Wade, Marie Laura

Childminder

Unique reference number (URN): 2753678 Registered with Ofsted: 12/03/2024 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 Strong standard

Children consistently show a wide-ranging set of skills that meet the expectations across all areas of learning. From an early age, they develop independence and build a confident sense of self throughout their sessions. Children demonstrate a mature level of understanding for their age and show a clear excitable enthusiasm for deep learning. They ask thoughtful questions and eagerly recall past experiences, such as trips to the fire station. They express excitement for upcoming visits, such as to the zoo. They confidently share what they have learned and are clear in what they want to learn next.

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Achievement Strong standard

Children select books independently and use their knowledge of the stories to 'read' aloud to each other and the childminder. In mathematics, children show skills that often exceed typical expectations for their stage. For example, during a role-play shop activity, they use appropriate language to make purchases from the flower shop and select money correctly. Despite a minor weakness in the childminder's interactions, the curriculum designed by the childminder prepares children very well. Children demonstrate they are overwhelmingly prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's calm and warm approach ensures the children are supported at every turn throughout the day. She sets high expectations for children's behaviour from the start of each session. As a result, children's behaviour is exemplary. This is achieved through consistent modelling of positive behaviour alongside gentle guidance and praise. The childminder skilfully adapts her use of voice and language to suit each child's age and level of understanding. This helps children to grasp the reasons behind her expectations. For example, the childminder explains the importance of washing hands after outdoor play and before snack time to prevent the spread of germs. Positive trusting relationships are at the centre of the childminder's practice. She makes a significant impact on children, who collaborate well together, enjoying their time at the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder thoughtfully adapts the environment and her teaching. This helps each child to achieve the expectations for her behaviour. For example, the childminder communicates clearly what is happening now and next, giving a secure understanding of routines. She places emphasis on attendance and punctuality. The childminder supports families extremely well and explains the importance of attendance and punctuality in preparing children for school. The childminder is highly reflective and uses her ongoing evidence to continuously improve provision. As a result, children have consistently positive attitudes to their learning and towards each other.

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Children's welfare and wellbeing Strong standard

The childminder knows the children in her care extremely well. She builds very secure attachments with them. The childminder prioritises children's wellbeing and creates a setting where children feel safe, settled and confident. This deep emotional security enables them to make rapid and consistent progress.

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Expected standard

The childminder organises snack times, mealtimes and naps with careful thought. Each routine reflects children's ages and individual needs. The self-made placemats, which show each child's likes and dislikes, reassure them that the childminder understands their preferences and dietary requirements. These small details enhance and strengthen children's sense of belonging. Children enjoy access to fresh air and daily outdoor play through a wide selection of trips and physical activities. This enhances their gross and fine motor skills and gives them a larger awareness of the wider world around them.

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Expected standard

The childminder places children's safety at the centre of her practice. She keeps the premises secure and supervises children closely as they play, eat and rest. The childminder teaches children how to recognise risks and how to keep themselves safe. As a result, children develop excellent emotional awareness, physical skills and independence while in her care.

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Curriculum and teaching Expected standard

The childminder demonstrates an impressive understanding of the early years foundation stage. She has developed a robust and well-sequenced curriculum that supports children of all ages and stages. The childminder weaves teaching to support children's personal, social and emotional development through warm interactions and discussions about how children feel and behave. She uses specific books to assist and bring this to life.

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Curriculum and teaching Expected standard

Children confidently use mathematical language as they sort money in role-play shops. They develop their fine motor skills while hooking ducks, matching the numbers on the ducks. The childminder chooses books well. They are themed around the trips and experiences the children attend, as well as familiar stories the children can read on their own using pictures to assist their storytelling. The childminder consistently prioritises high- quality communication and language, ensuring rich conversations take place at every opportunity.

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Curriculum and teaching Expected standard

The childminder uses role play highly effectively. When making a pretend pizza with the children, the childminder offers helpful narration. Children discuss their favourite toppings, reminding the childminder to be careful when using the 'oven'. They reinforce the importance of washing their hands before eating.

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Curriculum and teaching Expected standard

Teaching is generally effective for all ages and abilities of children. However, on occasion, the childminder offers support a little too quickly. Children do not benefit from the childminder stepping back to allow them to attempt tasks or solve problems independently. Despite this, children make excellent progress in their learning.

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Inclusion Expected standard

The childminder uses ongoing assessment to precisely identify each child's stage of development. She typically recognises children's starting points using information from parents and carers and her own judgements. The childminder then plans activities that match children's precise needs. She supports all children, including those with special educational needs and/or disabilities (SEND). The childminder adapts her approach to help every child to make progress.

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Inclusion Expected standard

The childminder understands how to support children who are disadvantaged or with SEND. She has general knowledge of using additional funding effectively and maintains high expectations for all children. The childminder provides clear and focused support. She uses everyday interactions to build language. For example, the childminder talks about how food looks and feels during snack time. During role-play activities, she uses science-based knowledge to discuss how fires are put out. The childminder differentiates the language she uses for each child.

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Inclusion Expected standard

The childminder has completed training to support children with SEND. She knows how to access further training when needed to meet children's individual needs. The childminder responds well to the changing needs of the children in her setting and the changes that will be needed if she takes on additional children who are younger. The childminder works very closely with families. She recognises barriers to regular attendance and offers support and guidance if needed.

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Leadership and governance Expected standard

The childminder demonstrates a secure and confident understanding of her practice. She is a deeply committed and reflective practitioner who actively engages in continuous professional development. The childminder attends training regularly and maintains effective links with the local authority advisers, seeking support and guidance whenever needed. She has established trusted relationships with parents and carers. The childminder values their feedback, as well as the views of the children. Parents speak highly of the learning and development that take place in her setting, noting that their children's resilience and concentration have improved massively since attending.

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Leadership and governance Expected standard

The childminder makes meaningful connections within the local community, including children's centres and schools. This enables children to benefit from a wide range of experiences and supports their readiness for the next stage in their education. The childminder is reflective in recognising areas for development, particularly as she prepares to welcome younger children. She is continuously adapting her practice, such as her communication style, the resources she offers and the suitability of outings. This is to better meet the needs of younger age groups as September approaches.

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Leadership and governance Expected standard

The childminder is also mindful of her own wellbeing. She plans a familiar and balanced timetable for the children, incorporating calmer periods towards the end of the day. This supports children to regulate their emotions. This also provides the childminder with valuable time to reflect and prepare for future sessions.

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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 arrive confidently at the setting, self-registering and demonstrating enthusiasm to begin their day. The childminder provides a warm and stimulating environment. She supports children to achieve, feel a sense of belonging and thrive. Children benefit from the childminder thoughtfully planning the indoor and outdoor spaces, offering them a rich variety of engaging activities. Children enjoy imaginative role play in a pretend flower shop. They explore early mathematical concepts, such as money, and develop vocabulary around being

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Inspector:

Gareth Cotterell a shopkeeper. Outdoors, they delight in activities such as hooking ducks, climbing, sliding and engaging in imaginative play as families and firefighters.

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Inspector:

Children's deep love of books is evident. Children show excitement as they read familiar stories, recalling key words and phrases. This interest is further enriched through visits to local community spaces, such as the fire station and library, as well as planned trips to the zoo and park. Children speak enthusiastically about these experiences and are eager to share what they have learned. An extensive range of resources and activities supports children in deepening their understanding. The childminder uses well-considered questioning to extend learning. Children demonstrate an awareness of their place in the world. They confidently discuss their families, friendships, upcoming transitions to school and their own development. They take pride and excitedly share their thoughts. Children reflect an excellent sense of trust and security within the setting.

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Inspector:

Children develop their independence from an early age. They confidently choose activities, access resources and take responsibility for tasks such as tidying away and caring for their belongings. The childminder consistently provides warm guidance and meaningful praise.

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Inspector:

The setting is inclusive and welcoming, promoting a deep sense of belonging for all children. The childminder adapts her provision effectively and works closely with parents and carers to remove any potential barriers to learning. Partnerships with parents are excellent. Families note the significant positive impact on their children. Overall, children thoroughly enjoy attending this nurturing and highly effective home-from-home environment.

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Next steps

The childminder should continue to develop her teaching by knowing when to step back and let children work independently, and when to step in to support their learning.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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