Scripps, Eleanor

Childminder

Unique reference number (URN): 2745169 Registered with Ofsted: 07/12/2023 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for behaviour. There is a culture of respect and compassion. When conflicts arise, she uses conflict resolution tactics to support children to make their own responses and gives positive and purposeful praise to highlight their efforts and achievements. This allows children to build their attitudes to learning important social skills and develop respectful relationships with others.

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Behaviour, attitudes and establishing routines Strong standard

Children clearly know what is coming next. They have a routine that is stable and consistent but can be adapted, such as visiting the park in the afternoon when the children need freedom and a place to expel energy.

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Behaviour, attitudes and establishing routines Strong standard

Good practice is in place related to encouraging children's regular attendance at the setting. The childminder understands why this is important for children's achievement and shares this information with parents to help them to get into a good routine and build positive habits.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently models her clear vision for children to feel safe and secure, whether acknowledging the impact of others on children's individual experiences or ensuring that experiences planned for children will always be in their best interests. Where this is not the case, the childminder will redirect or adapt the experience, such as when visiting local playgroups.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of the stage children are at in their development. There are clear processes in place to understand children's individual starting points. The curriculum is then thoughtfully planned to ensure that children build on this knowledge. They are motivated to learn and can be seen to sustain prolonged engagement at activities. The childminder has a calm yet engaging response to children, often showing excitement as children are engaged in activities. This promotes children's self-confidence in their abilities but also gives them the support they need to challenge themselves in play and learning.

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Curriculum and teaching Strong standard

The childminder's knowledge of the areas of learning ensures she understands the need to offer a full range of activities each day. The children use play dough to support their fine motor skills, books to extend language and imagination and number stones in the dinosaur tray to promote number and quantity. The childminder also understands how each child learns and ensures that she uses a range of strategies to support this. This provides the childminder with the knowledge she needs to make adaptations for each child, such as enticing a child to experiment in sensory play-based activities by adding much-loved sea creatures.

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Achievement Expected standard

Children develop their knowledge and skills well from their starting points. They develop confidence in self and others as they learn social skills through repetitive play and role modelling. Older children are ready for the next stage of their learning journey. They talk excitedly about going to school, and the childminder uses this time to reinforce confidence and belonging. She reminds them of the skills they have already learned and helps them to understand how to use these. Children are encouraged to wash their hands and manage toileting routines as well as understanding when they might be thirsty and hungry.

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Achievement Expected standard

Language development is an area of focus, and this is supported through storytelling, singing and rhymes. The childminder asks insightful questions to further develop children's understanding. She repeats babies' babbling sounds and first words using the correct pronunciation to extend language. She understands the importance of good language development for further learning across all areas.

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Achievement Expected standard

The children are given increasingly more difficult problems to solve and they develop resilience when trying new challenges and tasks, such as when trying to measure out numbered portions of food for the dinosaurs. When it falls to the floor, they look for reassurance and simply try again.

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Children's welfare and wellbeing Expected standard

The childminder uses a broad awareness of children's individual likes and dislikes to show a general understanding of their emotional development. This includes things that may provoke these big emotions. She is warm and loving towards the children, who often climb on her lap for a cuddle or look across the room, waiting for the reassuring nod or words of encouragement that come their way. At times, they struggle to regulate their emotions, and this impacts their engagement in learning.

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Children's welfare and wellbeing Expected standard

The setting is a safe and welcoming space. Older children and other family members provide the children with simple family-based experiences, which nurtures their wellbeing. They adore the family dog, who provides them with different experiences than they might get at home. They understand what the dog needs to be healthy and how they can safely interact with her. The childminder uses different methods of co-regulation to help children navigate their emotions. Older children are then seen to offer a supportive and reassuring cuddle to younger children when they face difficulties.

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Children's welfare and wellbeing Expected standard

The children develop a good understanding of hygiene practices; they independently go to the bathroom when they come in from the garden and say 'wash hands'. They talk about germs and the need for soap to wash them away.

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Children's welfare and wellbeing Expected standard

Children's sleep is carefully managed, with safe sleeping arrangements in place. The childminder understands well children's need for rest and ensures this is planned into the daily experiences.

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Inclusion Expected standard

Precise baseline assessments, completed in a timely manner, and ongoing observation and assessment help the childminder to build her knowledge of the children. She understands the children's individual needs and ensures she uses this information to provide purposefully planned opportunities. She uses this knowledge to build additional experiences, such as visits to the local care home or the local muddy play centre.

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Inclusion Expected standard

She has a good understanding of possible barriers to learning, which enables her to make informed decisions on how to provide individualised support to children, for example those who speak English as an additional language and those developing their social and emotional skills. The childminder provides a range of experiences based on what each child knows and can already do. She completes assessments to provide the foundations of the new learning.

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Inclusion Expected standard

The childminder also understands the support services available in the local area and where to go to for support. She displays a sound knowledge of the services available for families, despite not having made any referrals to date. She is also beginning to develop her wider knowledge and understanding of additional barriers to learning.

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Leadership and governance Expected standard

The childminder has developed a lovely setting which meets the needs of the children she currently supports. She understands the strengths and areas of development and has a clear understanding of what she needs to do to make continuous improvement. She utilises support from the local authority and accesses training. She is aware of the need to continue to develop in all areas of provision. She keeps abreast of changes and expectations for the role she holds. She is ambitious for all children and uses their experiences to develop her own knowledge and understanding.

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Leadership and governance Expected standard

She works with parents as she gathers information when children start, to ensure she is meeting their needs, especially related to mealtime safety and health needs, for example. Where she is unsure or lacks some specific knowledge, she is beginning to use this to develop her own learning. This helps her to understand what each individual family needs. Further engagement with parents will enable her to provide for differing needs.

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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 giggle, snuggle and grow in this wonderfully nurturing environment. They connect with each other and with the warm, engaged childminder. They love their time at 'Nay Nay's House' and happily report this to visitors.

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

When it is time to go home, they rush to the door to greet their parents and cannot wait to tell them what they have been doing. They say a warm goodbye to the family dog, who plays a very important role in helping children to learn empathy and care for others. Children demonstrate positive behaviours and generally play together well. Where conflict arises, the

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About this setting

Unique reference number (URN): 2745169 childminder calmly offers a friendly glance and acknowledgement of the difficulties but allows the children to work through these situations independently.

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About this setting

The setting is well thought out, with a range of exciting and engaging resources that build on children's interests and next steps. The farmyard, for example, allows the younger children to practise making animal sounds. The older children enjoy counting out the different animals while noticing their similarities and differences. Children are motivated to learn as there are resources that are both familiar and different. They repeat favourite activities with ease, so the thoughtful childminder adds in elements that provoke interest and curiosity. As a result, children are engaged in the experiences on offer throughout the day.

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About this setting

Children make effective progress from their starting points, including those who speak more than one language. They develop an excellent understanding of the world around them as they participate in many first-hand experiences designed to help them to embed developing knowledge.

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Next steps

The childminder should develop consistent strategies for supporting children's emotional wellbeing. The childminder should gather information from parents to further strengthen the provision. The childminder should build on current training opportunities to develop a more targeted continuous professional development approach.

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About this inspection

The inspector spoke with children, parents and 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. Type: Childminder

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About this inspection

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

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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