Blanchette-Brooks

Blanchette, Rebecca Claire

Unique reference number (URN): 2757277 Address: 6 Drury Lane, Wolverhampton, WV8 1EE Type: Childminder Registered with Ofsted: 14/11/2023 Registers: EYR, CCR, VCR Registered person: Blanchette, Rebecca Claire

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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 make excellent progress from their starting points across all 7 areas of learning. Children thrive in the childminder's care, benefiting from consistently responsive teaching and well-established routines. Babies and young toddlers develop early communication through sustained narration, songs and stories. For example, she introduces new words and textures, such as crinkly cabbage leaves.

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Achievement Strong standard

Children explore and investigate toys and activities with high engagement, demonstrating strong listening and understanding, such as identifying and describing sounds outside using binoculars. They also develop independence and self-care, learning to tidy up and wash their hands with support. Children develop secure attachments, positive attitudes to learning and the foundations needed for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm, nurturing and homely environment where children thrive. She establishes clear, simple rules and embedded routines that help children understand expectations and develop positive behaviour. She uses everyday routines to promote children's safety, for example by helping them recognise potential trip hazards. Young children listen attentively, follow her lead, learn to care for resources and keep themselves safe.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm, highly responsive relationships with children. She offers cuddles and reassurance to help children settle and feel secure. She fully embeds her training into practice, enabling children to name and understand their emotions and supporting toddlers to develop self-regulation skills. Children as young as 2 show a secure sense of emotional wellbeing. The childminder models good manners consistently and encourages children to use them through regular praise and repetition.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to manage attendance effectively and maintain consistency for children. Children show perseverance and engage enthusiastically in highly stimulating activities. Children are safe, happy and very well prepared for the next stage in their learning.

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Children's welfare and wellbeing Strong standard

The childminder provides nurturing care, ensuring all children's needs are met. She creates a supportive environment where children feel secure. The childminder works closely with parents to gather detailed information about children's routines, including sleep and feeding. This effective communication ensures continuity of care, supporting children's emotional wellbeing. Young children are content during nappy changes and happily anticipate the next steps, saying 'good night' and walking hand in hand to have a rest. The childminder follows the updates on safer sleep guidance. Children fall asleep happily, reflecting how safe they feel in her care. Routines for feeding and sleeping are well structured and fully embedded, supporting physical health and emotional security. Children who have barriers to learning benefit from highly responsive and personalised care, enabling them to thrive.

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Children's welfare and wellbeing Strong standard

The childminder provides abundant opportunities for physical activity, including weekly outdoor learning trips. She helps children learn about healthy lifestyles, such as understanding the impact of exercise to make their hearts beat faster and making healthy food choices. She is highly reflective and is aware of local health data, promoting healthy lifestyles and nutrition. Her work has a significant impact at home; for example children now happily eat wholemeal bread.

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Children's welfare and wellbeing Strong standard

The childminder fosters trusting relationships with children, underpinned by consistent, warm and interactive support, ensuring they are very well prepared for learning.

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Curriculum and teaching Strong standard

The childminder delivers an ambitious curriculum that she carefully adapts to meet the needs of all children, including those who may face barriers to learning. She ensures the curriculum builds the knowledge and skills children need for their next stage of development, with clear progression across all areas of the early years foundation stage.

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Curriculum and teaching Strong standard

The childminder uses her professional knowledge to embed language, communication and mathematical concepts throughout daily activities. For example, during story sessions, she models counting and key phrases, and uses practical resources in the tuff tray to support children's understanding of number. She also integrates counting into routines, such as when children move between spaces or during mealtimes, consistently reinforcing early number language.

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Curriculum and teaching Strong standard

The childminder promotes independence by providing opportunities for even the youngest children to develop self-care skills, such as removing their shoes, using cutlery and putting on their own aprons. She introduces vocabulary in meaningful contexts, for example when talking about caring for toy animals and helping them 'get better' during play. She also plans effectively to develop children's physical skills, including jumping, balancing, hand–eye coordination and threading activities, helping children gain increasing control and confidence in their movements.

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Inclusion Strong standard

The childminder has developed a highly inclusive setting where children flourish. She knows what children are capable of and swiftly identifies those who require additional support. From the start, she gathers information about each child to identify individual needs and implements targeted strategies, for example to support children's speech and language development. Although she currently has no children with special educational needs and/or disabilities on roll, the childminder demonstrates a secure understanding of how to adapt practice to meet children's individual needs. This is informed by training in speech and language development and engagement with local authority updates.

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Inclusion Strong standard

The childminder consistently evaluates children's needs and enhances development and wellbeing through targeted professional development. For example, the childminder has completed training to help children regulate their emotions. This has had significant impact on all children's wellbeing.

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Inclusion Strong standard

Parents value her attention to their individual circumstances, noting that this leads to very effective support. Self-development is thoughtfully tailored to meet children's current needs; for example she has attended training to enhance communication and language skills. The strategies she uses are highly effective, enabling children with barriers to their learning to achieve the best possible outcomes.

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Leadership and governance Strong standard

The childminder is organised and professional, with high expectations of herself and a clear commitment to provide high-quality provision for children and families. She regularly reflects on her knowledge and skills, demonstrating an accurate understanding of her practice and what she wants to develop further. Her practice is nurturing, inclusive and tailored to the individual needs of children.

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Leadership and governance Strong standard

Partnerships with parents and carers are secure and supportive. The childminder gathers detailed information when children first start and maintains a two-way exchange to ensure their care and learning needs are consistently met. She talks to parents daily about achievements, shares ideas for home activities and responds to feedback. Parents say that their children have 'blossomed' in her care.

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Leadership and governance Strong standard

The childminder engages fully with professional networks. She is part of a childminding group and regularly attends local authority forums and network meetings for childminders. These opportunities support information-sharing, keep her up to date with changes in legislation and training and enhance her skills. She applies learning from these forums and training directly to practice, ensuring children receive consistently high-quality care and education and are supported to thrive.

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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 extremely settled, happy and confident in the childminder's care. They have built secure, warm attachments and independently invite her into their play. The childminder consistently prioritises their wellbeing and recognises each child as a unique individual. She offers abundant praise and encouragement. This helps children to build high levels of self- esteem and enables them to thrive and flourish. Children explore their environment with curiosity and confidence.

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

Children develop positive social skills in a harmonious and respectful setting. The childminder acts as a positive role model. She acknowledges and offers praise when children show the expected behaviours. Children are kind and show respect towards each other. Parents are actively involved in the assessment process and are encouraged to share observations from home. The childminder is highly reflective, continually adapting her provision to meet the needs of all children.

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

Children are enthusiastic, active learners who confidently make choices and lead their own play. They develop excellent physical skills through a rich range of outdoor opportunities, including weekly forest school visits, and enjoy moving to music with colourful scarves, singing songs and copying the childminder's actions with joy and pride. The childminder provides a well-sequenced, stimulating curriculum that reflects children's ages and stages. She creates an exciting investigation station linked to prior learning, stories and interests, where children use magnifying glasses, binoculars and natural materials to explore textures, language, senses and early counting skills. The childminder uses skilful questioning to extend children's thinking and independence, encouraging even the youngest children to try tasks for themselves before offering support. As a result, children achieve very well, make

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Address:

Registered person: Blanchette, Rebecca Claire

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30 rapid progress, enjoy learning and become extremely well prepared for the next stage in their development.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Local authority: Staffordshire

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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

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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