Brady, Emily Claire

Brady, Emily Claire

Unique reference number (URN): 2770559 Address: 29 Kitchener Drive, Eaton Leys, Milton Keynes, MK17 9GE Type: Childminder Registered with Ofsted: 09/01/2024 Registers: EYR, CCR, VCR Registered person: Brady, Emily Claire

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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

Typically, children develop the skills and knowledge they need for their future learning, including the move to school or nursery when the time comes. They learn to make their needs known and to complete age-appropriate, self-care tasks for themselves. Babies learn to crawl and walk and older children to move in a range of different ways. All children learn to play cooperatively and to use toys and resources with care and purpose. Children, including children who speak English as an additional language, learn to listen, understand and express their views and needs. Children learn to show care and concern, such as for living creatures. They learn about their local community and the wider world. For example, they learn about dinosaurs, animals and special days from their own and other children's cultures. They learn to enjoy finding out about things and develop their natural curiosity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is clear and consistent about behavioural expectations and children's behaviour is age appropriate. She teaches children the explicit skills they need to play cooperatively. For example, she plays fun games that encourage turn taking. Babies and young children play together harmoniously. The childminder establishes attendance routines that give consistency to children, while also giving families the flexibility they need to meet their needs. Overall, the childminder helps children focus and engage well, although this is not fully consistent, such as at some routine times. The trusting relationships the childminder builds with children are a real strength of her practice. She is highly successful at making children feel safe and welcome. She speaks warmly to all children. She offers lots of praise and is highly attuned to children's needs and levels of wellbeing. As a result, children,

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Behaviour, attitudes and establishing routines Expected standard

including those new to her care, quickly see her as a trusted adult and look to her for reassurance when needed. They reach to her for cuddles and she willingly gives these. As a result, children are reassured and promptly resume their happy play and learning. The childminder ensures parents understand the benefits to children of regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming space, where children enjoy their learning and play. She understands the importance of fresh air and exercise to children's health, and incorporates opportunities for both into her daily routines. She understands the importance of continuity of routines to children's sense of wellbeing. She finds out about children's preferences and routines before they start to ensure continuity for children and works with parents to adapt routines as children grow and develop. For example, she works with parents to support toilet training and weaning. She provides nutritious meals and uses words such as, 'Yummy' and 'delicious' to describe what children are eating, which helps promote a positive view of healthy foods. However, her organisation of mealtimes does not fully help all children develop all the healthy habits they need to enjoy social mealtimes. For example, she does not fully consider how to help children remain at the table, to enjoy the

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Children's welfare and wellbeing Expected standard

company of others after they have quelled their initial appetites. The childminder meets all children's personal care needs with dignity, and also uses these times to further build warm and trusting attachments. As she changes babies' nappies she smiles and sings to them. Babies enjoy snuggling into the childminder as they drink their milk before nap times.

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Curriculum and teaching Expected standard

The childminder develops a broad curriculum that give children the skills and knowledge they need for their future learning. She considers how she can meet children's individual needs, alongside exposing children to experiences and knowledge that may be new to them. For example, alongside focusing on very young children's movement skills, she teaches them how to care for living things, such as how to care for the pet guinea pigs. The childminder explicitly teaches children how to take turns. For example, she plays games with children where they take turns with her to make the noises that dinosaurs would make. The childminder supports children's language development very effectively. She models words and phrases, talks to children about what they are doing and incorporates lots of singing and story reading into the children's day. She introduces young children to numbers and mathematical terms. She is clear about how she can adapt her teaching to the needs of

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Curriculum and teaching Expected standard

vulnerable children if needed. Overall, she delivers teaching very effectively. However, she sometimes over complicates activities, such as by introducing lots of different resources at once, and at these times children find it harder to focus on the main learning intent and teaching is less effective. During transition times the childminder does not plan as precisely for children's learning, so although children are safe and happy they are not as engaged in meaningful learning as at other times.

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Inclusion Expected standard

The childminder wants all children to achieve well and to be safe and happy. She is not currently looking after any children with special educational needs and/or disabilities. However, she shows an accurate understanding of how to identify concerns and how to use her assessments of children to do so. She is able to explain how she would plan for children's needs, closely monitor their progress and reach out to other professionals, if needed, to further understand, and meet, children's needs. She is able to explain how she would adapt her curriculum to meet individual needs, such as with specific support for social or language development. The childminder is clear about other potential barriers to learning, and how she can support these. For example, she has a strong focus on supporting language development with children who speak English as an additional language. She understands how useful stories, songs and a focus on commonly used words can be to aid

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Inclusion Expected standard

comprehension and build children's vocabulary in the English language. The childminder carefully considers how to use any additional funding she receives to enhance learning for individual children, always with a focus on closing any gaps in learning or experiences they may have at home.

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Leadership and governance Expected standard

The childminder is clear about what she wants for all children. She is keen to enhance the quality of her practice further. For example, she recognises the need to further improve arrangements for mealtimes. She has made use of many opportunities to further her own professional development and used this well to strengthen her practice. For example, she has sought out specific training to enable her to be well placed to identify and meet the needs of children with special educational needs and/or disabilities, or other barriers to their learning. The training she has completed on supporting children's language development has led to this being a highly effective area of practice. She uses additional funding thoughtfully and in the best interests of children. She is keen to develop the quality of her practice further still. She builds effective partnerships with parents and other professionals involved in children's care and learning. Parents have an accurate understanding of their

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Leadership and governance Expected standard

children's progress. The childminder is especially effective in using these partnerships to understand children's interests and personalities and using this information to ensure children settle and enjoy being with her. When children attend other settings, the childminder works closely with other professionals to develop a rounded picture of children's learning and wellbeing.

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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 are safe and happy. They benefit from being cared for by a childminder who focuses closely on their safety and wellbeing. Children play and learn in a safe environment, where resources are well matched to their ages. Children new to the childminder's care settle very well because the childminder takes time and care to understand their needs, interests and routines, so she can ensure there is continuity between their homes and her home. This ensures there is the familiarity that children need to feel welcome and comfortable to be somewhere new. For example, children bring comforters and sleep suits from home to use at nap times at the childminder's home. Children and babies enjoy being with each other. They smile at their friends and happily play and learn alongside each other. From a very young age they learn to make friends and that it is fun to involve others in their play. These warm relationships are equally as well established with the childminder. Babies

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

and children smile on seeing her and receive lots of smiles and cuddles throughout the day, which further supports their emotional wellbeing.

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

Children develop a range of age-appropriate skills and knowledge during their time with the childminder. They learn to take turns and share. They develop the confidence to vocalise their needs and opinions. They learn to explore independently. They develop a secure set of physical skills. For example, babies learn to move independently and to pull themselves to standing. All children progress well from their starting points and are prepared well for the next steps in their learning, including starting nursery or school when the time comes.

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Next steps

The childminder should improve the delivery of some activities so that resources enhance focus and learning rather than distract. The childminder should improve how transition times, such as after meals or when meeting other children's care needs, are planned, so that there continues to be a strong focus on children's learning and development. The childminder should make better use of mealtimes to establish healthy habits in relation to sitting at the table and enjoying sociable mealtimes.

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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

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Address:

29 Kitchener Drive Eaton Leys Milton Keynes MK17 9GE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:45 - 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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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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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

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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