Bryan, Yasmin Lily Frances

Childminder

Unique reference number (URN): 2751375 Registered with Ofsted: 06/11/2023 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 develop a love of reading. They enjoy acting out characters from a story, such as slithering like a snake and waddling like a penguin. Children also enjoy accessing books freely in the provision, turning pages and exploring the pictures. Children develop their communication and language skills well. Children take turns picking a nursery rhyme, where they join in with actions and words. Children also develop their mathematical language and understanding well. For instance, they learn to name shapes, recognise numerals and count through daily routines and songs.

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Achievement Expected standard

Children develop their smaller hand muscles. For example, babies push trucks and balls, and older children learn to hammer in small plastic golf tees. Additionally, children develop their larger muscles having access to soft play equipment. Babies learn to pull themselves up and walk, while older children learn to balance and climb. Generally, children are making positive progress in all areas of their development, preparing them for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has developed a positive environment, where children understand the expectations. For example, children put rubbish in the bin and put their toothbrushes back to where they belong after finishing cleaning their teeth. When the childminder, reinforces rules or expectations children quickly follow these. The childminder is a positive role model to children and praises them for what they do well. The children have developed positive bonds with the childminder, where they follow embedded routines. Children know to tidy when a familiar song is played. They work well as a team putting toys and resources back to where they belong, alongside the childminder. The childminder teaches children to take turns and be patient. She uses their names to highlight who's turn it is next. Children learn to manage their behaviour and interactions with others. Furthermore, when babies show signs of distress when waiting, the childminder cuddles and uses distraction to support. Typically,

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Behaviour, attitudes and establishing routines Expected standard

children have a positive attitude to learning. Children approach activities willingly and interact positively with those around them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's attendance and punctuality to ensure they have access to the care and education she has to offer. She also ensures she follows up on any unexplained absences.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand some emotions. For example, the childminder states when children are tired and supports them to nap. The childminder is also responsive to children's needs. During sleep times, the childminder regularly checks on the children to ensure their safety.

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Children's welfare and wellbeing Expected standard

Children form positive bonds with the childminder from the very beginning. The childminder works with parents and provides flexible settling-in periods to support children to confidently access the provision. Furthermore, the childminder also supports children to build their confidence. The childminder adapts her teaching to be more supportive of those less confident in new situations, such as modelling how to access some activities as children observe. Children achieve well and enjoy taking part in brushing their teeth.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's physical development. Children learn to wiggle, stretch and jump during story times. Babies learn to walk with support from the childminder. The childminder provides opportunities for outdoor learning, where children freely explore pushing toys and riding balance bikes. Children are physically active throughout the day.

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Curriculum and teaching Expected standard

The childminder is knowledgeable and skilled in supporting children's communication and language skills. She understands the importance of reading stories to support children's language development. During story times, the childminder questions children about their favourite story and models what the characters do. She narrates children's play and introduces new vocabulary throughout her interactions. For example, children learn to name different shapes. Additionally, the childminder provides plenty of opportunities to develop children's counting skills. She models counting in songs and books, where children repeat. Children also count the childminder's fingers when showing different amounts.

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Curriculum and teaching Expected standard

Typically, the childminder builds on children's knowledge and understanding. She uses her accurate assessments to tailor her teaching. For example, she adapts her language for babies using simple words, and longer sentences for older children. The childminder provides some resources that are adapted to the children's age-and-stage of development. For instance, younger children have larger items to hammer in to boxes, compared to older children who use small golf tees to hammer into the cardboard. This helps develop their hand muscles. On occasion, the childminder also adapts her teaching for babies to have free play when they struggle to sustain attention during story times.

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Inclusion Expected standard

The childminder uses her knowledge of child development to regularly assess children's progress and plan their next steps in learning. She uses this information to inform her planning. She also works with parents to gather information on children's interests to build on in the setting. Typically, she plans activities linked to children's interests that meet their individual needs and help them to engage in their learning. The childminder reduces barriers to children's learning. For example, when children show signs of anxiety, the childminder allows children to observe others before accessing the activity. This helps build children's confidence. The childminder comforts and reassures those children feeling less confident to access the provision. She also works with parents, sharing consistent strategies to support their home learning. Parents comment how well supported they feel.

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Inclusion Expected standard

Although, at the time of inspection there were no children attending with special educational needs and/or disabilities (SEND), the childminder knows how to support and gain further advice for children who may attend with SEND in the future. The childminder also knows

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Needs attention

how to receive and use additional funding to support those eligible in their next steps in learning.

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Leadership and governance Needs attention

The childminder lacks full knowledge and understanding of her role and responsibilities. This includes, ensuring all those working with her are equipped in carrying out their roles. For example, the childminder does not ensure assistants have the training and suport they need to support children fully. This has a negative impact on children's health and welfare.

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Leadership and governance Needs attention

The childminder has kept up to date with her training, which she uses to implement some changes to her provision. For example, she recently shared information from a course with parents to support home learning further. The childminder is reflective on her practice and passionate about making improvements to the education and care she has to offer.

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Leadership and governance Needs attention

The childminder works in partnership with parents to support possible learning at home. Although, no children have attended school yet in the time the childminder has been minding, the childminder is in the process of completing a transition report on children's learning to share with schools. This supports continuity in children's care and education, and supports smoother transitions.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The childminder lacks understanding of her own responsibilities in ensuring anyone working with children is able to carry out their role effectively. For example, ensuring assistants have the knowledgeable to carry out their role and the requirements training to meet requirements to fully support children's health and welfare.

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

Children feel happy and secure in the childminder's setting. The childminder prioritises getting to know the children to ensure they are comfortable and confident in accessing the provision. Children develop strong bonds with the childminder and settle well into her care. Children become more independent with feeding themselves and putting on their own coats and shoes, which helps them to be prepared for their next steps in education. The childminder praises children's efforts throughout the day. When children find a task difficult, the childminder models how to achieve. Children enjoy trying again and are proud of their achievements. They also enjoy helping their peers as they give out food for lunch. The childminder reinforces sharing and turn taking to support children's social skills. Children learn to play alongside one another.

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

Typically, the childminder adapts planned opportunities to support the needs of the children. For example, the childminder supports some children to find the first letter of their name while older children independently find letters for their whole name. Children enjoy finding their name cards as they crawl through a tunnel, and put their name up for self-registration. Babies enjoy listening and joining in with children's names through a daily 'hello' song. Children develop their communication and language skills. Furthermore, children learn to show their mathematical understanding. The childminder encourages children to match numbers to different amounts of golf tees. Children show amounts using objects and their fingers. The childminder models counting, and children copy to check the amount. Children add more objects when needed.

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About this setting

Operating hours: Monday : 13:00 - 18:00,Tuesday : 09:00 - 17:00,Wednesday : 09:00 - 18:00,Thursday : 08:00 - 17:30,Friday : 08:00 - 13:00

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve understanding of role and responsibilities in ensuring all those working with children have the knowledge and understanding required 27/06/2026

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Action Completion Date

ensure all those who have sole care for children have appropriate first aid training. 27/06/2026

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About this inspection

The inspector spoke with the childminder, assistants 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.

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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. 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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