Wood, Bridie

Wood, Bridie

Unique reference number (URN): 2746201 Address: 92 Hinckley Road, Leicester, LE9 7LD Type: Childminder Registered with Ofsted: 15/11/2023 Registers: EYR, CCR, VCR Registered person: Wood, Bridie

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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, including those with special educational needs and/or disabilities, make progress from their starting points. They develop strong communication and language skills and confidently join in with songs and rhymes. Children use familiar words and phrases to express their needs and ideas. Children build secure foundations across the areas of learning. They show increasing confidence in engaging with tasks. Children demonstrate positive attitudes to learning. They show curiosity and motivation as they explore resources and participate in activities. Children demonstrate age-appropriate social skills. They play cooperatively, share resources and begin to take turns. This shows an understanding of how to interact positively with others. Children are developing the confidence to make choices and take part in group activities. Children are developing the knowledge and skills they need for future learning. However, children do not consistently get the opportunity to develop their

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Behaviour, attitudes and establishing routines Expected standard

Children display warm and respectful relationships with the childminder. Her calm and consistent approach helps children to behave appropriately. The childminder works closely with families to ensure they understand the importance of regular attendance and punctuality, which helps to develop positive routines for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children, including those with special educational needs and/or disabilities, play well together and show positive social behaviours. All children generally demonstrate positive behaviour and attitudes to learning. They share, take turns and collaborate during play. The childminder supports children sensitively to manage minor conflicts and reinforces her age- appropriate expectations such as using 'kind hands'. Children confidently communicate their needs and respond well to guidance. They ask the childminder for help when they need it, such as putting a nappy on a baby doll. Children show high levels of engagement and motivation. They initiate their own ideas and participate actively in group activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that children know what is happening next and what the daily routines are. For example, at mealtimes, children know they need to wash their hands first. The childminder manages transitions, such as mealtimes and handwashing, in a calm manner. That said, behaviour expectations are not always consistently reinforced across all elements of the daily routine. For example, during tidy-up times, some children are less engaged and messages from the childminder are not always clear. As a result, children do not always understand what behaviour is expected of them.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted effectively. All children are cared for in a safe, nurturing environment where they show high levels of emotional security and strong attachments with the childminder. They are happy and confident, and they demonstrate trust by seeking reassurance and comfort when needed. The childminder models kindness, empathy and calmness, which is replicated by children.

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Children's welfare and wellbeing Expected standard

The childminder ensures that care practices support children's health and safety well and meet all children's needs. She has well-embedded hygiene and sleep routines. That said, at times, children do not always receive enough opportunities to practise their self-care skills and become more independent. The childminder supervises mealtimes carefully and uses them as opportunities for learning. She promotes healthy eating by discussing food choices and encouraging children to try a variety of foods, such as fruit and vegetables. These experiences help children to develop an understanding of healthy lifestyles. Children learn to keep themselves safe as the childminder teaches them how to use larger play equipment safely and explains the associated risks.

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Children's welfare and wellbeing Expected standard

The childminder supports children's emotional development effectively. She encourages children to recognise and talk about their feelings and responds sensitively to their needs. This helps children to develop emotional awareness and understand how others may be feeling. The childminder teaches children to include all their friends by inviting them to join their activities. Children play cooperatively and show kindness and consideration for others.

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Curriculum and teaching Expected standard

The childminder provides a broad curriculum for all children, including those with special educational needs and/or disabilities. She has a clear understanding of children's development and uses this knowledge to plan experiences that build on what children already know and can do. The childminder ensures that activities are purposeful and linked to children's interests. This helps them to engage and sustain their focus. She uses ongoing assessment effectively to understand children's development and adapt her teaching.

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Curriculum and teaching Expected standard

The childminder prioritises communication and language development consistently. She models vocabulary, narrates children's play and encourages them to express their ideas. Children demonstrate their prior learning as they recall and repeat familiar phrases in nursery rhymes and songs. They confidently use new words the childminder teaches them, such as 'mango' and 'pineapple'. The childminder focuses on supporting children's personal, social and emotional development, and young children demonstrate an awareness of different emotions. For example, they tell the childminder they are happy.

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Curriculum and teaching Expected standard

The childminder supports early literacy by providing children with access to a range of books and shared reading experiences. The childminder introduces mathematical understanding through everyday routines, where children count and begin to use number in context. For example, they count how many shoes they have. Children enjoy developing their physical skills in the childminder's garden. Although the childminder teaches children to manage some of their own needs, such as feeding themselves, she sometimes completes tasks for children. For example, she puts their coats and shoes on for them, rather than teaching them how to do it for themselves. As a result, children's opportunities to develop their independence are sometimes limited.

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Inclusion Expected standard

The childminder has a secure understanding of each child and identifies their needs accurately through ongoing assessment and close partnerships with families. She regularly reviews children's progress to help inform their next steps in learning. The childminder knows how to effectively use any additional funding she receives, such as early years pupil premium. This helps reduce any barriers to learning or disadvantages that children may face.

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Inclusion Expected standard

The childminder takes appropriate steps to reduce barriers to all children's learning and wellbeing, including those with special educational needs and/or disabilities. Her calm, responsive interactions support children's confidence and communication. This enables them to participate fully. The childminder ensures her resources, such as books, dolls and role-play materials, reflect a range of backgrounds and experiences. She also uses everyday opportunities to talk about differences, helping children to develop an understanding of the wider world and be inclusive.

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Inclusion Expected standard

The childminder understands the importance of working with others to support children's needs. She makes efforts to share information with other settings children attend. The childminder understands how to engage with external professionals if further support is needed. She is aware of the graduated approach and uses this to assess and support emerging needs. Although the childminder completes regular training and professional development opportunities, she acknowledges that her training could be more precisely targeted to help all children make the best possible progress.

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Leadership and governance Expected standard

The childminder demonstrates a reflective and proactive approach to leadership. She has a clear understanding of her strengths and areas for development and is open to feedback. She takes appropriate steps to improve her practice, such as undertaking additional research to improve her outdoor learning area.

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Leadership and governance Expected standard

The childminder knows all children well and uses this knowledge to make decisions that are in their best interests. She builds strong relationships with families and communicates regularly to support children's learning and wellbeing. This partnership working helps to ensure that children's experiences are consistent and supportive. Parents are positive about the care their children receive and the relationships the childminder builds with them. They report that their children are developing their confidence.

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Leadership and governance Expected standard

The childminder shows a willingness to engage with external support and guidance. She contacts the local authority for advice when needed and recognises the importance of working with other settings to support children's development. The childminder understands the need for shared information to ensure continuity in learning.

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Leadership and governance Expected standard

The childminder recognises the importance of professional development. She regularly undertakes training to strengthen her knowledge and practice and has recently completed training to support children's behaviour. However, professional development is not yet targeted precisely enough to further support children's current needs.

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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 arrive happily and settle quickly into this warm and welcoming setting. They separate confidently from their parents and carers, showing secure attachments and a strong sense of trust in the childminder. Throughout the day, children are relaxed, content and eager to engage, demonstrating that they feel safe, cared for and valued. They enjoy a nurturing environment where shared songs, games and playful interactions shape their daily experiences. Children benefit from engaging experiences that support their enjoyment of

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Inspector:

Rachel Barsby-Robinson learning and help them make progress from their starting points. They confidently join in with familiar songs and rhymes. They anticipate actions and key words with excitement. Children are keen to communicate. They share their needs, ideas and preferences with growing confidence. The childminder responds to their interests, ensuring children feel listened to and valued. She ensures that she adapts activities and her teaching to reduce any barriers to learning that children may face and to help all children make progress.

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Inspector:

Children develop positive relationships with one another. They play cooperatively, share, take turns and show kindness. Children enjoy learning alongside their peers and demonstrate confidence to join in group activities. This helps children to feel that they belong and are an important part of the setting. Children explore a range of activities that support their development. They enjoy opportunities to count during games and routines.

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Inspector:

Children practise physical skills such as scooping and pouring, which strengthen their muscles. They increasingly take part in everyday routines, such as helping at mealtimes, which supports their growing confidence. The childminder provides clear and consistent routines to help children feel secure and understand what will happen next. She supports children to recognise their feelings and respond positively,, helping them to develop emotional awareness. As a result, all children are happy, confident learners who feel safe, included and prepared for their next stage of learning.

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Next steps

The childminder should support children to further develop their independence, ensuring they have opportunities to practise self-care skills. The childminder should embed clearer behaviour expectations, particularly during tidy-up times, so children understand and follow what is expected of them. The childminder should target professional development more precisely to further support children's emerging needs.

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About this inspection

The inspector spoke with the childminder, children and parents 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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Address:

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

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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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