Haynes, Victoria Anne

Childminder

Unique reference number (URN): 2770532 Registered with Ofsted: 10/01/2024 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 thrive at the setting and make excellent progress in relation to their individual starting points. They receive superb support to boost their confidence and develop a positive view of themselves. Children's progress in relation to their communication and language skills is evidently a key strength. Children confidently express their ideas, recall prior experiences and use an increasingly wide range of vocabulary. Furthermore, children with special educational needs and/or disabilities show increasing confidence and motivation when playing alongside other children and joining in. In addition, they show positive engagement and perseverance as they play, learn and explore. Children have fun experimenting with different tools and construction resources and show excellent knowledge as they discuss combine harvesters and cement mixers. They also show great interest in mark making and enjoy engaging in large-scale drawing as they discuss different colours

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Achievement Strong standard

and shapes. This fosters their physical development and early literacy skills. Children show they are very well prepared for their next stage of learning and their eventual move to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model who creates a very calm, joyful and respectful environment. Children build close relationships and imitate her behaviour, showing kindness, patience and empathy towards one another. They listen extremely well and show that they understand the routine and expectations at the setting. The childminder demonstrates a responsive approach and gives each child high levels of attention and encouragement to support them to join in. When supporting children with special educational needs and/or disabilities, she successfully uses real objects and visual aids to support children to understand and follow the routine. Consequently, children show very positive attitudes towards trying new things and understand the structure and boundaries at the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's emotional wellbeing in a highly successful way. She validates their feelings during play and has age-appropriate discussions to help them understand and manage their emotions in a positive manner. Furthermore, she has a wealth of resources that build their awareness of different feelings and emotions, such as the 'Colour Monster' book and props. In addition, the childminder has a clear attendance policy. She closely monitors attendance and establishes clear communication with parents to promote frequent attendance at the setting.

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Children's welfare and wellbeing Strong standard

The childminder creates a highly inclusive environment that places high focus on promoting children's emotional wellbeing and welfare. She has secure knowledge of each child's individual needs, learning disposition and family context. It is evident that highly respectful relationships are a real strength. Children demonstrate close attachments and frequently seek comfort and support from the childminder. Furthermore, well-embedded routines and highly supportive care practices promote children's physical health and wellbeing successfully. For instance, children develop excellent independence, including handwashing, self-care skills and snack preparation. This is apparent when children delight in helping to cut fruits during snack time. The childminder transforms this part of the day into a fun and interactive learning experience as children listen to 'The Very Hungry Caterpillar' story and discuss how the different fruits taste and feel.

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Children's welfare and wellbeing Strong standard

Children have excellent opportunities to learn about oral health. For instance, children share photos of a recent trip to the dentist, and the childminder plans a range of activities to help them to develop healthy teeth brushing habits. Furthermore, children have daily opportunities to be active. This is apparent when they play outdoors in the childminder's stimulating garden, engage in yoga and dancing and enjoy a variety of local walks.

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Curriculum and teaching Strong standard

The childminder has an in-depth understanding of child development and how children learn. She has a wealth of experience from working as a teacher and incorporates a great deal of her teaching ideas and strategies when caring for children in her home. The childminder plans a highly ambitious and well-sequenced curriculum with high expectations and aspirations for all children. Children engage in a variety of exciting projects to extend their curiosity and new knowledge. In addition, the childminder is particularly skilled at adapting her teaching skills to support different children's needs and stages of development. This is evident when she offers lots of commentary during play to develop children's communication and language development and asks open questions to extend older children's ideas and thinking skills.

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Curriculum and teaching Strong standard

The childminder creates a stimulating environment that supports children to become curious learners. She responsively plays with children and offers clear explanations to foster their learning. Consequently, older children confidently ask questions as they investigate the world around them. The childminder is passionate about outdoor learning and exploration. Children have superb opportunities to develop their physical skills through regular nature walks to feed the ducks, visiting parks and spending time in the childminder's inviting garden. As a result, they make excellent progress in their physical development, spatial awareness and balance.

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Curriculum and teaching Strong standard

The childminder offers excellent support to promote children's communication and language skills. She listens attentively, repeats children's words and introduces rich new vocabulary. The childminder discusses 'how books should be treasured' and brilliantly engages children in fun and exciting storytelling sessions. She frequently weaves in opportunities for children to learn different early mathematical concepts during play. For example, they discuss different colours, sizes and positional language when exploring and classifying fruits during water play.

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Inclusion Strong standard

The knowledgeable and experienced childminder demonstrates a wealth of skills and expertise in supporting children with special educational needs and/or disabilities. She completes baseline assessments when children join and closely monitors their ongoing progress, which helps to assess each child's individual learning needs and next steps. The childminder places high emphasis on early intervention and works collaboratively with parents and external agencies to create purposeful and impactful learning opportunities for children. Her secure knowledge of how to assess, plan, do and review supports children to make rapid progress. The childminder is highly committed and responsive to the diverse needs of the children in her care. She undertakes extra training to ensure she has a depth of knowledge to support all children's differing needs effectively.

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Inclusion Strong standard

Furthermore, the childminder successfully adapts activities in the moment to engage children. She also uses a range of visual aids, alongside sign language, to support children's understanding, vocabulary and transition times throughout the day. All children are evidently thriving and vastly benefit from the childminder's skilful teaching, experience and encouraging manner. In addition, the childminder plans ongoing experiences to help children to understand about diversity. For instance, when learning about Lunar New Year, children enjoyed tasting different Chinese food and exploring fortune cookies. This supports children's growing understanding of similarities and differences.

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Leadership and governance Strong standard

The childminder is highly proactive and strives to continually enhance her knowledge and skills. This is apparent when she undertakes additional qualifications to ensure she has the most up-to-date knowledge on supporting children with special educational needs and/or disabilities. The childminder does not currently have any children in receipt of early years pupil premium or disadvantage funding. However, she speaks confidently, based on prior experience, about the importance of using any funding swiftly to help to close any gaps in children's learning.

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Leadership and governance Strong standard

The childminder has an accurate view of her strengths and areas she would like to continue to focus on. She builds excellent partnerships with parents. For instance, she has an in- depth settling-in process where she takes time to get to know children's individual interests and stages of development. She also provides parents with regular photos and updates about their children's day and progress. Furthermore, she shares insightful monthly newsletters and suggests fun ideas to support children's learning at home. In addition, the childminder works in close partnerships with external professionals, such as the inclusion team at the local authority and health visitors. This helps children to receive timely and cohesive support to foster their ongoing progress.

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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 show they are extremely happy, secure and flourishing in the childminder's warm and welcoming care. They benefit from a highly nurturing environment where their emotional security and uniqueness are priorities. Children build strong bonds with the childminder, and this enables them to explore, learn and become curious and motivated learners. Children enjoy a wealth of rich and stimulating experiences that capture their interest and extend their understanding of the world. The childminder frequently takes them out to different parks, to

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Inspector:

Amy Wilkinson feed the ducks and to the library. These outings help to build children's confidence and provide valuable opportunities to interact with other children.

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Inspector:

Children have lots of opportunities to discover and learn outdoors in the childminder's stimulating and well-planned garden. Children delight when playing in a mud kitchen and explore a range of natural resources, such as herbs and shells. They display great levels of enthusiasm as they explore and try new things. Children's language and communication skills are expertly developed. For instance, when children enjoy listening to a variety of stories, the childminder asks lots of open questions and offers clear explanations to support their understanding. Children also explore different words and characters when participating in puppet shows. Children have lots of opportunity to engage in first-hand learning. For instance, when learning about the life cycle of a butterfly, they observe how real caterpillars build a cocoon. They also recall key knowledge about what caterpillars eat and their different

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Inspector:

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, are fully included and make significant progress. The experienced childminder skilfully adapts activities to meet individual needs and works in strong partnership with parents and other professionals. The childminder also places strong focus on promoting positive levels of attendance at the setting. Children demonstrate excellent levels of engagement and superb social skills. They demonstrate kindness, empathy and patience as they play together and take turns.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children who may face any barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children throughout the inspection and read written feedback from parents in relation to their opinions and experiences at the setting.

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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 : 08:00 - 16:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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