Bayliss, Paige Elizabeth

Bayliss, Paige Elizabeth

Unique reference number (URN): 2776545 Address: 34 Derry Close, Aldershot, GU12 5SR Type: Childminder Registered with Ofsted: 10/05/2024 Registers: EYR, CCR, VCR Registered person: Bayliss, Paige Elizabeth

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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

All children, including those with special educational needs and/or disabilities (SEND), make rapid progress in all areas of learning, particularly in their communication and language development. Children confidently use mathematical language in their play. They confidently count as they roll balls down guttering and eagerly predict whether objects, such as ducks, will travel down successfully. Children demonstrate high levels of independence and persevere as they put on outdoor clothing and shoes in readiness for outdoor play. This supports the development of self-help skills in preparation for their move to nursery or school. Children naturally share resources and experiences with others, demonstrating kindness and consideration towards their peers. They communicate confidently in a variety of ways, including through speech, signing and gestures. This helps them to express their ideas and engage fully in activities. All children, including those with SEND, thrive in the

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Achievement Strong standard

setting and make consistent progress from their starting points in all areas of development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has an excellent understanding of each child's individual character. This enables her to build highly secure and trusting relationships. She establishes clear and consistent boundaries, which children know well. The childminder uses strategies, such as visual aids, to support children's understanding of routines. She communicates with children at a level appropriate to their understanding. The childminder uses a variety of strategies to support children to prepare effectively for transitions throughout the day. For example, she gives children a five-minute warning, both visually and verbally, before it is time to go inside.

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Behaviour, attitudes and establishing routines Strong standard

The childminder responds sensitively to children's emotions and values their ideas. For example, she agrees to leave activities out so children can return to them later in the day. This has a positive impact on children's attitudes to learning. The childminder is incredibly calm and patient. She consistently promotes respect and empathy throughout her home. This helps children to develop a secure understanding of their emotions and those of their friends. Children consistently show kindness and consideration towards one another, and treat each other with care. For instance, they warmly say goodnight to their friends before settling down to sleep.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains accurate records of children's attendance. She works closely with parents and carers from the beginning to emphasise the importance of regular attendance. This helps children to develop secure routines, supporting their emotional wellbeing and helping them to feel ready to learn.

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Children's welfare and wellbeing Strong standard

The childminder supports children's emotional wellbeing highly effectively. She creates an environment where children develop a secure sense of belonging. For example, the childminder does this through displaying children's artwork throughout the setting. The childminder builds trusting relationships with children, who readily approach her for reassurance and comfort when needed. She listens carefully to children's ideas and requests, helping them to feel valued and respected.

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Children's welfare and wellbeing Strong standard

The childminder provides children with well-balanced and healthy meals and snacks. She encourages them through signing and verbal communication to describe different tastes and textures. Children confidently ask for more delicious fruit. Children benefit from frequent opportunities to develop their physical skills. They build strength, coordination and confidence through daily outdoor play in the garden and walks to the local woods.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop independence in managing their personal care. For example, children find their own tissues, look in the mirror and independently blow their noses. The childminder encourages children to express their feelings. Children readily use words such as 'happy' and 'excited' during their play and daily routines. The childminder gives children clear explanations and time to adjust to changes in routines. She ensures all children understand what is coming next through the effective use of visual aids, for example. All children show that they feel safe and secure. After lunch, they naturally help to prepare their sleeping mats and settle calmly for their nap.

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Curriculum and teaching Strong standard

The childminder meticulously sequences her curriculum around the unique individual needs of the children she cares for. She uses her accurate assessments from the outset to precisely focus on children's next steps in learning. The childminder makes adaptations to her curriculum for children with special educational needs and/or disabilities and those who may face barriers to learning. She supports children's curiosity, language and communication remarkably well.

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Curriculum and teaching Strong standard

The childminder inspires children to explore and make discoveries independently. As children investigate cause and effect using sponges, she introduces descriptive language such as 'dry' and 'crusty'. Children watch in fascination as they dip the sponges into water and observe the changes that occur. The childminder further extends their learning through introducing new vocabulary, such as 'absorb' and 'squeeze', as children continue to experiment. The childminder adapts her teaching highly effectively to meet children's individual needs. She communicates in a variety of ways, including through signing, visual aids and clear modelling. This ensures all children fully access and engage in their learning.

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Curriculum and teaching Strong standard

The childminder supports children's mathematical development highly effectively. She introduces mathematical language, such as 'bigger' and 'smaller', as children explore with bubbles. The childminder consistently asks thoughtful questions that encourage children to think critically and develop their problem-solving skills. She skilfully follows children's interests in transportation to extend their understanding of size and capacity, encouraging them to investigate whether different objects will fit into containers.

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Inclusion Strong standard

The childminder is highly committed to providing an inclusive environment. She offers exceptional support for children with special educational needs and/or disabilities (SEND). Through meticulous observations and ongoing assessments, the childminder quickly identifies any emerging gaps or barriers in children's learning and development. The childminder acts promptly to work alongside parents and carers and professionals, including local authority advisers. This ensures she implements targeted support and early intervention without delay.

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Inclusion Strong standard

The childminder places a great emphasis on getting to know children and their families well. She works closely with parents. The childminder regularly shares information about children's progress. She offers practical ideas to support their children's learning at home. The childminder also maintains highly effective communication with other professionals and settings that children attend. This helps to provide continuity in children's care and learning.

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Inclusion Strong standard

All children, including those with SEND, receive consistent and carefully coordinated support and make excellent progress from their starting points. The childminder adapts her teaching effectively. All children benefit from interactions that promote their learning and development. The childminder engages in professional development opportunities that reflect the needs of the children in her care. This strengthens her knowledge of how to support a diverse range of learning needs. The childminder demonstrates a secure understanding of how additional funding can be used effectively to support children's ongoing progress.

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Leadership and governance Strong standard

The childminder demonstrates a highly reflective approach and is deeply committed to continually enhancing her practice. She regularly engages in purposeful professional development. This helps to strengthen her knowledge and ensure she meets the needs of all children effectively, including those with special educational needs and/or disabilities (SEND). For example, training focused on managing children's behaviour has inspired the childminder to enhance strategies that support children in managing their emotions, such as through the use of a calming area. In addition, the childminder works closely with another childminder, sharing resources and engaging in professional discussions to exchange knowledge and share effective practice. She also networks through digital platforms to build on her skills even further. This supports her ongoing evaluation of the provision and helps her to identify further ways to strengthen children's learning experiences.

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Leadership and governance Strong standard

The childminder works successfully with other professionals to ensure children with SEND benefit from a coordinated and consistent approach. She has also established positive relationships with pre-schools to ensure continuity of care and consistency in learning. Partnerships with parents and carers are highly effective. The childminder keeps parents well informed through regular communication, sharing guidance and ideas to help extend children's learning at home. Parents say the childminder has a genuine passion for supporting the children in her care.

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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 care of the nurturing childminder. Consistent routines and clear expectations help children to feel confident and emotionally settled. Children show that they feel safe and valued within the setting. They develop a secure sense of belonging in the childminder's home. Positive partnerships with parents and carers, including shared expectations around regular attendance, further support children's emotional security and wellbeing. Children enjoy a stimulating and varied curriculum that promotes their learning across all areas of development. The environment is thoughtfully organised to meet the

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Inspector:

Jane Franks individual needs of children, including children with special educational needs and/or disabilities.

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Inspector:

Children develop excellent language and communication skills. They show secure relationships as they laugh together and take turns squeezing bubbles, excitedly repeating words such as 'pop'. Visual prompts and familiar routines help children to understand what is happening next and support all children to take part fully. Children enthusiastically join in with action rhymes. They build on the physical skills as they learn to move their bodies in different ways. Children enthusiastically act out familiar stories, such as 'The Three Little Pigs', helping them to embed their understanding of counting and number in imaginative ways. They explore mathematical concepts as they measure objects and use language, such as 'longer' and 'shorter', accurately in context.

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Inspector:

Children gain valuable experiences within the wider community and develop an understanding of the world around them. They enjoy visits to charity shops, where they begin to learn about the needs of others. Regular visits to libraries and playgroups help children to socialise positively with others and build confidence in different social environments. Children explore local woodland areas, where they learn about nature and begin to understand how to care for the environment. Through role-play experiences, such as creating a café, children extend their understanding of healthy lifestyles. They enjoy writing menus and talking about nutritious foods as part of their play. Children demonstrate a growing awareness of personal safety. For example, they explain that safety knives are sharp and understand the importance of using them carefully.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on enhancing their outdoor garden even further to create a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the children and 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: Bayliss, Paige Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

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