Banks, Kim Joanne

Banks, Kim Joanne

Unique reference number (URN): 504217 Address: 66 The Avenue, Hornchurch, Essex, RM12 4JJ Type: Childminder Registered with Ofsted: 27/08/1999 Registers: EYR, CCR, VCR Registered person: Banks, Kim Joanne

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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 Strong standard

Children develop secure knowledge that builds from their individual starting points. They make consistently secure progress and show growing confidence in their abilities. Children demonstrate positive learning behaviours that support ongoing success. They show high levels of engagement, persist with activities and make independent choices.

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Achievement Strong standard

Communication and language development is a clear strength. Children use an increasingly wide vocabulary and express their ideas confidently. They listen attentively, enjoy songs and engage in purposeful conversations with adults and peers. Children regularly explore books and stories, which supports their language development and curiosity across learning.

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Achievement Strong standard

Children facing barriers to learning, including those with additional needs or special educational needs and/or disabilities, make extremely secure and rapid progress. All children develop the foundational knowledge and skills they need for their next stage of learning, including early language, physical confidence, social awareness and independence. As a result, children are well prepared for their continued learning as they move on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a positive and harmonious culture, where everyone gets along very well. Older children are patient and kind with younger children, they willingly explore books and let them join their play. The childminder takes time to get to know children and their families. This collaborative approach supports children to understand expectations of behaviour, particularly for those who face barriers to their learning. As a result, all children learn quickly what is expected of them and demonstrate positive behaviours. Children are confident to express and manage their feelings.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines, including mealtimes and transitions, are used purposefully to promote self- care skills and independence. Children wash their hands, use tissues and use cutlery with increasing skill. The childminder supports children to develop early social awareness and collaboration. As well as socialising with each other, children often attend a toddler group and go on trips and visit other childminders. The childminder has a clear understanding of the importance of regular attendance and punctuality. She follows clear processes to record, check and monitor children's absences. She works flexibly with parents and carers to help children attend regularly and make the most of their sessions.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing extremely effectively. She has a deep understanding of each child and is very attentive to their individual needs. Children thoroughly enjoy sharing their experiences with the childminder and with their friends. For instance, they share photos and talk excitedly about their holidays. The childminder adapts her routines to support children facing barriers to learning. Children learn how to manage their own feelings appropriately for their ages and stages of development. The childminder uses consistent and contextually appropriate vocabulary. Older children proficiently use a range of words confidently to express how they feel. The childminder skilfully teaches children about being healthy. She provides a wide range of fresh fruit, and fresh drinking water for children. Children enjoy growing vegetables and discuss eating cucumbers they have grown.

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Children's welfare and wellbeing Strong standard

Children follow hygiene practices independently as the childminder introduces songs to support their understanding when washing their hands. The childminder promotes children's engagement in physical activity throughout the day. This helps children to develop lifelong healthy habits

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Curriculum and teaching Strong standard

The childminder plans an ambitious curriculum and provides a wealth of wonderful opportunities for children to explore and learn from exciting experiences. The childminder is reflective and committed to continuous improvement to secure positive outcomes for all children. She identifies areas for development and completes targeted training to strengthen practice. For instance, she takes time to learn about stages of play at a deeper level to understand how children learn. This knowledge helps inform her superb practice. The childminder uses observations and further assessments of children to develop and deliver a broad and extremely engaging curriculum. She captures children's interests well and supports their learning across all areas of development. Her teaching engages children extremely well, and they show high levels of enthusiasm in their learning. For example, children utterly enjoy learning about different countries, such as China. They learn facts

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Curriculum and teaching Strong standard

about The Great Wall of China and recreate it in their play.

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Curriculum and teaching Strong standard

The childminder supports children's communication and language development very well with lots of verbal interaction. She engages in plenty of conversations and speaks clearly, which supports young children who are beginning to communicate. Children are confident and expressive in their speech. They ask lots of questions and listen intently to responses. The childminder reads to children, encouraging them to take enjoyment from books. Children recognise and talk about characters, adding their own ideas and re-telling their recollection of the story.

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Curriculum and teaching Strong standard

The childminder takes children for regular nature walks, trips to the park and spends time in the garden to support their physical development. Meeting other children and adults supports their emerging social skills. Children make rapid progress in their movement and spatial awareness. Children's early mathematical knowledge is developed meaningfully through everyday experiences. The childminder introduces and reinforces mathematical language, such as 'more, big, small, full', and introduces numbers during routines.

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Inclusion Strong standard

The childminder identifies children's individual needs when they start through close observation and regular discussion with families. The childminder is proactive in planning for children's next steps in learning. She conducts comprehensive assessments, including mandatory progress checks, to determine where additional support is required. She shares these assessments with parents and carers and relevant health professionals, understanding that some children's progress is best measured in smaller steps. Information about children's routines, interests and home experiences is used to support emotional security, particularly for children who need help with self-regulation. Clear routines, consistency and positive reinforcement quickly reduce any barriers to learning.

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Inclusion Strong standard

The childminder actively seeks out professional development opportunities to support children with special educational needs and/or disabilities even further. This commitment to continuous improvement has a positive impact on the quality of support provided. The childminder works very well with other professionals, sharing her observations and attending review meetings, for instance. This provides consistency and a holistic approach to children's care. The childminder is clear about the adaptations and adjustments required in her provision to meet the needs of disadvantaged children. She is aware of external funding that she can access to support her to achieve this and how to monitor and review the use of this to ensure maximum and continued impact on children's progress.

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Leadership and governance Strong standard

The childminder shows a deep understanding of her strengths and areas for further development. Her supportive relationships with other childminders encourage her to continually review and adapt her own provision and to share best practice with others in the sector. Improvements have a positive impact on all children. For example, the childminder has introduced a cabin in the outdoor area that gives children an additional space to play and learn.

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Leadership and governance Strong standard

The childminder is professional and well organised. She demonstrates an ambitious attitude towards professional development. The childminder is motivated to provide high-quality care for all children, including those with special educational needs and/or disabilities, and those who face other barriers to learning, she is open to new ideas, concepts and approaches.

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Leadership and governance Strong standard

The childminder manages her workload effectively and prioritises her wellbeing to maintain consistent, high-quality care. She works extremely well with parents and carers, and values open communication. Information is shared daily through discussion and messages, supporting consistency between home and the setting. She actively seeks and values parents' views. Feedback from them is positive and commends her genuine warmth, care, the activities she provides and her communication with them.

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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 thoroughly enjoy their time with this experienced childminder. She is cheerful, kind and offers children plenty of fun experiences. Children build wonderfully nurturing relationships and form secure attachments with this warm and loving childminder. They settle quickly because well-embedded and consistent routines promote their confidence and emotional security. The childminder provides a wide range of resources and experiences that engage children of all ages. For example, children work together to build an obstacle course. Older children arrange wooden planks and then show the younger children how to use it. They all celebrate each other's achievements. The childminder works closely with parents to ensure that children's attendance is regular and consistent so they can fully benefit from their education and the experiences on offer.

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

Children have an excellent understanding of the clear and consistent rules in place. This is because the childminder reinforces expectations throughout the day. She supports children to put their belongings away and reminds them of routines, such as tidying up. This consistency helps children to know what is expected of them and supports positive behaviour. As a result, children behave very well and show kindness and consideration towards others. The childminder adapts activities in line with children's ages and stages of development. When she identifies gaps in children's learning, she acts swiftly to input strategies to support their development. For example, she models and repeats correct pronunciation of words to support children's understanding and communication. This ensures that children with special educational needs and/or disabilities or those who may face barriers to learning receive effective support to help them make the best progress.

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

Children have developed a love of learning. The childminder's environment helps her encourage children to lead their own play. They develop the essential skills they need for future learning. The childminder knows children's starting points well and uses this information to plan meaningful learning experiences that build on what they know and can do. Children of all ages and abilities, including those with special educational needs and/or disabilities, are supported extremely well. Regular trips within the local community helps children to learn about the world around them. These experiences prepare children well for school and the next stage of their learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

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

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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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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