Fuller, Natalie Lauren

Childminder

Unique reference number (URN): 2762903 Registered with Ofsted: 29/11/2023 Registers: EYR, CCR, VCR

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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, including those who face barriers to their learning and/or wellbeing, consistently achieve well during their time with the childminder. As a result, children are well prepared for their next stage of learning, including their move to nursery or school. Children seek out the childminder for reassurance when needed, eagerly explore and interact with their peers. They develop securely across their personal, social and emotional development. Children who have recently started walking strengthen their coordination and stability as they walk around the vast space in the garden. They begin to climb, navigate steps independently and use their smaller-physical skills to fill and empty containers. Children access books independently and turn the pages. They enjoy stories and develop their love of books. Children communicate well based on their age and abilities. They use gesture, single words and copy sign language that the childminder is using to communicate. Children hear new

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Achievement Strong standard

words and attempt to copy them, such as 'tortoise'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder values her high expectation for children's behaviour. Children experience a calm and predictable environment with clear and consistent expectations. The childminder encourages children to look at books when they wait while she prepares their lunches. This supports children's transitions between routines, helping them to develop their patience and focus. Children build on their emerging focus and resilience, as they take time to stack bracelets, taking them on and off of the holder. The childminder uses gentle reminders, such as encouraging turn-taking. This helps to embed age-appropriate boundaries and provides children with a clear understanding of what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds secure relationships with children. She stays close and provides reassurance when needed. The childminder is an excellent role model for children and consistently encourages them to use their manners. She supports children to form relationships with their peers and extends this out into the community. Children enjoy trips to the local care home, where they learn to develop kindness and respect for others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of regular attendance, punctuality and how this can affect children's consistency with familiar routines. She shares her procedures with parents and carers. The childminder promptly follows up any absences to ensure that families are well supported.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are an ongoing priority for the childminder. She places consistent dedication and care into providing a safe and suitable environment for all children, including those who face barriers to their learning and/or wellbeing. The childminder builds deep and supportive relationships with families to enable her to meet children's care routines, including sleeping and eating excellently. For example, children now self-soothe when sleeping and can feed themselves independently. The childminder and parents and carers notice how this has impacted on children, with them being more content and confident. The childminder extends this support to help with bedtime routines at home.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates a thorough understanding of how to promote healthy lifestyles in children. She talks about healthy foods during mealtimes. Children visit their allotment where they grow various fruits and vegetables. The childminder has a broad understanding of the effects of unhealthy foods on oral health and obesity. She has recently booked training on oral health and has joined a programme to further extend this area of development for children. The childminder shares her expectations for healthy lunch boxes with parents and ensures that children have healthy choices. Children develop awareness of their personal safety from a young age. For example, they quickly learn how to navigate larger steps in the garden safely using techniques that the childminder has taught them. This supports children's independence and understanding of risk.

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Children's welfare and wellbeing Strong standard

The childminder uses her interactions to begin to help children understand how they are feeling. Children explore spoons with pictures of emotions on and pass these to the childminder, and she labels how they are feeling. This helps children to make links between how they are feeling and the associated words.

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Curriculum and teaching Strong standard

The childminder demonstrates expertise in understanding how young children learn. She delivers a curriculum that is tailored to help each child build on what they know and can do succinctly. The childminder carefully plans rich and exciting activities and uses high-quality interactions. She uses spontaneous moments as children play to target what she wants children to learn next. For instance, children enjoy music time every morning to build their social interactions and speech, using words such as 'shake shake'. The childminder implements daily activities with clear purpose of end goals. These include using animal name cards for self-registration, on their flannel pegs for drying hands and for places during mealtimes. From a young age, children begin to identify these leading on to recognising their names as they become older. The childminder consistently adapts her curriculum to reduce barriers in children's learning and/or wellbeing. This supports the personal

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Curriculum and teaching Strong standard

The childminder promotes children's language skills excellently. She uses repetition and clear pronunciation. The childminder understands the importance of extending and building on children's vocabulary from a young age. She uses ample songs and stories throughout the daily routines and links books with activities, promoting early literacy skills. The childminder supports children to develop strength in their physical abilities. For example, children enjoy an Easter activity, carefully hanging eggs onto a small tree. This develops their hand–eye coordination and smaller-physical skills. The childminder introduces number, size and measure into her interactions with children, helping them to build early mathematical skills.

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Inclusion Strong standard

The childminder has a wealth of knowledge and experience. She uses this to embed a highly inclusive culture, where the individual needs of children are identified early. The childminder responds to these promptly using a gradual approach. She uses robust ongoing observation and assessment to recognise emerging emotional, communication or social barriers to learning and to plan appropriate support. This means barriers to children's learning and wellbeing are reduced effectively through well-considered adaptations and inclusive practice. For example, the childminder uses targeted strategies to support children's emotional regulation and communication. This ensures that they are fully included in daily routines, play and learning alongside their peers. The childminder monitors adaptations closely and adjusts these as children's needs develop. This has a sustained positive impact on children's experiences and opportunities.

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Inclusion Strong standard

The childminder is dedicated and motivated to learn, to expand her own knowledge. She recognises the importance of targeting her training to the specific needs of children. For example, previous training around supporting children with special educational needs and/or disabilities (SEND) has provided her with secure knowledge of how to respond confidently when children need additional support.

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Inclusion Strong standard

Although the childminder does not have any child currently on roll with SEND, she has already formed close partnership working with other professionals, such as health visitors. The childminder has previously sought guidance when needed and currently implements effective strategies, such as sign language to support children's communication. The childminder demonstrates a very confident knowledge of how to use additional funding, when received, to provide specific support for those children whom it should benefit.

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Leadership and governance Strong standard

The childminder is organised, knowledgeable and strives to provide high-quality care and learning for children and their families. She embeds a continuous culture of self-evaluation. For instance, the childminder has installed a separate washroom and toilet outside, to extend children's independence in their self-care. The childminder is currently creating 'home bags' to further build on the already robust continuity of children's learning at home.

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Leadership and governance Strong standard

The childminder regularly strengthens her practice through targeted training, such as planning environments rich in language. This has helped the childminder develop her outside space to incorporate more opportunities to promote children's communication. In the future, she would like to complete forest school training to raise the quality of teaching and learning outside even further. The childminder is aware of the importance of supporting her own wellbeing.

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Leadership and governance Strong standard

The childminder has built secure partnerships with parents and carers. They recognise the significant growth in children's development since they have been attending the childminder's setting. Parents comment highly on the childminder's invested approach to caring for their children. The childminder shares relevant information with parents, creating open and honest partnerships. These include online safety and signs and symptoms of national health outbreaks. The childminder collaborates with local schools, nurseries, other childminders and provision that supports adults with special educational needs and/or disabilities. They visit the allotment together, supporting children to develop respectful relationships with others. The childminder makes decisions based on the best interests of children and families.

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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 thrive in the nurturing, safe and secure environment that the childminder creates. She supports children with her warm and responsive interactions, creating secure bonds. Children demonstrate they feel safe, as they independently approach new experiences with confidence. They begin to play alongside their peers at the age-appropriate level, as they watch and observe. The childminder works closely with families and provides excellent support from the start. This helps to settle children quickly. Children refer to family photos

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Inspector:

Chelsea Woollard that the childminder has clearly displayed and name family members. Children gain a real sense of belonging, supporting their emotional wellbeing tremendously.

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Inspector:

Children make rapid progress in their learning from their starting points, including those children who face barriers to their learning and/or wellbeing. The childminder meticulously plans the environment to ensure that learning is woven naturally into children's interests. For example, children excitedly push cars down ramps, and the childminder repeats 'ready, steady, go' to help them anticipate what is happening next. The childminder introduces basic mathematics into children's learning, such as 'big' and 'little' and counts as they put their shoes on. She places a high focus on providing varied experiences for all children, dependent on their age and abilities. Children benefit from trips out into the community to weekly music groups, to the ambulance station and to the local woods. This supports children's enjoyment and engagement in their learning. Children are well prepared for their next steps in learning.

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Inspector:

The childminder makes the most of opportunities throughout the well-embedded daily routines to help children develop their independence. From a young age, children take off their shoes and place them in the basket as they arrive. Children learn to wash their hands and eat independently. The childminder shares these learning goals with parents and carers to ensure continuity between home and setting. Children develop new skills very quickly.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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. Parents shared their views.

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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 setting

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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