Bateman, Katie Jane

Bateman, Katie Jane

Unique reference number (URN): EY559283 Address: 131 Scarlett Avenue, Wendover, Aylesbury, Buckinghamshire, HP22 5BD Type: Childminder Registered with Ofsted: Registers: EYR, CCR, VCR Registered person: Bateman, Katie Jane

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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's achievement, including those who face barriers to learning, is excellent across the curriculum and all areas of learning. They effectively develop the age-appropriate knowledge and skills for their future success. Children are talkative in their own ways and enjoy greeting their friends by name. Children create amazing structures with magnetic tiles. Children show an excellent ability with numbers, completing simple sums and recognising numerals beyond 10. Children are developing independence skills, such as having a go at putting on clothes to go outside and cutting their own fruit at snack time. Children delight in action songs and making sounds and patterns with wooden claves. They take turns to choose a favourite song from a bag of props. They also carefully observe and copy patterns made by the childminder or their peers. Children have excellent listening and observation skills. They demonstrate these on their walk, listening for aeroplanes and spotting dens built

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children's behaviour. There is a positive environment where children understand what is expected of them. The childminder models effectively the behaviour and interactions she expects from children. Children enjoy the company of their peers and the childminder and play collaboratively or alongside each other. Children are kind and keen to help and support their friends. As needed, the childminder carefully helps children to share and take turns, such as when they are creating models with dough and need to share the tools. The childminder and children have close bonds and share warm and respectful relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives an abundance of praise and encouragement to children. This helps them to feel proud of their achievements and promotes their self-esteem and emotional wellbeing. Children concentrate extremely well and show sustained interest in activities. They are excited to learn and show consistently positive attitudes to learning new things. The childminder also encourages them to make choices in their play and to select things they like. This supports them to develop their interests and attention.

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Behaviour, attitudes and establishing routines Strong standard

The childminder talks to parents about the importance of regular attendance and punctuality. This enables them to ensure their children develop excellent habits for their future learning.

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Children's welfare and wellbeing Strong standard

The childminder knows the children in her care extremely well and takes her role as their key person very seriously. She has developed close bonds with all the children and they seek comfort and reassurance from her as needed. This ensures they feel extremely safe and secure in her care and are able to learn and thrive.

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Children's welfare and wellbeing Strong standard

Children understand care routines, such as needing to wash hands, to put their paper towels in the bin and to sit up to the table for snack. The childminder encourages the children to use safety knives to have a go at chopping up their fruit. This enables them to learn about safe risks.

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Children's welfare and wellbeing Strong standard

The childminder provides healthy, nutritious and well-balanced meals and snacks for children. She introduces lots of new foods and textures to children to widen their diets. The childminder talks to children about making healthy choices and the importance of drinking water to stay hydrated. The childminder works closely with parents to support children's oral health, talking about regular toothbrushing and ensuring they are registered with a dentist and attending appointments. Children have daily opportunities to be outside and be physically active. For example, they go for local walks and to the park as well as to soft play centres. When out and about, the childminder reminds children about safety. For example, she reminds them to walk carefully where there are tree roots and to take safe risks climbing over logs.

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Curriculum and teaching Strong standard

The childminder delivers a highly effective and inclusive curriculum for children. This is well sequenced and focuses on embedding knowledge and skills over time through revisiting learning and experiences. The childminder provides activities and real-life experiences for children that follow her ambitious curriculum. For example, she plans to develop a love of books and prioritise children's speech and language development. She focuses on communication and language development through the use of conversations, introducing new vocabulary and sharing stories and songs. This ensures children make excellent progress in this area and can communicate their thoughts, wants and needs confidently. The childminder also prioritises trips and time outside as she values children having fresh air, being physically active and learning about the wider world. Children delight in listening to favourite stories, such as 'The Bear Hunt'. The childminder embeds the learning from this

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Curriculum and teaching Strong standard

through taking the stories and familiar phrases from this on their walk.

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Curriculum and teaching Strong standard

The childminder is skilful at adapting her teaching and interactions according to children's needs. She ensures all children are included and can be part of the different activities. The childminder identifies stages of development very well, drawing on her secure knowledge of child development. The childminder then plans and delivers simple and effective activities for children, focusing on learning through play, but skilfully developing ideas and concepts with children as they play. Her planned activities cover multiple areas of learning. She carefully manages supporting children's individual ideas and direction alongside each other. She weaves number knowledge and mathematical concepts through her activities and experiences, and children demonstrate highly impressive mathematical skills.

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Inclusion Strong standard

The setting is highly inclusive for all children. The childminder has high expectations for all children, irrespective of their starting points or any barriers they may face. She ensures all children feel included, supported and valued by providing a nurturing and welcoming environment for them. She has highly effective systems in place to identify any emerging needs or gaps in learning. She puts pertinent strategies and interventions in place to support all children to make progress. For example, she adapts the language she uses with children to support their communication and language needs. The childminder also tweaks and adapts her curriculum effectively to ensure all children can access this in a way that suits them.

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Inclusion Strong standard

The childminder works closely with parents where children need additional support, such as with speech or self-care needs. This ensures a consistent approach is used to support children's ongoing development. The childminder fully understands how to access external support for children when needed. For example, she seeks support when the interventions she has developed are not working to help children make effective progress. She is aware of the additional funding children may be eligible for and shares this information with parents to ensure children receive everything they are entitled to.

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Leadership and governance Strong standard

The childminder is extremely reflective. She has an accurate understanding of her own strengths and weaknesses. The childminder realises there is always room for improvement to have the biggest impact on outcomes for all children. She has made changes to her practice and environment since the last inspection to improve outcomes for children. She now provides more ways for children to select their own resources and has adjusted how children use comforters during the day to ensure this does not impact on their development.

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Leadership and governance Strong standard

The childminder works effectively and closely with parents, providing advice and guidance as needed. She places a high priority on these relationships to provide consistent care for children with shared goals. She provides parents with regular feedback about their children, both verbally and in written reports. She provides weekly photos so parents can see their children's activities and learning.

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Leadership and governance Strong standard

The childminder also prioritises her own learning and professional development. She regularly attends training and reads updates and online information. This ensures she keeps her own knowledge and skills current and that she can provide high-quality care for children. For example, following training relating to the curriculum, the childminder has amended the information she gathers when children first start.

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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, have a solid sense of belonging and feel valued in this homely childminder setting. The childminder values the uniqueness of all families and ensures she takes any of their personal barriers into account to meet all children's individual needs. Families are warmly welcomed and their views valued through strong partnerships with the childminder and the promotion of regular attendance. Children benefit from close bonds with the childminder and each other and confidently seek comfort or reassurance as needed. The environment is very child-orientated and safe and has been organised well by the childminder. She has made some changes since her last inspection to ensure children can select from the abundance of resources freely and make independent choices.

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

Children behave extremely well and show a great desire to learn. Children are happy, confident and settled in the nurturing setting. They delight in the wide variety of experiences the childminder provides for them. They spend time outside daily in the fresh air, such as on local woodland walks or visiting the zoo. The childminder skilfully uses all these experiences to develop children's knowledge and skills. Children use their observation and listening skills in the woods to identify sounds they hear and spot flowers growing. Children are very eager to join in and have a go at the different activities the childminder offers. However, they also have the confidence and freedom to indicate they would prefer to do something else. They particularly enjoy creating with construction materials and building car tracks. Where gaps in children's learning are identified, the childminder works swiftly to put appropriate strategies

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

in place to address these. All children make excellent progress in their learning and work rapidly towards being ready for their next stage in learning, including school.

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Address:

131 Scarlett Avenue Wendover Aylesbury Buckinghamshire HP22 5BD

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Registration date:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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 childminder and children during the inspection. The inspector also received written feedback from parents and/or carers.

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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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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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