Barr, Alison

Childminder

Unique reference number (URN): 2769804 Registered with Ofsted: 04/01/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is consistently of a very high standard, and they behave impeccably well. They show kindness, consideration and respect for one another across all aspects of the provision. The childminder is an extremely positive role model. She supports children's behaviours in a way that reflects their developmental stage. She is patient and calm, explaining what needs to happen, supporting children's emotional development. For example, when children want a toy another child is using, she gently explains the need to take turns and encourages them to swap toys. As a result, children share and play together harmoniously and enjoy each other's company.

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Behaviour, attitudes and establishing routines Strong standard

Children have deep bonds with the childminder and assistants, and this is reflected in how well they know them. They respond to their cues and will readily offer comfort when needed. The childminder establishes highly effective routines. This provides children with a high sense of security and belonging. The childminder's focus on building secure and positive relationships ensures that all children feel safe to express themselves. Even the youngest children are confident to vocalise their wants and needs. This leads to high levels of confidence and self-assurance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder communicates the importance of punctuality and attendance to parents. This helps children attend consistently and settle at the beginning of each day.

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Children's welfare and wellbeing Strong standard

The childminder and assistants establish highly effective, nurturing relationships that promote children's sense of security and wellbeing. The childminder and assistants know children and families exceptionally well. They show exceptional dedication in helping children to settle quickly and feel secure.

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Children's welfare and wellbeing Strong standard

The childminder consistently supports children's independence in their own self-care. For example, children practise putting their shoes on, and even the youngest children practise drinking from a cup. The childminder and assistants help children to wash their hands before mealtimes. They guide them to manage their self-care, such as using the potty independently and washing their hands.

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Children's welfare and wellbeing Strong standard

The childminder and assistants engage in meaningful discussions during mealtimes. Children demonstrate positive manners. They say please and thank you and are helpful to those around them. The childminder and assistants understand the importance of safe eating and safe sleeping practices. Children sleep in a travel cot or on a sleep mat and are regularly monitored.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to each individual child and their families. The childminder promotes healthy lifestyles through physical play. She shares the most recent guidance with parents on providing healthy food, while respecting individual requirements. Partnerships with parents are highly effective. Parents consistently speak very positively about the childminder's warmth, care and support for their children.

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Achievement Expected standard

Children are happy and confident learners who thrive in the childminder's welcoming environment. All children are fully included in all aspects of the curriculum and make ongoing progress from their individual starting points. Children have continuous access to engaging outdoor learning opportunities. They acquire mathematical skills through opportunities to develop their early counting and number skills through their play. For example, children are encouraged to find different colours and count how many. As a result, children build their confidence in mathematics as staff help them.

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Achievement Expected standard

Children are exposed to real-world vocabulary through hands-on exploration of everyday items. Children join in enthusiastically, experimenting with vocabulary. Even the youngest children develop confidence in expressing ideas and interacting with others. Children develop their physical skills through climbing, pulling themselves up and sliding down the slide. They enjoy playing with different-sized balls, throwing and catching them with increasing skill. Overall, the childminder's curriculum aims for children to move on to their next steps in education as motivated and enthusiastic learners.

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Curriculum and teaching Expected standard

The childminder and assistants identify starting points for children's learning through ongoing observation and assessment. The childminder and assistants provide a purposeful curriculum. The childminder plans beneficial activities to reduce any known barriers to learning. She is less confident about how to support children who may have more complex needs, such as those with special educational needs and/or disabilities. In this respect, she has a positive attitude towards enhancing her knowledge and skills to ensure no child is left behind in their learning. During play, the childminder and assistants typically engage children by asking thoughtful questions to extend ideas. They prioritise young children's speech and language skills effectively. This helps them to increase their vocabulary and become confident talkers. The childminder and assistants gently encourage children to combine words, or speak in full sentences, to extend learning. In general, the childminder

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Curriculum and teaching Expected standard

and assistants respond to children's changing interests and learning needs. For example, when children show an interest in trains, they are encouraged to take them outside. The childminder then uses the activity to support early mathematical skills through simple problem-solving.

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Curriculum and teaching Expected standard

The childminder and assistants make good use of repeated stories to introduce children to memorable words and phrases. For example, children fill in missing words from the story 'The Gruffalo' while playing in the sand. The childminder and assistants use every opportunity to introduce songs into the daily routine. They are passionate about children learning outdoors. They provide plenty of opportunities to develop children's gross and fine physical development. The childminder takes children on various outings, and they enjoy trips to local parks and beaches.

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Inclusion Expected standard

The childminder knows the children and families well and works closely with parents to identify starting points. The childminder identifies learning needs and supports families. Children benefit from thoughtful resources, shared with parents, to support their development. Potential learning barriers are reduced through close monitoring, regular observations and assessments. The childminder maintains clear communication with families. Children's individual needs and familiar routines are accommodated in activities that build on what children know and can do. The childminder provides a calm, caring, nurturing environment where all children feel safe and valued.

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Inclusion Expected standard

Partnerships with other professionals are meaningful. The childminder liaises with health professionals to support the needs of children with potential barriers to learning. For example, the childminder notices any changes in behaviour in children. She talks to children and parents and seeks advice. The childminder provides learning opportunities to enable children to meet their developmental milestones. As a result, potential barriers to learning are successfully overcome. The childminder has not yet taken additional in-depth training to increase her knowledge of how to support children with special educational needs and/or disabilities, to enhance her inclusive provision for all children. Children develop a sense of belonging that nurtures their development. The childminder values parent contributions and supports parental choices. She tailors care to individuals, providing adaptations where needed to support all children.

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Leadership and governance Expected standard

The childminder has an honest and accurate understanding of the strengths and priorities for development within her setting. She understands the nurture, care and education children need. The childminder knows the children and families well and uses this knowledge to shape an inclusive curriculum. The curriculum responds to children's individual needs and any potential barriers to learning. The childminder plans a curriculum that builds on children's interests and starting points. The curriculum is generally reviewed and reflects children's next steps and enriches their learning.

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Leadership and governance Expected standard

Assistants feel valued. They can raise concerns openly and appreciate the collaborative environment that supports children's learning. They enjoy the training they have experienced and feel they can ask for further training in any area needed or that interests them.

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Leadership and governance Expected standard

The childminder strives to promote the best outcomes for all children by working collaboratively with professionals, children and families. The childminder and her assistants regularly attend network meetings with other local childminders. This supports their professional development, as they share updates, ideas and good practice. The childminder recognises the benefit of training. She is seeking to further her knowledge of special educational needs and/or disabilities and further supporting children with barriers to 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 happy and confident and thrive in the childminder's welcoming environment. The childminder works closely with parents. Barriers to learning are reduced through clear communication with families and professionals. For example, the childminder shares thoughtful resources with parents to support children's development. Children's individual needs and familiar routines are accommodated in activities that build on what children know and can do. The childminder provides a calm, caring environment where they feel safe and valued.

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Inspector:

Naomi Beck Children have secure attachments with the childminder and assistants. This is evident, as even the youngest children communicate their wants and needs with confidence. Children have deep bonds with the childminder, and this is reflected in how well she knows them and responds to their individual cues. Children play harmoniously together and enjoy each other's company. This reflects the highly positive relationship between children and the childminder and assistants.

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Inspector:

Children access a rich, well-planned curriculum that reflects their individual interests and next steps. For example, children learning to walk are provided with resources where they can pull themselves up and cruise. They play together beautifully. They share, take turns and laugh together as they explore the environment. Children spend lots of times outdoors and benefit from plenty of fresh air. Children enjoy being taken on various outings, such as to local fields, wildlife parks and the beach. The childminder and assistants use every opportunity to introduce songs and stories into the daily routine. They ensure that all children have access to books and have opportunities to share stories with adults. Children confidently choose from familiar songs. They show enjoyment, strong recall and growing confidence as they join in with words and actions. These activities support their developing relationships, communication and language development.

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Inspector:

The childminder communicates the importance of attendance and punctuality in supporting children's learning and development to parents. This helps children to establish secure routines and positive habits, preparing them well for the next stage of education.

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Next steps

The childminder should implement her professional development plans to further her knowledge around supporting children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with 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.

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About this setting

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

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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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