Whitehouse, Sarah

Whitehouse, Sarah

Unique reference number (URN): 2777422 Address: 60 Woodfield Avenue, Brierley Hill, DY5 4RE Type: Childminder Registered with Ofsted: 08/03/2024 Registers: EYR, CCR Registered person: Whitehouse, Sarah

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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 Expected standard

All children make good progress from their individual starting points. Children explore freely, are curious, inquisitive learners and develop their own play ideas. Children develop their language skills well through positive interactions and conversations. This helps children to build confidence, extend vocabulary and strengthen their communication skills. Children also make good progress in their physical development. They benefit from daily outdoor play in the childminder's garden to run, jump and climb. Children develop strength and stamina in their hands and fingers as they use tools to manipulate and shape play dough. They develop positive relationships with both the childminder and other minded children at the setting. Continuing to build on children's interests, strengths and individual skills will further support their confidence, independence and resilience in learning across all areas of

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes to parents the importance of regular attendance and punctuality, recognising the positive impact this has on children's learning and development. This helps to ensure children attend consistently and benefit fully from the experiences and routines provided. Children form positive relationships with the childminder and are settled, secure and happy in her care. They confidently seek reassurance and comfort when needed, and the childminder responds sensitively with praise, encouragement and reassurance, supporting children's emotional wellbeing. The childminder creates a welcoming environment where expectations for behaviour are communicated clearly and encouraged effectively. She works in respectful partnership with parents, sharing ideas and promoting a positive approach to supporting children's behaviour at home.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with daily routines, which helps them settle quickly and feel secure. The childminder acts as a positive role model and supports children to understand appropriate behaviour through consistent boundaries, praise and gentle reminders. She takes into account children's ages, stages of development and individual needs, including providing additional support for children who are at an early stage of developing their ability to control their emotions. As a result, children generally behave well and develop positive relationships with both the childminder and their peers. However, opportunities to further strengthen how children manage their own feelings and behaviour are not consistently embedded in practice.

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Children's welfare and wellbeing Expected standard

The childminder meets the individual care needs of children effectively and demonstrates a secure understanding of how to support children who require additional assistance. She adapts her practice to ensure all children are fully included. The childminder makes sure that her home environment is safe, secure and welcoming, providing a calm and nurturing space that supports children's play and learning. Children are confident in the setting. They freely request toys and resources and make independent choices about when to access the outdoor area. The childminder promotes children's independence well. Children are encouraged to manage their personal care, such as wiping their noses and disposing of tissues appropriately. The childminder encourages children to use the toilet independently. She responds sensitively when children seek support when needed.

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Children's welfare and wellbeing Expected standard

The childminder works in partnership with parents to embed positive eating habits. Snack times are relaxed, social occasions with meaningful conversations that support children's communication and language well. Children's contributions are valued and praised. Warm, responsive relationships help children feel safe, secure and emotionally supported. During snack times, the childminder thoughtfully supports children to make independent choices from their lunchboxes, promoting autonomy and decision-making skills. Opportunities to consistently encourage and develop lifelong healthy habits, including healthy food choices and appropriate portion awareness, are not yet fully embedded in practice.

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Curriculum and teaching Expected standard

The childminder provides a stimulating curriculum that supports children's development across all areas of learning. She demonstrates a secure knowledge of how children learn. The childminder delivers a broad curriculum that generally builds well on children's interests, experiences and starting points. She knows the children well and plans purposeful activities that encourage engagement, independence and creativity.

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Curriculum and teaching Expected standard

Children are supported to make choices, share ideas and participate confidently in activities. The childminder arranges meaningful learning opportunities for children. For example, she provides water-play experiences for children to learn about mathematical concepts, such as measuring and comparing volume. Opportunities for children to learn important knowledge and skills are carefully woven throughout routines, play experiences and outings by the childminder. This supports children's overall wellbeing and development. Communication and language are prioritised effectively.

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Curriculum and teaching Expected standard

The childminder uses praise, encouragement and carefully considered questioning to extend children's thinking, develop confidence and support positive interactions. She promotes warm and secure relationships and reflects on her practice to help meet children's individual needs. Teaching is adapted appropriately, including for children with barriers to their learning, to help ensure they are supported to make progress. To strengthen her provision, the childminder should further develop her curriculum to ensure consistently high quality and high expectations for what children can achieve.

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Inclusion Expected standard

The childminder demonstrates a proactive, reflective and child-centred approach to identifying and supporting children with emerging additional needs. She monitors children's development and ably recognises potential gaps or barriers to learning, such as those relating to language, sensory, anxiety or dietary difficulties. While the childminder responds appropriately to concerns, she would benefit from developing her confidence in professional relationships with parents to ensure that any barriers are addressed effectively and ensuring children receive timely and effective support to promote their wellbeing and development. The childminder recognises the importance of building trusting relationships with families and understands that some parents may initially have differing views regarding children's needs. She continues to monitor children carefully and revisits concerns appropriately when required. The childminder seeks advice and guidance from relevant professionals, including

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Inclusion Expected standard

the local authority and health services, to ensure children and families can access appropriate support. She demonstrates a commitment to developing her own knowledge through independent research and professional guidance, using this information to adapt her practice and to carefully apply children's individual learning plans. The childminder understands children's individual needs and has high expectations for all children. She promotes inclusive practice through adapted activities, effective partnership working and a commitment to reducing barriers to learning and development.

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Leadership and governance Expected standard

The childminder places clear emphasis on effective partnership working with parents and other professionals. She maintains regular communication with parents, ensuring they are informed about their children's learning, development and welfare. She also works closely with other settings that minded children attend, promoting a consistent approach to learning and supporting continuity across other settings.

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Leadership and governance Expected standard

Parents speak positively about the childminder's practice and value the opportunities to contribute to their children's learning. They comment warmly on the caring relationships the childminder has established and report that their children are happy, settled and eager to attend. As a result, children benefit from consistent and individualised support that the childminder thoughtfully provides, which reflects their needs and interests.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to ongoing professional development. She has identified areas she would like to strengthen further, including developing her knowledge and confidence in supporting children with physical disabilities should the need arise in the future. She regularly meets with other childminders, engages in webinars and training and seeks professional advice to enhance her knowledge and practice. The childminder recognises that there is scope for improvement in her work to strengthen practice even further.

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

Children experience a warm, nurturing and engaging environment where they feel valued as individuals. They form secure relationships with the childminder, confidently seeking comfort and reassurance when needed. The childminder knows the children in her care very well and plans enjoyable experiences based on their interests, helping them feel motivated and eager to learn. For example, children explore activities such as a worm and mud tray, where they develop their finger muscles and engage in sensory play. Older children explore early mathematical concepts, such as counting, with the careful help of the childminder. The childminder sensitively encourages quieter children to participate in conversations, helping to build their confidence. As a result, children show increasing confidence in their interactions and play positively alongside others.

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

The childminder places a high priority on developing relationships with children and their families. Attendance is supported through consistent routines and a collaborative approach with families. Children benefit from regular outings, including visits to a country park and local stay-and-play groups. These experiences provide valuable opportunities to interact with others in the community, including other childminders and their children, supporting children's development of social skills and confidence.

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

The childminder recognises the importance of effective communication with other settings that children attend and actively communicates with them to support continuity of care and learning. She also gathers detailed information from parents prior to children starting and throughout any changes in circumstances. She uses this knowledge to inform and adapt her

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Address:

60 Woodfield Avenue Brierley Hill DY5 4RE

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Address:

Registration date: 08/03/2024 care and well-thought-out curriculum, ensuring all children make positive progress from their individual starting points.

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Next steps

The childminder should deepen her knowledge to make adjustments that ensure consistent, positive improvements to children's opportunities and experiences. The childminder should further develop her curriculum to ensure consistently high quality and high expectations for what children can achieve. The childminder should develop confidence in supporting parents while maintaining positive and consistent communication to promote children's individual needs and developmental outcomes. The childminder should further strengthen her provision to support children to develop skills to increasingly manage their own feelings and behaviour and to develop lifelong healthy habits.

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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. Registered person: Whitehouse, Sarah

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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