships with children, based on trust and respect. Children are extremely happy in her setting, thoroughly enjoying their time there.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children's excellent behaviour is clearly embedded and comes naturally to them. They are explicitly taught how to cooperate with each other and share resources. Children play together superbly, and older children gently ensure fairness in turn-taking and sharing resources. All children happily help each other to put away resources when they are finished. The childminder cares for children's individual needs extremely well. This means that all children, including those with special educational needs and/or disabilities or other barriers to learning, are well supported in understanding the behavioural expectations. The childminder works closely with parents and carers to help them understand the importance of regular attendance and punctuality.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a strength of the setting and of the highest priority for the childminder. The childminder values all children and clearly recognises their individual needs. This ensures that any child with special educational needs and/or disabilities, or other barriers to learning or wellbeing, can develop and learn alongside their peers. The childminder has built highly effective relationships with all children and their families.

p.2

Children's welfare and wellbeing Strong standard

Children clearly enjoy outdoor play and spend long periods in the garden where they can run, climb and play. They learn to recognise which slides they can climb and how to safely use equipment. For example, all children know not to walk in front of, or behind, a swing. They have a superb understanding of what is needed to be healthy and chat about what they are eating at the lunch table. The emotional wellbeing of children is extremely important to the childminder. Children recognise that they are listened to and are respected, and they learn to manage their emotions and develop the ability to self-regulate. Children are extremely happy and have high levels of emotional wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder works closely with parents and understands children's individual needs to plan routines, such as sleeping and eating. She supports parents through the weaning process, is fully aware of the risks of choking and is alert to managing allergies.

p.2

Achievement Expected standard

Children develop a sense of belonging and security and are open to learning and exploring, which helps them to achieve well. For example, outdoors, children enjoy exploring a range of activities on offer to them. Children generally make appropriate progress across all areas of the curriculum, particularly in communication and language. Older children talk confidently and use language to explain what they have done and why. Younger children copy new words and confidently ask for help. For example, younger children ask for help to be pushed on the swing.

p.3

Achievement Expected standard

All children, including those with special educational needs and/or disabilities and other barriers to learning, make progress from their individual starting points. Children are well prepared for their next stage of learning, including school. They develop independence in their self-care and are confident to ask for help. Children are social, play collaboratively and can follow instructions. For example, children work together to wash and dry their jewels.

p.3

Curriculum and teaching Expected standard

The childminder typically has a clear understanding of her curriculum and what she wants children to learn. The curriculum covers all areas of learning. The childminder works to improve the curriculum by reviewing the impact on the children regularly. Teaching is inclusive, play based and adapted to the range of children attending. Those with special educational needs and/or disabilities, or other barriers to learning, access the same experiences as their peers. The childminder generally uses observation and assessment to tailor teaching to each child. The main aim of her curriculum is for children to develop confidence, independence and emotional resilience. Children persistently try to use tweezers to pick up jewels and show pleasure at achieving this. Children enjoy creating maps and exploring the textures of sand.

p.3

Curriculum and teaching Expected standard

The childminder supports the development of language and communication. Younger children rapidly learn new words, while older children are chatty and have an extensive vocabulary. High priority is given to children's physical skills, such as using a swing or balance bicycles. Younger children receive lots of praise as they move around the garden. Children develop their small muscles as they handle small objects, such as jewels. Children count accurately, and older children understand about sharing resources fairly. The childminder recognises that children need to feel safe and secure. Their personal, social and emotional development is embedded throughout the setting.

p.3

Inclusion Expected standard

The childminder has procedures in place for assessing children's needs and ensuring that children with special educational needs and/or disabilities (SEND) or other barriers to learning are quickly identified. She works closely with parents when children first start, to understand what each child can do and where support is needed. She has systems to ensure that the necessary adjustments and adaptations are in place for each child. This helps all children to access the same learning as their peers. The childminder needs to embed these systems and apply them consistently to make a demonstrable difference to children with SEND or other barriers to learning. The childminder has secure knowledge of the children in her care. Appropriate monitoring and assessment ensure that children reach their targets and make suitable progress. Children who need extra support have one-to-one time and, where necessary, activities are adapted to meet their needs.

p.3

Inclusion Expected standard

The childminder works closely with parents and outside agencies to ensure continuity of strategies and support. The childminder recognises that developing a deeper understanding of special educational needs will have a positive impact on children with SEND.

p.4

Leadership and governance Expected standard

The childminder has a clear understanding of the strengths of her practice, which lie in the relationships, welfare and wellbeing of all children. She recognises where there are areas for development and is working towards making improvements. For example, she has plans underway for further professional development to enhance her support for children with special educational needs and/or disabilities. She is reflective and addresses issues as they arise. The childminder is organised, and resources are well managed and cared for. She continually strives to improve her practice and make decisions that fully support all children, including those with special educational needs and/or disabilities or other barriers to learning.

p.4

Leadership and governance Expected standard

The childminder works extremely closely with parents and carers. She contacts other settings that children attend to ensure smooth transitions and that they settle quickly when they start. This means that children feel a sense of belonging and security, giving them the confidence to try new things and develop their learning. Where appropriate, the childminder works with outside agencies to support children in her care.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder provides a welcoming and warm, homely environment where children feel valued and heard. They feel safe and secure because the childminder establishes close bonds with their families and understands their circumstances. This supports their personal, social and emotional needs very well. Children have a sense of belonging and are confident to explore and to try new things. Children behave very well and are well supported to manage their feelings and behaviour. They learn to share, take turns and play collaboratively with their friends. Children show good manners and are helpful to each other, for example passing each other resources. The childminder successfully promotes children's self-esteem by regularly praising them for their efforts and achievements.

p.5

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

Children achieve well from their starting points because the childminder knows them incredibly well through gathering information from their parents and carers. She plans exciting and thoughtful activities that reflect children's next steps in development and move children's learning on. For example, children show excitement as they plan treasure maps and hunt for their treasure using tweezers to find jewels. They show positive attitudes towards their learning and high levels of focus in their play. Children demonstrate developing independence. For example, they wash their own hands and put on their own shoes and coats to go outdoors.

p.5

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

The childminder has effective communication with parents, who are extremely happy with the care their children receive. They recognise that their children's social skills and language have progressed at the setting. They state that they know what they need to do to support their child's next steps of learning. The childminder has high expectations for and of all children, including those with special educational needs and/or disabilities. She recognises that with suitable interventions children make more rapid progress. The childminder

p.5

Address:

Registered person: Tibbles, Leanna-Marie

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 promotes the importance of attendance and punctuality and has secure procedures in place for following up on absences.

p.6

Next steps

The childminder should strengthen strategies to support children with special educational needs and/or disabilities to ensure that they benefit from embedded and consistently skilful adjustments.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection. The inspector reviewed written feedback from parents.

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. Local authority: Hertfordshire

p.6

Facts and figures used on inspection

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

p.7

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. 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.8

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.8

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