Clark, Natasha Billie-Sam

Childminder

Unique reference number (URN): 2761811 Registered with Ofsted: 22/12/2023 Registers: EYR, CCR

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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 typically make steady progress. They talk, play and explore with confidence which demonstrates their growing communication and use of vocabulary. Children remember things they have seen on walks and recall what they have done before. They enjoy sharing ideas with their friends and the childminder. Children use new words and show curiosity in their play. They show their developing creativity through drawing and dancing to a range of different music.

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Achievement Expected standard

Children show their developing physical skills such as strength and coordination through yoga and dance. They use fine motor skills to transport objects with tweezers and make marks on paper. Children are independent. For example, as they get ready for the garden they find their coats. They confidently pull up zips and put on their boots. They smile proudly when they manage it on their own. The childminder offers praise as children complete these tasks which promotes their self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen well to the childminder when she asks them to carry out tasks such as tidying away or washing their hands for snack. Children take turns and show respect. They join group times and follow simple rules such as giving their friends space to enjoy the story. When a problem happens, children respond calmly. They listen to the childminder as she asks them whether they have made the best choice.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She has developed secure and trusting relationships with children. This helps them to feel safe and able to become deeply engaged in their learning. Children show confidence in developing friendships. For example, during dance time children pick up small instruments to share with others.

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Behaviour, attitudes and establishing routines Expected standard

Children are positively engaged in their play and are keen to try new things. They show pride in their achievements and an ability to persevere during tasks. The childminder is aware of children who may need some extra encouragement to join in with group activities. She offers a sensitive approach to making sure all children feel secure and emotionally ready to participate in learning.

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Behaviour, attitudes and establishing routines Expected standard

Children typically attend well. The childminder understands the benefits of early education and how it prepares children for the next stage in their education.

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Children's welfare and wellbeing Expected standard

The childminder keeps children safe. She knows the signs of harm and when to report concerns. The childminder keeps clear records of accidents and any concerns about children's welfare. The childminder has up-to-date safeguarding training and knows how to contact the right agencies if she is concerned about a child's safety. The childminder has clear allergy plans are in place to keep children safe at mealtimes. Children stay safe because the childminder acts quickly and follows clear steps. Children are mostly happy and settled. They seek comfort when needed and return to play quickly. The childminder gives warm, calm support. For example, when children have toileting accidents, she supports them with dignity and reassures them gently.

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Children's welfare and wellbeing Expected standard

Children typically feel safe and cared for. Children rest when they need to. The childminder is aware of safe sleep guidance and follows this at all times. The childminder notices when children need space or reassurance. For example, when children become upset by an unfamiliar face, she gently explains who the visitor is and invites children to help teach a new dance. This helps children feel calm and safe again.

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Children's welfare and wellbeing Expected standard

Children have a general understanding about healthy lifestyles. They sometimes talk about healthy food and exercise. This has not yet been developed to help children fully understand the positive impact of healthy choices on their bodies. For example, during mealtimes the childminder does not use the moment to talk about food choices that support their ongoing health.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that supports children to make progress across the 7 areas of learning. She places a high importance on communication and language, and the important social skills children need to feel secure and make and sustain friendships.

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Curriculum and teaching Expected standard

Teaching is clear and simple. Children enjoy stories and songs. The childminder introduces new words and helps children remember past events through the many conversations that take place. She mostly links learning to real life, such as how the bees in stories are like the ones they see on walks. Children remember that bees live in hives and make honey. The childminder asks simple questions to help them think about the story. She does not always build on these ideas. This means children do not always explore ideas in depth, even when the story gives a clear chance to do so.

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Curriculum and teaching Expected standard

Children enjoy regular cooking sessions with the childminder and look for 'mini-beasts' during woodland hunts. These experiences help children build knowledge about the world around them. Children explore sand and water as they engage in outdoor play. They use tweezers to lift small plastic insects from the sand. They look closely at its patterns and name its colours. The childminder describes the texture as 'smooth' which helps younger children learn new words.

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Curriculum and teaching Expected standard

The childminder she does not always extend children's thinking. For instance, when children find insects, they do not know, the childminder explains what it is but does not explore it further. This means children do not always build deeper thinking or problem solving skills.

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Curriculum and teaching Expected standard

Physical play is a well-planned part of the curriculum. Children balance on blocks with confidence. They stretch out their arms and smile when they stay steady. The childminder uses language that helps children to understand physical skill. Children describe how they hold out their arms to balance and stay on the blocks.

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Inclusion Expected standard

The childminder is able to recognise when children may be falling behind or face barriers to their learning. She uses ongoing observation and assessment to identify the progress children make and any areas where they may need additional support.

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Inclusion Expected standard

The childminder knows the children well. She generally provides tailored support for children with special educational needs and/or disabilities and those who face barriers to their learning. For example, she learns new skills such as Makaton to help children with communication. The childminder typically works closely with parents to fully understand any circumstances that may interrupt children's routines such as a new baby at home. She uses sensitive adjustments to ensure children continue to feel a sense of security and belonging. For example, children have their comfort toys close if they start to feel sad.

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Inclusion Expected standard

The childminder is attuned to the specific needs of individual children. She works with professionals when needed. This helps to tailor the support that children need. Children feel included and valued. They get comfort when they need it and can join activities at their own pace. As a result, children make progress from their start points and develop positive attitudes to learning.

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Leadership and governance Expected standard

Leadership is typically reflective. The childminder keeps appropriate records to promote children's welfare and ongoing development. She completes training that helps her understand her duties and develop her practice. This includes essential training such as paediatric first aid and safeguarding.

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Leadership and governance Expected standard

The childminder uses evaluation to think about what is working well in her provision and what could be improved. She reflects on training and how it helps her practice. This helps to drive continuous improvements in the curriculum and teaching. However, the childminder does not consistently focus her professional development on achieving the highest quality of teaching.

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Leadership and governance Expected standard

The childminder works closely with a co-childminder. She regularly pauses to check in with her about how the day is going. Together they share ideas and talk about what could be better. This helps create a calm and positive environment for children.

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Leadership and governance Expected standard

Parents feel involved. The childminder shared regular updates with parents about the progress children make, updates and daily summaries. They trust the childminder and feel supported with routines such as potty training. They say their children are safe, happy and secure.

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Leadership and governance Expected standard

The childminder works with professionals when needed. She knows how to refer concerns and how to escalate serious issues. She understands local risks and keeps safeguarding knowledge up to date. Mandatory progress checks at age two are completed in partnership with health visitors. This joined up approach helps to provide early intervention where children may be at risk of falling behind or face barriers to their learning.

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

Children arrive with smiles and settle quickly. They feel safe with the childminder and show strong bonds. When children feel unsure, the childminder gives calm reassurance. This helps children feel welcome and ready to join in. Children move around the childminder's cabin with confidence and choose where they want to play.

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

Children relish stories every day. They choose books and turn pages with care. They talk about what they see in the pictures. Children remember things they have done before, such as finding a caterpillar or spotting bees. Children play kindly together. They take turns, listen well and show respect.

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

Children thoroughly enjoy dancing as they learn new movements and play instruments. They engage in weekly yoga sessions and extensive outdoor play. Some children who are shy or are working through emotions watch first. They join in when they feel ready. The childminder gives them space and support, which helps them feel confident.

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

Daily routines are clear. For example, at snack time children know that they must wash their hands with soap. They dry their hands and promptly choose a cushion to sit on ready for snack. Children sit down and wait patiently for their snack to arrive. They benefit from this simple routine as it helps them feel safe because they know exactly what will happen next.

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

Children enjoy planned activities like searching for mini beasts in sand. They use magnifiers to look closely at a beetle and names its colour. The childminder asks questions about what they notice. Children show curiosity.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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Facts and figures used on inspection

Generally, children are happy, settled and confident learners who enjoy their time in the setting.

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Next steps

The childminder should develop her use of questioning to extend children's curiosity and thinking even more to broaden their existing knowledge. The childminder should continue to develop her work around healthy lifestyles to support children in developing long-term healthy choices and habits.

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About this inspection

The inspector spoke with the childminder, parents 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. 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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