Seymour, Rachael Simone

Childminder

Unique reference number (URN): EY394365 Registered with Ofsted: 03/07/2009 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 display high levels of curiosity as they explore and ask questions. They confidently engage in learning and develop their understanding of the world around them when engaging in imaginative play. Children explore and experiment in their play, and those children with other barriers to their learning and/or wellbeing are effectively supported to develop their personal, social and emotional skills when playing alongside their friends.

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Achievement Strong standard

Children are extremely independent, and they show high levels of resilience when tackling challenges. They are proud of their achievements and enjoy celebrating this with others. All children make progress when they learn and practise skills that support them to reach key milestones, particularly those children with special educational needs and/or disabilities (SEND).

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Achievement Strong standard

Children's engagement levels are high. Older children use their secure knowledge of routines for learning to help their younger friends, such as when they take part in a music activity. For example, older children get the drumsticks and pom-poms ready and lay them out in anticipation of the upcoming activities. They help share the resources out and support the younger children to tap the sticks in time with the music.

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Achievement Strong standard

All children, including those with SEND, are supported at key transition points, such as starting school, and have the skills and knowledge they need to move on to the next stage of their learning.

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Children's welfare and wellbeing Strong standard

Children naturally seek out the childminder to play and form strong bonds with her. Children feel safe and secure and form positive attachments with the childminder. This allows children to explore independently and be comfortable to seek out reassurance if they need it.

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Children's welfare and wellbeing Strong standard

The childminder has established secure and effective practices in relation to meeting individual children's care needs. These processes are consistently followed to a high standard by the childminder to ensure that all children have their care needs met.

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Children's welfare and wellbeing Strong standard

Children develop their understanding of a healthy lifestyle. They can talk about why they need to put on sun cream and a hat when playing in the sun. Children also know and can talk about why it is important to wash their hands after they have been playing outside and before they eat. The childminder prepares nutritious meals for the children and supports them to develop their understanding of a balanced diet. For example, children talk about a range of foods, such as fruit and vegetables, and they know that drinking water helps them to stay healthy.

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Children's welfare and wellbeing Strong standard

Where children face other barriers to their learning and/or wellbeing, the childminder works closely with families to adapt care routines to meet the needs of individual children. For example, the childminder adapts recipes so that all children can enjoy healthy, nutritious meals together.

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Curriculum and teaching Strong standard

The childminder has designed an exciting curriculum for the children that relates to the world around them. She ensures that children develop their skills across all areas of learning. For example, children enjoy planting and watching seeds grow. They talk about the changes they see as their seed grows, noticing as the shoots appear. They confidently explain that the seeds are kept on the windowsill so they can get sunlight, and they know that they should water the seed to help it grow.

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Curriculum and teaching Strong standard

The childminder carefully plans learning so that it builds on what children already know and can do, supporting their knowledge, skills and wellbeing. She intentionally uses story time and singing nursery rhymes with rhythm and repetition every day to develop children's language, vocabulary and communication skills, while also supporting their memory and listening skills. This is particularly beneficial for those children with special educational needs and/or disabilities, who also benefit from carefully planned one-to-one activities. Children develop a love of stories and enjoy borrowing books from the childminder each week to share at home. They can confidently talk about their favourite stories and characters.

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Curriculum and teaching Strong standard

The childminder has embedded highly effective routines that help children to maximise learning. They know what is coming next and get excited for upcoming circle time and music activities. All children are highly engaged, and the childminder effectively adapts her responses to ensure that all children are included.

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Curriculum and teaching Strong standard

Children develop a secure understanding of mathematical concepts through planned activities and the daily routine. For example, children develop their understanding of mathematical language, such as behind, in front and on top, as part of imaginative activities using construction blocks, but also as part of the tidy-up routine.

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Inclusion Strong standard

The childminder has created a highly inclusive environment where all children can access learning. She quickly identifies any gaps in children's learning through meticulous observations and highly effective communication with parents. Based on the information she gathers, she swiftly puts well-researched interventions in place to support children to make progress. For example, children have made rapid progress in their language and communication skills.

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Inclusion Strong standard

The childminder is committed to supporting families of children with special educational needs and/or disabilities (SEND) at home, and she organises and shares resources that are used highly effectively between home and the setting. This shared approach supports parents to help their children make progress.

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Inclusion Strong standard

The childminder works closely with other professionals and seeks out further training when appropriate. The childminder is knowledgeable about the next steps for each child and consistently supports the individual needs of all children, particularly those with SEND, by

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Expected standard

adapting and targeting activities and routines to support children's individual learning needs. For example, during circle time, the childminder explicitly models vocabulary and encourages those children with SEND to use this as they join in. She also supports them to develop their thinking and processing skills. For example, she gives additional thinking time and models sentence structures for children to repeat.

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Behaviour, attitudes and establishing routines Expected standard

Positive and caring relationships are evident between children and the childminder. This supports children to feel safe and secure and to develop their personal, social and emotional skills.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established, and this enables children to feel secure and anticipate what comes next in the day. This means they are ready to learn and excited to take part. Some transition points are less effective in helping children to manage their emotions and behaviour. For example, when children are washing their hands ready for mealtimes, the childminder does not fully support children to manage their emotions while waiting their turn.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well, and staff support them to understand, name and manage big emotions. For example, the childminder helps children with special educational needs and/or disabilities (SEND) to share resources and toys with others, talking calmly to them, showing understanding of their feelings and offering ways to help them to wait for a turn.

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Behaviour, attitudes and establishing routines Expected standard

All children are supported to be resilient and independent, particularly those with SEND. For example, children are encouraged and supported to put on their own socks and take off and put on their coats and shoes. They also help to set the table ready for lunch. This builds children's confidence and supports their ongoing feelings of success and achievement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance and supports families by working together and adapting attendance patterns, particularly for those children with other barriers to their learning and/or wellbeing, to ensure that children attend the setting regularly and make progress.

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Leadership and governance Expected standard

The childminder creates a positive working environment. She ensures assistants receive regular supervision and training to support their work in the setting. Ongoing communication between the childminder and assistants means that they can adapt their support for children in the moment and ensure that the setting is fully inclusive, particularly for those children with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

The childminder reflects on her practice to identify what is going well and where to make improvements, for example, seeking ways of improving routines. The childminder establishes positive working relationships with parents. Parents typically describe a flexible and supportive approach to meet the needs of their children. The childminder and her assistants regularly share information with parents to support them with their child's learning at home. For example, children borrow a book each week from the childminder to share at home. For those children with SEND, the childminder shares activities and resources with parents so that they can work collaboratively to support their child's needs.

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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 arrive happily at the setting and quickly settle into the daily routine. They enjoy a range of appealing and exciting play opportunities in the purposeful environment that the childminder has created. The childminder has developed positive and caring relationships with all children, and this helps them to feel safe and secure. All children confidently communicate with their friends and share their experiences. They feel valued and included, particularly those children with special educational needs and/or disabilities (SEND).

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

Children are actively encouraged to develop their independence skills and their thinking skills, which ensures they make progress across all areas of learning. For example, children enjoy playing creatively with a range of open-ended resources that support them to develop their imagination and problem-solving skills.

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

The childminder creates a warm and nurturing environment for children to learn. Children learn how to make friends with other children and support each other caringly. For example, older children support younger children to join in with music and singing activities by showing them how to play instruments. They also support younger children to develop their understanding of the routines by encouraging them to join in when tidying up. This builds younger children's confidence and supports them to feel included and be active learners.

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

All children, including those with SEND, develop the skills they need so that they are ready for the next stage in their education, including being ready for school.

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Next steps

The childminder should ensure that she consistently embeds routines that support children's best possible behaviour, particularly at mealtimes. The childminder should use her knowledge of the setting to analyse routines and support assistants.

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About this inspection

The inspector spoke to the childminder, assistants, parents 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. Vanessa Foster

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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