Draper, Jessica April

Childminder

Unique reference number (URN): 2775890 Registered with Ofsted: 02/04/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a hugely positive and nurturing environment where children feel cherished and safe. This means that they are open to learning and develop confidence and self-esteem within the setting. The childminder has a highly positive approach to behaviour, and children respond extremely well to this. For example, she encourages children to pick toys up from the floor so that other children do not step on them and fall or hurt their feet. She has built incredibly trusting relationships with the children, and they clearly enjoy their time at the setting. Children show full engagement and attention during their activities, having a positive attitude to learning.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary, and this is clearly embedded as they remember their manners at mealtimes, saying 'please' and 'thank you' to the childminder. They get on extremely well and are particularly kind to each other. For example, children pass around the pieces of pretend cake to everyone. They play very well together and show high levels of focus, counting the number of marbles they have rolled down the tube in turn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder caters for children's individual and personalised needs, which means that children with special educational needs and/or disabilities are well supported in understanding the behavioural expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to help them understand the importance of regular attendance and punctuality.

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Curriculum and teaching Strong standard

The childminder has created a highly inclusive and ambitious curriculum that fully meets the needs of the children in her care. She has a deep understanding of the development of young children and uses this to ensure that her curriculum is well sequenced. Her main priority for children is their emotional wellbeing and ensuring that they are happy and settled to develop the confidence to explore the range of activities she offers. She uses every opportunity to ensure that children are learning. For example, when pressing flowers into the play dough, she counts with the children. The curriculum covers all areas of learning, and children enjoy playing outdoors on the bikes, developing their large-muscle skills. Developing children's communication skills is a priority for the childminder, which she supports through her high-quality interactions with them. The childminder ensures that children are clear in their understanding and swiftly steps in to address misconceptions. For

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Curriculum and teaching Strong standard

example, when counting, she repeats the correct pattern of numbers.

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Curriculum and teaching Strong standard

The childminder knows the children incredibly well and uses continual assessment and observations to tailor her teaching to the individual child. This means that children with special educational needs and/or disabilities or other barriers to learning or wellbeing are fully included in all activities and access the same learning as their peers.

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Inclusion Strong standard

The childminder has robust procedures in place for identifying children with special educational needs and/or disabilities (SEND) or other barriers to learning or wellbeing. She liaises closely with parents when children first start to find out what children can do and if and where support is needed. She continues with observations and assessments to develop the next steps for the child to close any gaps in their learning. The childminder ensures that any necessary adaptations are put into place to support children in accessing the same experiences as their peers. For example, she ensures that the floor is always clear of toys, so children do not trip and fall. She skilfully adapts her practice while interacting and playing with children to ensure that their understanding is clear.

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Inclusion Strong standard

The childminder ensures that she has a solid and secure understanding of the children with SEND or other barriers to learning or wellbeing in her setting by accessing professional development specifically targeted at the children in her care. She also carries out research to further enhance her understanding.

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Inclusion Strong standard

The childminder works incredibly closely with parents and other settings to support children with SEND in the transitions into the next stage of their learning. She also accesses the support offered by the local authority.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, feel extremely safe and have a strong sense of belonging, which means that they are open to learning and confident to explore all the wonderful activities the childminder has to offer. They generally make swift progress through all areas of the curriculum from their starting points due to clear next steps and ongoing assessment. They develop independence and growing confidence under the childminder's gentle guidance. For example, they learn to put on their own coats and shoes independently. Children generally communicate well and ask for help if they need it. Children are able to focus and pay attention to their play. For example, they carefully pour sand from one pot to another.

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Achievement Expected standard

Children are generally suitably prepared for their next stage of learning; however, the absence of secure, daily routines limits some children's opportunities to develop the self- regulation and confidence necessary for that next step.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are extremely important to the childminder. She has built warm and trusting relationships with the children and their parents, which means children feel safe and able to explore the dedicated space for play, which is nurturing and welcoming. They enjoy playing in the garden where they can ride bikes or run around developing an understanding of the benefits of exercise. The childminder promotes the importance of healthy food and drink to parents who provide their own children's food. She offers sample menus and suggestions for healthy snacks. She works closely with parents for children with special educational needs and/or disabilities or other barriers to learning to support their understanding of the importance of a healthy diet and secure routines. During mealtimes, children demonstrate good manners and develop impressive social skills. The childminder fully supports children in developing independence

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Children's welfare and wellbeing Expected standard

in their personal needs. For example, she helps them to wash their hands before meals according to their age and stage of development.

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Children's welfare and wellbeing Expected standard

The childminder has not yet fully established secure eating and sleeping routines that children feel familiar with. As a result, children sometimes find it difficult to recognise their own needs, which inhibits their ability to self-regulate their emotions.

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Leadership and governance Expected standard

The childminder has a clear idea of her strengths in the setting. She recognises that she builds extremely secure and warm relationships with the children she cares for and their families. Parents speak highly of the childminder and say that their children love coming to be with her and that she is warm, nurturing and approachable. The childminder is passionate about giving young children and babies the best start in life and has a strong drive to improve her practice. For example, she has created a dedicated space for children to play and learn. She is reflective and makes changes as and when the necessity arises.

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Leadership and governance Expected standard

The childminder ensures that she keeps up to date with regular and appropriate professional learning. For example, she attends training courses specific to the needs of the children she cares for to ensure that children have the best outcomes. She has a secure understanding of the needs of young children. However, she does not always follow a familiar routine, so children become secure and confident in what is happening next and begin to have the skills to regulate their own emotions and needs.

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Leadership and governance Expected standard

The childminder works closely with parents and other settings to ensure that children have continuity in their care. She supports parents in understanding what they can do at home to further help their child progress. She works with the local authority and other outside agencies when necessary.

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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

All children are warmly welcomed into this nurturing and caring setting. They build close bonds and positive relationships with the childminder and each other. Children clearly feel safe and secure as they reach their arms out for cuddles. They are confident and happy and choose for themselves what they want to do and play with. Children smile warmly at adults and each other as they play.

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

Children thoroughly enjoy and engage with the exciting and interesting activities and resources available to them. The childminder knows the individual children very well and plans activities that they will enjoy and that support their development. These are skilfully adapted to ensure that all children, including those with special educational needs and/or disabilities or other barriers to learning or wellbeing, can access the same learning as their peers. She offers children the opportunity to decide some of their own activities from photos, which means they are highly focused in their play. For example, they shape play dough and press flowers into it, strengthening their hand muscles.

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

Children are well supported to manage their feelings and behaviour, which is exemplary. They learn to share, take turns and play cooperatively with their friends. For example, children take turns in rolling marbles down a tube into a tub. Children are extremely kind to each other; they pass each other their shoes when it is time to go outdoors. The childminder gives them lots of praise for their efforts and achievements and, as a result, their self- esteem is high.

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About this setting

Operating hours: Monday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this setting

Local authority: Bedford Children develop independence for their next stage of learning. They learn to put on their own coats and shoes and ask for help when they need it. The childminder has extremely positive relationships with parents, and they speak incredibly highly of her dedicated and thoughtful support. She promotes the importance of attendance and has secure procedures in place.

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Next steps

The childminder should embed secure routines around eating and sleeping, so children learn to recognise their own needs and are well supported in moving on to their next stage of learning.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from parents 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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