Fulton-Baggaley, Eleanor Anne

Childminder

Unique reference number (URN): 2780684 Registered with Ofsted: 28/05/2024 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

All children typically make progress across all areas of learning. They are confident, motivated and generally engaged in their play and learning. Children demonstrate high levels of curiosity and creativity, particularly during role-play and imaginative activities. They are often heard regularly singing rhymes and songs, strengthening their communication skills. Children freely access books that are displayed around all aspects of the setting. They develop their early literacy skills and benefit from regularly sharing stories with the childminder.

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Achievement Expected standard

Children with special educational needs and/or disabilities who benefit from regular movement breaks have lots of time to move in ways that they need. For example, they have access to resources to bounce on. Children show confidence in learning new skills and developing their independence. In the main, children learn to do things for themselves, such as washing their hands, feeding themselves and making choices throughout the day. However, they sometimes do not learn all the skills they need to fully prepare them for the next stage of their learning, such as at mealtimes and extending their communication skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically supports all children's behaviour well. She encourages them to share, take turns and consider others when they play. For example, the childminder explains that children are being 'kind' when they pass their friends a toy. Children behave very well and listen to instructions. This is because the childminder is clear about her expectations. She adapts these to children's age and stage of development. For instance, the childminder explains sensitively why some children may feel 'sad'. The childminder recognises some children's behaviours as sensory needs, such as chewing. Therefore, she provides them with specialist toys to help them do this safely.

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Behaviour, attitudes and establishing routines Expected standard

Children show immense pride in their achievements. They proudly ask to take their pictures home. The childminder shows genuine pride in children's accomplishments. For example, she celebrates enthusiastically when younger children use the toilet for the first time. Children benefit from the childminder devoting her time to playing and interacting with them. She is generally an effective play partner, following children's lead and ideas. This helps children develop a positive overall attitude towards their learning. They are willing to try new activities, such as finger painting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and children have lovely and genuine relationships. Children demonstrate their secure attachments to the childminder through their constant affection for her. They show care and concern for their friends, talking about them when they are absent. The childminder works in partnership with parents and carers to support children's positive attendance. She offers a flexible service to meet the needs of families. However, she ensures that parents inform her in advance when their children will be absent and provide a reason for this.

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Children's welfare and wellbeing Expected standard

The childminder has kept her knowledge up to date of the current guidance around keeping children safe when they sleep and eat. She takes pride in providing children with healthy, nutritious and home-cooked meals. The childminder recognises the importance of offering all children a hot meal each day. She is mindful of guidance around not using salt and sugar when providing meals for children. The childminder ensures that she meets all children's dietary requirements. For instance, she adapts her menus so all children can enjoy the same food and feel included. Children enjoy an abundance of fruit and vegetables within the setting. They take pleasure in visiting local shops with the childminder to select their favourite produce, supporting their understanding of healthy choices.

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Children's welfare and wellbeing Expected standard

Overall, children develop some important self-care skills. They practise dressing and undressing, learning to put their shoes on and off. The childminder provides dressing-up clothes for children to practise these skills further as they play. Toddlers ably feed themselves using a fork. However, the childminder does not consistently consider all the skills children will need for the next stage in their learning. For instance, some children sit in a highchair at mealtimes, rather than developing the skills of eating at a table.

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Children's welfare and wellbeing Expected standard

The childminder follows the children's lead when planning the day's routines. For example, she is mindful of children's care needs, recognising when they are hungry and offering them an early lunch. However, on some occasions, the childminder does not consider how to organise routine times to ensure that children are fully engaged. For example, at times, children have to sit and wait for their lunch without anything to play with or occupy them. As a result, some children become restless and are not actively engaged in their learning.

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Curriculum and teaching Expected standard

The childminder knows individual children very well. She uses her observations, assessments and conversations with parents and carers to plan accurately for what they need to learn next. The childminder thoughtfully plans her curriculum and focuses her teaching around children's interests and their next steps in learning. She also encourages children to continue their learning at home. For example, when planting sunflowers with the childminder, they also plant one to take home. The childminder encourages children to compare the sizes of their plants as they grow. This contributes to their early mathematical understanding.

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Curriculum and teaching Expected standard

In the main, children communicate confidently. They benefit from lots of singing and stories, learning new vocabulary. Younger children enjoy singing 'Old MacDonald had a Farm' and choosing animal toys as they sing. They name the animals and practise making the animal sounds. The childminder uses some Makaton signs to help children with special educational needs and/or disabilities communicate their choices. However, at times, she does not consistently extend children's conversations. For example, when children are recalling information, the childminder asks some closed questions, such as about what colour objects are. This does not encourage children to answer in longer phrases and engage in further conversations.

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Curriculum and teaching Expected standard

The childminder uses the local community effectively to enrich children's learning experiences. Children visit the library to choose books to read at the setting and at home. They visit soft-play centres and parks to practise large physical movements, such as running, jumping and balancing.

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Inclusion Expected standard

The childminder is fully inclusive and welcomes all children into her setting. She works diligently to meet children's needs, especially for those with special educational needs and/or disabilities (SEND). Overall, the childminder carefully adapts her practice to include all children. For example, the childminder is aware of children who need breaks to regulate their feelings, so she provides sensory resources and quiet times away from the main group. The childminder works closely with other professionals, such as health visitors and Portage workers, when children need additional support. She follows the strategies they suggest and shares information with parents and carers.

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Inclusion Expected standard

The childminder is aware of how to work with parents to claim early years pupil premium funding for their children. However, she has not focused her professional development on enhancing her knowledge of the processes and procedures to support children with SEND further. This means that she does not have a deeper understanding of the more specialist funding or support that is available to support children even further. Also, the childminder has not extended her knowledge of more specialist strategies to support children with SEND's communication skills even further.

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Leadership and governance Expected standard

The childminder works very closely with parents and carers. She recognises this as a strength of her setting. The childminder shares lots of information with parents to support their children's learning at home. The childminder communicates children's progress and achievements through photos, messages, progress checks and daily verbal feedback. Parents are positive about the service they receive. The childminder also visits children at home, where possible, to gather information to provide continuity in their care and learning. She encourages children to take their favourite resources and stories home to share their learning with their parents. Parents are extremely positive about the service the childminder offers.

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Leadership and governance Expected standard

The childminder has kept knowledge up to date of all statutory requirements. She has taken part in a vast amount of safeguarding training to keep her knowledge of how to protect children current. However, the childminder has not focused professional development on further extending her teaching skills further and meeting children's individual needs more precisely. The childminder is mindful of her own wellbeing and workload. She has built support links with other childminders in the community.

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Leadership and governance Expected standard

The childminder is aware of priorities in local area, such as supporting children's oral hygiene, physical health and oracy. She focuses on these areas in her setting. For example, the childminder has introduced dental health resources into her setting for children to explore and play with. She has an effective working relationship with local schools. The childminder shares important information to support and complement children's care and 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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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 very happy, settled and confident in this home-from-home setting. They have trusting and loving relationships with the kind and caring childminder, who wants the best for all children in her care. Children benefit from lots of choices and receive encouragement to make their own decisions. For example, they choose which bib and colour plate they want at lunchtime, and which fruit they want to eat. Children who are still developing their communication benefit from the childminder adapting her approach by encouraging them to point or reach for what they want. This helps all children understand that their views are important and valued.

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

Children have access to a dedicated playroom designed around their interests and developmental stages. They freely access resources to lead their own play. Children show their imaginations as they dress up as doctors and firefighters when they learn about people who help them. They learn ambitious new vocabulary, such as 'fire extinguisher'. Music and songs fill the children's day in this setting. They excitedly enjoy joining in with familiar rhymes and dance to their favourite songs. This helps to extend their language and physical skills. Children show perseverance and try hard with new tasks. For instance, toddlers show determination and problem-solve to complete puzzles.

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

Children benefit from an emphasis on them learning through visits in the community. For instance, they visit toddler groups each week. The childminder uses these experiences to help children, especially those with special educational needs and/or disabilities, develop confidence in larger groups. Children learn to play harmoniously alongside others, which develops their social skills. They learn to stay safe on these outings. For example, children know they must hold the childminder's hand when walking out in the community. Children talk about how they cross the road safely with the school crossing patrol officers. They benefit from effective hygiene procedures in place to further keep them safe. Even young children can wash their hands independently at the sink, using a stool. They understand how to use individual towels to dry their hands, preventing the spread of germs.

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Next steps

The childminder should enhance her knowledge of the processes, procedures and local funding available to support children with special educational needs and/or disabilities even further. The childminder should focus professional developing on enhancing her teaching further, especially around supporting all children's communication and language. The childminder should plan routines and transition times more carefully, so children are fully engaged in their learning at all times and develop skills that will prepare them for the next stage in their learning.

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About this inspection

The inspector spoke to the childminder and children during the inspection, and considered the written views from parents and carers.

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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,Wednesday,Thursday : 07:30 - 17:30

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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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