Brown, Ella Niamh

Brown, Ella Niamh

Unique reference number (URN): 2750035 Address: 91 Gloucester Cresent, Northampton, NN4 8PP Type: Childminder Registered with Ofsted: 20/09/2023 Registers: EYR, CCR, VCR Registered person: Brown, Ella Niamh

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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

Children's behaviour consistently meets the childminder's high expectations. Children are settled and secure as they move seamlessly between routines. They manage their behaviour and emotional responses very well for their ages. They listen carefully and are kind, respectful and helpful. For example, young children tidy away paint trays without being asked to do so and clap themselves in response to the childminder's praise. The childminder encourages children to use what she describes as 'beautiful manners'. Children demonstrate their bonds with the childminder when they seek her out for cuddles and reassurance. The childminder adapts routines, such as preparing lunch, to allow children of all ages to take part with support. Children's attendance is monitored by the childminder who ensures parents recognise the benefits of being on time and taking part in all available sessions.

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Behaviour, attitudes and establishing routines Strong standard

Children share resources and take turns, cooperating effectively as they play. Occasionally, the childminder expertly intervenes to support children's skills in managing any disagreements. The positive outcomes are successful in supporting children to deal increasingly well with these situations independently. The childminder provides plenty of opportunities for children to practise their social skills in the wider community, such as at intergenerational groups, cafes and shops.

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Children's welfare and wellbeing Strong standard

The childminder provides a nurturing environment where children thrive. Her inclusive approach ensures all children feel safe, calm and supported. The caring childminder is committed to promoting children's welfare and wellbeing. For example, she encourages young children to use a mirror as they wipe their own noses. They throw away the tissue and wash their hands independently. Children are proud when the childminder praises their efforts. The childminder explains to children why they need to follow careful hygiene procedures about making healthy lifestyle choices. She involves children fully in preparing fruit and sandwiches for lunch. Children chop apples and strawberries and spread butter on bread. They assess risks while building an obstacle course to ensure there are no hazards for themselves and their friends. They delight in the physical challenges as they climb, balance and jump around the course.

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Children's welfare and wellbeing Strong standard

The childminder uses stories and soft toys to illustrate different feelings. Children identify their emotions and those of others and learn to regulate their responses. Their emotional wellbeing is supported by effective routines, such as naptimes that allow them to rest when needed, under the childminder's close supervision. The childminder knows how to support weaning and feeding routines for babies.

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Curriculum and teaching Strong standard

The childminder delivers a high-quality curriculum, taking account of any barriers to learning. The childminder skilfully extends learning as children play. For instance, she introduces

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Expected standard

information about colour mixing while children experiment with painting on slabs. The childminder identifies what children already know and can do and accurate next steps. These are shared with parents to promote consistent learning at home.

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Expected standard

The childminder models rich language. This helps older children use wide vocabulary in their role play. She teaches young children signs to communicate their needs, alongside introducing additional language. She repeats words clearly to them while they pour water from jugs into tubes. They shout 'water!', sharing their joy as they investigate what happens next.

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Expected standard

The childminder prioritises children's positive emotional development and independence. She ensures that children develop effective skills, such as changing clothes, toileting and handwashing. There is a strong focus on children's self-esteem and social skills in preparation for future learning, including school.

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Expected standard

Mathematical language is specifically introduced including numbers, measures and shapes. When children choose to paint, the childminder asks them how many brushes are needed. She offers a tape measure for them to measure their snake, painted on the ground.

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Achievement Expected standard

Generally, children are well-prepared for the next stage of their learning including the eventual move onto school. All children demonstrate a positive attitude and achieve well from their starting points. Older children spur on younger ones saying 'you can do it', as they 'have a go' at tasks, such as watering seeds in plant pots. They solve problems while building an obstacle course in the garden. Children cooperate to gather equipment to create a circle. They work out what they need and help each other to place objects.

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Achievement Expected standard

Children socialise as they play imaginatively with friends. For instance, they invite others to join their games. Children of all ages show a love of books, joining in with refrains gleefully. Young children jump up with excitement as they listen to number rhymes. Older children count confidently and recognise the number of dots on dice without reciting the sequence.

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Inclusion Expected standard

There are currently no children on roll with special educational needs and/or disabilities (SEND) or known to social care. Nevertheless, the childminder demonstrates a sound understanding of inclusive practice and how to secure early help for children. She is familiar with current guidance about supporting children with barriers to learning and wellbeing. Parents comment that the childminder has made changes to the environment, activities and routines to meet the needs of children with SEND, in the past. They recognise how effectively she identified delays in development at an early stage and supported them to access professional support and funding. The childminder uses assessment and observations to inform planning for individual children. She shows that she values each child for their unique qualities. For example, she finds out about their backgrounds, needs and interests from the start. The childminder

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Inclusion Expected standard

constantly monitors children's progress and reviews targets set. She ensures experiences and routines are accessible and engaging for all children. A graduated approach ensures teaching and learning are adapted to address any gaps in learning and narrow these promptly. The childminder knows the importance of using any additional funding to benefit children, including providing specialised resources and equipment.

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Leadership and governance Expected standard

The childminder reflects continuously on her practice, in collaboration with her co- childminder. She has a clear vision, informed by parents' and children's views, of how to provide a high-quality learning environment. For example, she has made improvements to the outdoor area to meet the needs of changing age groups and all abilities. Partnership working with parents is a priority. The ongoing exchange of information with families ensures that parents feel fully engaged in, and contribute significantly to, their children's education. Parents say that children feel that they belong at the childminder's home and are always eager to attend.

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Leadership and governance Expected standard

Overall, the childminder uses her high level of knowledge and skills to ensure children are well prepared for the next stage of their learning. She identifies training priorities, such as supporting children with special educational needs and/or disabilities (SEND). The childminder has some experience of work with children with SEND and uses the assess, plan, do and review approach to benefit all children including those with any identified barriers or gaps in learning, such as speech delays. However, she has not yet completed, and applied to her practice, additional training in working with babies and young children.

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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 have great fun at the childminder's home, smiling and giggling as they play. They are curious and engaged as they explore the stimulating environment. The childminder identifies the unique qualities of each child. This helps her to use every opportunity to build on what children already know and can do as they play. For example, while children complete a bug hunt for model insects in a tray of soil, she introduces new vocabulary, such as 'scorpion'. When older children identify similarities in appearance with crabs she talks about their pincers. This helps children to make connections in their learning. The childminder tailors her curriculum and teaching to include all children. For instance, younger children practise their fine motor skills as they use tweezers to pick up the bugs while older ones make marks to record the insects that they find. Young children repeat 'fly, fly, fly', showing their understanding as they move a butterfly model around. Children take a lead in

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

their learning. One example of this is when they use their imaginations to invent a new game where they pretend to be crocodiles.

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

Children demonstrate positive relationships with the childminder and each other. They exclaim 'you are my best friend' and go to the childminder for hugs and chats. The childminder supports children to cooperate with each other, modelling ways to resolve minor disputes successfully. Children are confident and independent during routines. For example, they wipe their faces after eating, check in the mirror, throw away their tissue safely and then wash their hands thoroughly. Families value the achievements of children during their time with the childminder. They benefit from ongoing exchanges of information, including expectations about attendance, with the childminder. This helps to ensure they understand the importance of regular attendance and punctuality.

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Address:

91 Gloucester Cresent Northampton NN4 8PP

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should target professional development to enhance knowledge of how to support babies and the youngest children even further.

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About this inspection

The inspector spoke with the childminder, her co-childminder and the children 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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