Garner, Wendy Marie

Childminder

Unique reference number (URN): 2554365 Registered with Ofsted: 19/11/2019 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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Achievement Expected standard

Children demonstrate effective communication and mathematical skills through activities such as stories, nursery rhymes and construction. Children develop their social skills and build secure friendships as they learn to contribute and negotiate with each other. For example, older children help younger ones, in the garden, to navigate the slide and play equipment.

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Achievement Expected standard

Children are supported to reduce any barriers to learning and develop early skills that support their next stage of learning. Children use tools during their play, which helps them to develop small muscles in their hands and arms. They practise early writing skills when they use drawing materials. Parents and carers report that their children find the activities and learning fun and interesting. Children often carry on the same activity at home, after enjoying it with the childminder. This inspires children to learn and take part.

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Achievement Expected standard

Babies have well-organised space that supports their growing mobility skills. They learn to pull themselves up, cruise and walk. Older children begin to identify colours, recognise numbers and letters and learn the letters that spell their names. They begin to hold their pens and pencils correctly and are starting to colour and draw with increasing control.

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Behaviour, attitudes and establishing routines Expected standard

Children display secure, positive attitudes to learning. They confidently select resources, communicate with the childminder and request help when needed. Well-established routines support children to feel secure. For example, on arrival, older children independently remove their shoes and coats and place them in an allocated space. These typical routines provide structure, which enables children to develop confidence and an eagerness to achieve.

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Behaviour, attitudes and establishing routines Expected standard

Children learn positive behaviour within the childminder's homely and supportive environment. They play happily alongside each other, share resources and demonstrate care, such as when offering comfort items to friends during play. When children, including those with barriers to learning, need additional support, the childminder responds with sensitivity. She helps them understand and manage their feelings. For example, while children are settling in, the childminder sensitively monitors their behaviour and quickly responds with support if needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the value of secure routines in supporting children and their families. She promotes regular attendance and punctuality through ongoing communication with parents and carers. She takes individual circumstances into account, especially for babies and those who are new to the setting. Consequently, children feel safe and settled.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents and carers to follow familiar routines for sleep, feeding and nappy changing. This offers continuity between home and the setting. Daily routines, including mealtimes and rest, are used to promote children's learning and wellbeing. Feeding arrangements reflect children's usual patterns and preferences, helping them to feel secure. The childminder manages nappy changes with sensitivity and respect. Routine hygiene practices promote children's health, such as handwashing before eating.

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Children's welfare and wellbeing Expected standard

The childminder prepares healthy snacks for the children. She talks about why fruit and vegetables are good for their bodies. Children access water throughout the day, and they recognise their labelled beakers and cups. They know not to share these, as this may spread germs. The childminder values time spent outside so that children can enjoy fresh air and exercise. She encourages children to use their body to balance, climb and jump.

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Children's welfare and wellbeing Expected standard

The childminder skilfully uses stories to talk about children's feelings and emotions. She is aware of children's ongoing wellbeing during the day. For example, she checks how they are and offers reassurances, where needed. She is attentive and responsive, and children are confident that they have her support.

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Curriculum and teaching Expected standard

The childminder uses her assessments of children to continually check on what they know and can do. She considers whether there are any gaps emerging in children's learning so that she can adjust the curriculum and help children to catch up. The childminder plans activities that are tailored to children's starting points, needs and stages of development. For example, as children paint dragon shields, the childminder identifies where children are overwhelmed and need additional support. She quickly offers plenty of encouragement and praise to help all children achieve.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of how young children learn and develop. She focuses on key areas of their learning. The childminder supports children to acquire important basic skills that they will need when they move on to the next stage in their development and learning.

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Curriculum and teaching Expected standard

The childminder's teaching is caring and responsive. However, at times, such as during snack time and creative activities, children's learning is not fully extended. Children do not always take part in the preparation and decision-making around these activities to fully promote their independence skills. This includes selecting what they want to eat or what tools they need to complete a task.

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Inclusion Expected standard

The childminder creates an inclusive environment for children. She identifies children's individual needs and responds with care and prompt action. The childminder tailors the support that children receive to reduce barriers that may affect their learning and wellbeing. This ensures that children make progress from their starting points.

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Inclusion Expected standard

The childminder uses ongoing observation and discussion with parents and carers to assess and monitor children's progress. She understands that when emerging concerns are identified, prompt action is required. She works in partnership with families and seeks advice from external professionals, as appropriate. The childminder has experience of supporting children with speech and language delays and demonstrates an understanding of the importance of early detection and support. She uses visual markers to reinforce words and to support children to know what to do next.

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Inclusion Expected standard

The childminder has made reasonable adjustments to help children feel safe and included. Younger children's care routines, such as sleeping, feeding and nappy changing, are adapted to reflect what happens at home. This helps children feel comfortable and secure. Babies and younger children are supported sensitively, with the childminder responding to individual cues and offering reassurance when needed. This supports all children's engagement in play and daily routines.

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Leadership and governance Expected standard

The childminder has a secure understanding of her strengths and areas for improvement. She reflects on her practice and uses self-evaluation effectively to identify priorities that best support children's needs. The childminder makes decisions based on her professional experience and detailed knowledge of each child. She understands that this is especially important when managing changes, planning care routines and promoting emotional wellbeing. This ensures that children's individual needs are met. While the childminder does offer opportunities for children to make choices and decisions, opportunities to further extend this are not yet fully developed. Opportunities for children to take part in the planning, preparing and organising of snack routines would enable them to further develop independence and engage in a meaningful way in the process.

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Leadership and governance Expected standard

The childminder ensures that any assistants that she works with are supported to use their time effectively to secure the best outcomes for children.

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Leadership and governance Expected standard

The childminder demonstrates ongoing commitment to her professional development. She regularly undertakes training to maintain and enhance her knowledge and skills. The childminder reflects constructively on the training she attends. She implements improvements where needed, such as updating her safeguarding policy to reflect changes in guidance. The childminder has a clear understanding of how to ensure that each child receives the best start to education.

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Leadership and governance Expected standard

The childminder is focused on ensuring that she delivers an ambitious vision for her setting. She engages with parents and carers to help support children's care and learning. Parents value the support they receive and praise the childminder for the range of experiences offered.

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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 confident and relaxed as they greet each other and quickly engage in activities. Children experience a calm and nurturing environment where they feel emotionally secure and well cared for throughout the day. Typical daily routines help children feel secure and support regular attendance, enabling them to engage positively in play and learning.

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

Children are understood because the childminder takes time to ensure that she is familiar with their needs before they start. She values discussion with parents and carers, as well as careful assessment of children's abilities. This contributes to the childminder's planning of

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About this setting

Type: Childminder what children's next steps in learning should be. Children's interests and abilities are carefully woven into the childminder's planning. This enables her to create a curriculum that is interesting and enabling and that supports children's enthusiasm for learning. For example, children eagerly build large blocks into a tower and consider what might happen if bricks are added or taken away. They count confidently and problem-solve with support from the childminder.

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About this setting

All children take part and contribute, including those with barriers to their learning. This is because the childminder adapts activities to include every child. The childminder supports older children to understand routines and negotiate with their peers, in preparation for school. For example, older children discuss who will go first down the slide. They quickly get into line and count each other as they reach the bottom. Parental involvement and supporting children's individual needs are central to the childminder's decision-making. She works closely with parents to ensure continuity between children's routines at home and in her setting. This familiarity ensures that children feel safe and secure. Parents comment on the excellent support they receive. Families feel valued as partners in their children's learning.

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Next steps

The childminder should further enhance opportunities for children to develop their independence and self-care skills, especially during snack times and creative activities.

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About this inspection

The inspector spoke with the childminder, an assistant and 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. Registration date: 19/11/2019

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

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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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