Hastings, Karlie Jean

Hastings, Karlie Jean

Unique reference number (URN): 2742611 Address: 6 Lambourne Road, Brighton, BN1 7FD Type: Childminder Registered with Ofsted: 14/08/2023 Registers: EYR, CCR, VCR Registered person: Hastings, Karlie Jean

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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

Babies and younger children demonstrate high levels of independence from an early age. They take an active part in routine activities and benefit from rich and purposeful learning experiences. For example, at lunchtime, younger children skilfully use tools to cut the bread. Babies and younger children manage this safely. Babies indicate confidently when they would like to grate more cheese for their sandwich and receive gentle support for this.

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Achievement Strong standard

Babies and children show clearly how they feel listened to, and their views are respected and valued. When babies and children show interest in different activities, each child is confident to continue their own exploration and finish when they are ready. Children become confident in communicating their needs. Older babies use their words skilfully to make themselves understood, and the childminder plans activities to help enrich the range of words children use.

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Achievement Strong standard

Children demonstrate real confidence in trying new things. They approach activities with interest, curiosity and exceptional enthusiasm, and are keen to take part. These skills enrich children's development and support their ongoing learning journey.

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Children's welfare and wellbeing Strong standard

Children's individual care routines are supported well. The childminder is vigilant in recognising when babies and younger children need to rest and sleep. She works closely with parents and carers to agree routines. Children show how secure they feel with the childminder. They have positive attachments and look to her for comfort when needed. The childminder quickly recognises when babies and younger children are getting hungry or tired, and she responds with warmth and kindness. This helps to build children's emotional resilience.

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Children's welfare and wellbeing Strong standard

The childminder is very in tune with children's changing developmental needs and plans for these accordingly. For instance, she teaches babies and children how to manage the stairs safely in her home so they can move from the playroom to the kitchen easily. The childminder provides children with plenty of praise and positive encouragement. She encourages children to keep on trying when tasks are initially difficult so that children develop resilience and determination. Children embrace new opportunities with excitement and anticipation. They manage their emotions well as the childminder has taught them simple ways to help them to feel calmer and to clearly understand their different feelings.

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Children's welfare and wellbeing Strong standard

Children are kept safe. The childminder is vigilant in identifying any potential risks and takes relevant precautions. She teaches younger children about possible dangers so they understand from a young age how to stay safe. For instance, during woodland activities they use simple tools under close supervision. When younger children want to be more active in their play indoors, they understand they must be careful near the babies and change their behaviour accordingly.

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Curriculum and teaching Strong standard

The childminder has an in-depth understanding of how children learn. She provides an enriching and exciting programme of activities that covers all areas of learning. The childminder has a passion for teaching children outdoors. She plans a diverse range of activities that broaden children's learning, including handling tools, exploring nature and managing simple risks. These activities help to develop children's physical skills.

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Curriculum and teaching Strong standard

The childminder is highly skilled in understanding the needs of babies. She sets precise activities and plans carefully for babies' ongoing developmental needs. For instance, she organises her environment skilfully. The childminder enables babies to develop their physical skills and safely practise different types of movement. She teaches babies and younger children how to negotiate the stairs safely and competently. The childminder recognises that this focus on building children's core strength has an exceptionally positive impact on their later development and ability to move in different ways.

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Curriculum and teaching Strong standard

Activities are planned precisely with clear purpose and intention. There is an appropriate focus on supporting babies' and toddlers' language skills, including with the support of signing. Children's language is further enriched through the introduction of extensive new vocabulary, songs and favourite stories. The provision for introducing mathematical concepts to babies is also exceptionally clear and planned for exceedingly well.

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Curriculum and teaching Strong standard

Children's personal and emotional needs are planned for well. Children have many opportunities to become independent and take care of their own needs. Younger children take an active part in preparing their own sandwiches at lunchtime and choosing their own fillings. The childminder is extremely conscious about respecting children's different emotional needs. She listens to children carefully and respects each child's choices and preferences. This encourages children to develop a strong sense of self.

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Behaviour, attitudes and establishing routines Expected standard

Babies and younger children learn how to play together happily. The childminder plays alongside them and role models kindness, turn taking and sharing resources. Children quickly develop these social skills, and any minor disputes are dealt with easily. The childminder is very responsive to children's non-verbal gestures. She knows what each baby and child likes and listens to them attentively so they feel valued.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes a very happy environment. She praises children highly, and they respond positively. Young children learn how to take care of the resources they use. They willingly share some of their dough when younger friends show they want to join in, and say, 'Sharing is caring.' The childminder gently teaches them how to tidy away when they have finished and to look after books and toys.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes towards their learning, as the childminder ensures that they attend regularly. Children are very familiar with the consistent routine. This helps children to feel safe and secure. The childminder is very responsive to all children's behavioural needs. She has completed specialist training to help her to fully support children who may need extra help in managing their feelings and emotions.

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Inclusion Expected standard

The childminder offers a very inclusive service. She takes time to get to know every child and family and plans a programme of learning to meet every child's needs. For instance, when babies are still learning to communicate, she teaches them signs to use to help them convey their needs. Babies respond positively, and the childminder clearly understands what they are communicating. For instance, at lunchtime, babies sign which foods they would like more of, and the childminder quickly responds.

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Inclusion Expected standard

The childminder is experienced in supporting children with special educational needs and/or disabilities. She has completed relevant training to help extend her knowledge and skills in this area. For instance, the childminder has an in-depth understanding of how to recognise and respond to children's different learning styles and behaviours. The childminder uses this knowledge well to make her provision accessible to all children. When needed, the childminder understands the importance of working closely with other professionals to help her fully understand, and support, each child's care and learning needs.

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Inclusion Expected standard

The childminder is vigilant in recognising when children may be at risk of slipping behind in their development. She uses her accurate knowledge of each child and works closely with parents and carers to identify priority learning areas. Each child benefits from a personalised programme of learning. This means that any gaps in children's learning start to close and that children receive appropriate help promptly.

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Leadership and governance Expected standard

The childminder plans her service around the needs of children and families. She keeps her knowledge and skills up to date. The childminder is committed to continuing with her professional development. She has completed specialist training to help support her practice. For instance, she has completed training to help her understand the individual needs of children even better, such as those with autism and those with attention deficit hyperactivity disorder.

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Leadership and governance Expected standard

The childminder works closely with other settings that children attend. This helps her to fully understand each child's care and learning needs. Parents and carers receive regular information about their child's daily achievements and what the childminder is planning next for them. However, other opportunities to work more closely with parents are not yet fully utilised. For instance, the childminder has not yet agreed arrangements to support children who are ready for toilet training.

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Leadership and governance Expected standard

The childminder is very reflective and works hard to continually evaluate what is working well and areas she still wishes to develop. She has a particular specialism in supporting children with special educational needs and/or disabilities and completes appropriate training to help support her teaching and enable her to understand children's needs in greater depth.

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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 very happy and safe in this homely setting. They benefit from a positive start to their learning and develop a wide range of skills to support their development. For instance, children form close attachments to the childminder. They look to her for comfort, and she

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Inspector:

Jo Caswell responds warmly and lovingly. Younger children begin to develop social skills. They learn to play alongside each other and to share and take turns. For instance, as children play with resources, older children confidently hand things to their younger friends and say, 'Your turn now.' From a young age, children develop confidence and independence.

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Inspector:

Children show how much they enjoy their learning. They move around the playroom with ease and make independent choices. The childminder knows each child well and plans activities she knows will interest them. This helps children to remain engaged for longer periods and to enjoy exploring new things. The childminder regularly takes children out, so they spend time with other children and learn to build relationships.

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Inspector:

All children achieve well from their individual starting points. The childminder monitors children's development carefully. She works with parents and carers to see whether any specific support is needed to close any gaps in children's learning. The childminder talks to parents about the importance of their children attending regularly so they can enjoy the full programme of activities.

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Inspector:

The childminder values every child and celebrates and plans for their unique qualities. The childminder skilfully plans activities that are matched precisely to every child's interests and learning styles. This enables children to build on the knowledge they already have and deepen their level of understanding. For instance, children regularly spend time outside in the local woodland. They explore nature and play creatively in the mud kitchen. The childminder encourages children to repeat these activities at home to help develop what they have learned.

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Next steps

The childminder should strengthen support for parents by sharing simple, supportive strategies for consistent routines, helping families feel confident to build on children's development at home.

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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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Address:

Registered person: Hastings, Karlie Jean

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 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

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Urgent improvement

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Urgent improvement

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