Payne, Rebecca Constance May

Childminder

Unique reference number (URN): 2756477 Registered with Ofsted: 21/03/2024 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 Expected standard

Children typically build on their previous learning through repeated experiences that extend what they already know and can do. When prompted, they attempt to do some things independently, such as choosing their preferred activities or tidying items away in containers. They do not have as many opportunities to begin practising skills, such as wiping their noses or washing their hands, to develop early independence with their self- care routines.

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Achievement Expected standard

Children are developing age-appropriate communication and language skills and respond positively to the childminder's interactions. However, opportunities for children to think about and respond to questions are sometimes limited, which may restrict further development of their language and communication skills.

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Achievement Expected standard

Children are beginning to use mathematical language, such as 'shape' and 'circle,' as they engage in mark-making activities. They make generally positive progress from their starting points, supporting their readiness for the next stages of learning. Children also demonstrate positive personal, social and emotional development, they form secure relationships with the childminder and confidently express their needs.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to behave in safe ways. For example, she reminds them not to stand on their water bottles, to avoid falling and not to run indoors in case they trip and hurt themselves. She offers children plenty of praise and encouragement to help them develop positive self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour according to their ages and stages of development and children respond well to her simple guidance. She sensitively encourages children to express themselves, when they become upset or frustrated. The childminder instinctively knows what they need to feel settled and secure and helps children to understand what will happen next in their daily routines. Occasionally, she does not encourage children's early understanding of using good manners, For example, she does not consistently model phrases, such as 'No, thank you' to prompt children when they indicate that they do not want something.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive play environment, where children enjoy secure relationships with her. She encourages regular attendance so that children can take part in all learning experiences, including different group activities within the community. Children develop typical levels of wellbeing and involvement and enjoy their learning.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's care needs and offers them ongoing support to encourage their sense of wellbeing. She forms close bonds with children, which helps them to confidently approach her for reassurance and to freely express themselves. She generally follows children's home routines well. As children develop and grow, she recognises the need to work more closely with parents to help young children begin to develop age- appropriate self-care skills. She helps children to become ready for the next stages in their development, including starting school when the time comes.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about staying safe through their everyday care routines. She encourages them to choose healthy snacks and to eat small amounts of food at a time to avoid choking. She closely supervises children while they are eating to ensure they stay safe. She teaches children to be mindful of their surroundings so that they can play safely.

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Children's welfare and wellbeing Expected standard

The childminder offers children plenty of opportunities to enjoy physical activity. For example, children enjoy outings, including trips to the park, where they can practise their larger muscle skills. They show good hand control and coordination as they handle resources, such as crayons and chalks. Children show typical levels of wellbeing for their ages.

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Curriculum and teaching Expected standard

The childminder plans and implements a curriculum that is tailored to children's interests and individual learning needs. She has a clear understanding of what children need to learn in preparation for starting school. Teaching is sequenced effectively, building on what children already know. For example, she reinforces children's understanding of colours, shapes and numbers before introducing new concepts to deepen their learning.

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Curriculum and teaching Expected standard

The childminder makes positive use of routines and activities to help children develop their communication and language skills. For example, she talks and sings to children during nappy changes. She also introduces and repeats interesting words and phrases as they play, which helps children to begin to speak in short sentences. Occasionally, the childminder does not give children the time they need to consider and answer her questions before she answers for them. At times, this reduces opportunities for children to think and respond.

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Curriculum and teaching Expected standard

The childminder uses children's individual interests typically well to help them develop skills in all areas of learning. For example, she uses their love of cartoon characters to encourage them to make marks and explore numbers and shapes. She creates a calm yet stimulating play environment, which encourages children to freely explore.

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Inclusion Expected standard

The childminder offers all children a warm and welcoming environment in which they can thrive. She understands how to treat children with equal regard and meet their individual needs. She engages in training opportunities and demonstrates a positive attitude towards further professional development to support children with specific care or learning needs, should they attend in the future. This is to ensure she is able to meet all children's unique needs from the start. The childminder typically identifies and removes any barriers to children's development as they arise and adapts her home to ensure children have equal opportunities to play and learn. The childminder understands the funding that may be available to help her support the care and learning of any eligible children she may care for. She is generally reflective about how to meet children's individual needs to help them flourish at their own pace. The childminder

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Inclusion Expected standard

adapts activities and learning experiences to encourage children to explore and develop their interests. She knows the children and their families well and creates a mutual approach to helping them feel they belong. The childminder encourages children to be involved in decision-making, including about their activities and care routines. She monitors children's progress to encourage their interests and to shape their learning outcomes.

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Leadership and governance Expected standard

The childminder reflects on most aspects of her provision well and has made a positive start to her childminding career. She follows local authority guidance and updates to improve her knowledge and to benefit the children she cares for. The childminder completes various training opportunities and engages with other professionals to improve her provision. She plans to engage in more professional development in the future to enhance her practice and improve outcomes for all children. The childminder is also proactive about completing further training to benefit any children that she may care for in the future, including the most disadvantaged.

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Leadership and governance Expected standard

The childminder works well with parents to meet children's needs from when they first join her provision. She keeps them regularly informed about their children's progress and encourages them to contribute towards their children's learning. She is reflective and beginning to consider further ways to engage parents in helping her to promote children's developmental milestones.

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Leadership and governance Expected standard

The childminder makes decisions that are in the best interests of children. For example, she reviews and adapts her curriculum to meet children's diverse needs and to close any gaps in their learning. Although there are some minor gaps in the delivery of her curriculum, the childminder helps children to progress typically well from their individual starting points. She enables them to become ready for the next stages in their learning and development.

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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 achieve well given their ages and unique starting points. They spend prolonged periods of time enjoying their favourite activities and experiences. For example, they seek the childminder's involvement as they pretend to care for dolls and rescue toy animals. Children progress typically well from their unique starting points in readiness for their future learning.

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

Children show a secure sense of safety and belonging in the childminder's care and respond well to her reminders about playing safely. They demonstrate their close bonds with the childminder through their interactions and as they try hard to complete tasks and follow routines. Parents are informed and included in their children's development and the childminder values their contributions to children's care and learning.

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

Children enjoy following their interests and the childminder brings in all areas of learning to extend their knowledge and skills and meet their learning needs. Children show interest in caring for animals as they explore small-world play. The childminder uses routines and activities, such as outings, to encourage regular attendance and participation. Children confidently choose their preferred activities and resources and concentrate for long periods of time.

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

Children feel valued as they receive consistent, purposeful praise and encouragement in all they do, and they are confident that their needs will be met. The childminder makes the most of every opportunity to extend children's interests and learning, helping to overcome any barriers to their development so they can thrive in her care. Children begin to do things

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Operating hours:

Local authority: Bexley for themselves, and they progress typically well from their unique starting points. They develop the knowledge and skills they need for their future learning.

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Next steps

The childminder should ensure children have enough time to think about and respond to questions, to further support children's communication and language skills. The childminder should provide further opportunities for children to practise doing things independently, to foster their confidence and readiness for future learning. The childminder should continue to demonstrate good manners, to reinforce children's awareness of how to behave in positive ways.

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About this inspection

The inspector spoke with the childminder 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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