Page, Rebecca Sarah

Childminder

Unique reference number (URN): 2754799 Registered with Ofsted: 17/01/2024 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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Children's welfare and wellbeing Strong standard

The childminder has created a nurturing and supportive environment. She has implemented highly effective procedures to demonstrate that children's welfare is well-promoted. She teaches children to become increasingly independent in managing their personal needs. Hygiene practices are robust, with children consistently supported to wash their hands and attend to their self-care with minimal prompts. Any support in these processes is gentle and supportive and promotes children's welfare, dignity and privacy.

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Children's welfare and wellbeing Strong standard

Children's physical development is well promoted through regular access to the childminder's purposeful garden and outings in the wider community. Children learn the benefits of exercise, rest and nutrition. Children receive healthy, balanced and nutritious food and drinks and a weekly menu is shared with parents. Discussions and topics on how to keep their bodies healthy are promoted, both in the setting and through partnerships and information sharing at home. The childminder works closely with parents to create a positive culture that promotes their understanding about healthy food choices and good oral health.

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Children's welfare and wellbeing Strong standard

The childminder teaches children to manage their own risks safely, such as offering gentle reminders when riding their bikes near to their friends so they are careful not to knock them over and reminding them to finish their mouthful before talking so they do not choke. Children are learning the reasons behind their actions and are given the freedom and autonomy to make their own decisions.

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Children's welfare and wellbeing Strong standard

Children readily seek out the childminder for cuddles and comfort. The familiar yet flexible daily routines help to ensure that children know what to expect and gain the emotional security to try new things. This has a positive impact on their learning. All children are making secure attachments and demonstrate belonging and contentment in the setting.

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Children's welfare and wellbeing Strong standard

The childminder knows every family and the community she serves very well. Her partnerships with parents are well established, as is her consistent community engagement. She supports parents through signposting and leaflets to help them understand the risks of using digital technology and how to keep safe online.

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Leadership and governance Strong standard

The childminder is highly knowledgeable on the statutory requirements in the Early Years Foundation Stage and she carries these duties out effectively. She has a reflective and ambitious vision for providing high-quality education and care to children in the local community. Her self-evaluation identifies areas of strength, such as her secure parent partnerships and close community links. Parents are highly complimentary and appreciative of how she goes above and beyond to meet the needs of their children and supports them to build on this at home.

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Leadership and governance Strong standard

The childminder recognises the importance of continued professional development. She has a degree qualification in early years education, as well as undertaking ongoing training relevant to her role and the children she cares for. She also completes regular refresher

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Expected standard

courses in safeguarding and first aid. This helps to ensure that children are safe and secure in her care, as well as strengthening the ongoing quality of education she provides.

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Expected standard

The childminder has forged secure relationships with parents and other professionals. She continually shares information with parents about their children's development, including the progress check at age 2, and she supports parents to extend their children's learning at home. She ensures that children thrive in all aspects of their development and are exceptionally well prepared for their next stage. The childminder is reflective in her approach and is committed to making any necessary improvements. These high ambitions help to prepare all children for the next stage of their education.

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Achievement Expected standard

Children achieve well due to the broad and balanced experiences the childminder provides. Focused attention is given to those children who need it most, and secure partnerships have been established to support children's progress. This helps children to embed skills across all areas of learning over time.

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Achievement Expected standard

The childminder follows children's interests and provides many opportunities for them to explore freely and lead their own learning. Her encouragement and positive interactions help children to develop confidence and motivation to try new experiences. As a result, children demonstrate pride in their achievements and engage readily in their learning.

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Achievement Expected standard

The childminder places strong emphasis on children's personal, social and emotional development. She understands that children need to feel emotionally secure in order to fully benefit from learning experiences. She supports children to talk about their feelings and helps them begin to recognise and understand the emotions of others, fostering empathy and compassion. Children show curiosity, perseverance and enjoyment in their interactions and play with peers. However, at times, the intended learning outcomes of these experiences are not sharply defined, which means progress is not always as precisely targeted as it could be. Overall, children make positive progress from their starting points and are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are developing positive attitudes to learning. They are valued by the childminder, and their ideas and opinions are listened to. The childminder has high expectations for children's behaviour. She has created a culture of empathy, kindness and respect, with clear and consistent routines established. Children listen well and follow the childminder's gentle instructions and guidance. The childminder narrates and models expected behaviours, and the children follow these and learn the rules and boundaries of the setting. The childminder supports all children to thrive in her care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children to understand their own emotions and those of others through books. props and daily 'welcome time' discussions. The familiar yet flexible daily routines help to ensure that children know what to expect and gain the emotional security to try new things. This has a positive impact on their learning. Older children are given consistent reminders to consider their younger friends and receive specific praise for their efforts. All children are forging close friendships and secure relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's regular attendance. She recognises that this helps children to form good habits for future learning, and she works closely with parents to support this. Any absences are recorded and closely monitored, and parents are encouraged to adhere to set arrival times to ensure a consistent routine is embedded for the children. Effective communication is in place and the childminder has developed secure relations with all families who attend.

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Curriculum and teaching Expected standard

The childminder has planned a broad curriculum that ensures learning is differentiated for all children in attendance. She knows the children very well and pays close attention to their ages and stages of development to plan for what they need to know next. The curriculum is child-led, flexible, and responsive, adapting in the moment according to children's interests and engagement. However, the intentions for children's learning are not always clearly defined or explicitly communicated. As a result, the precise learning outcomes children are working towards are not consistently evident, which limits the ability to track and maximise progress over time.

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Curriculum and teaching Expected standard

Parents are involved in children's learning, and information is regularly shared between home and setting. Transitions to school are well supported through discussion and visits and structured gradually so children get used to the process of moving on to their next stage without worry.

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Curriculum and teaching Expected standard

Children demonstrate a love of reading and books are a consistent element of their daily learning. For example, children are highly engaged in an enticing story time of 'The Three Billy Goats Gruff'. The childminder reads with enthusiasm, adapting her voice to suit the different characters. Children giggle in delight when the Troll is thrown off the bridge and their interests are sustained throughout.

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Curriculum and teaching Expected standard

Various opportunities are in place for embedding mathematics. The childminder incorporates counting, comparing and problem-solving as the children play. For instance, she introduces shape and size comparisons, such as 'which is bigger?' and 'shall we measure how long this one is?' as children build their block towers in the sandpit and count the pieces as they stack them on top of each other.

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Inclusion Expected standard

The childminder is considerate of each child's unique traits and stages of development. She is consistent in making sure that any barriers children face are swiftly identified. The quality of her practice and promotion of inclusive education for all children is secure. She ensures that children of all ages have a suitably differentiated curriculum and consistently adapts her practice to suit all children. She uses assessment to check what children know and can do and tailors her teaching to children's different starting points. Focused care, attention and intervention is in place for those children that need it the most. The childminder recognises children's emerging needs, making sure that through communication with parents and other professionals, they receive effective and timely support. She monitors their individual progress and works closely with families to shape the experiences children receive. This helps to ensure that children receive an appropriate level

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Inclusion Expected standard

Parents are highly positive about the care their children receive. They feed back on the additional support they have had as a family and the attention to detail in ensuring their children's needs are fully met.

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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 display high levels of enjoyment in this bright and enticing setting. They are warmly welcomed by the childminder, who is warm and nurturing. She has forged secure bonds with the children and knows their unique personalities and interests very well. Children feel listened to and valued for their individual contributions and are achieving well.

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

The childminder readily adapts her curriculum to ensure children's emerging interests are included when planning for their next steps. Children benefit from this responsive approach, which helps to maintain their engagement and enthusiasm for learning.

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

Children benefit from a curriculum that helps to ensure they learn the necessary skills across all areas of learning. Their confidence and social skills are promoted well during their weekly outings, as well as through the in-house experiences the childminder brings to the setting. For example, she has invited a petting zoo, reptile handler and mini-beast experiences to bring the awe and wonder of the world to the children. They also experience intergenerational learning through their visits to a local care home. This helps them begin to understand each other's differences and develops their respect and empathy for others.

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

Children's listening and attention skills are developing swiftly through group activities and collaborative play. For example, during an outdoor road safety game, children enjoy riding their balance bikes around the garden, paying attention to the traffic lights and navigating obstacles and their friends. The childminder gives them simple instructions such as 'stop', 'wait' and 'green light, go, go, go', and the children listen and respond amicably.

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

The childminder asks thoughtful questions to support children's recall of previous learning and children are given plenty of time to think and answer at their own pace. Nothing is rushed and children are learning to respect themselves and others. They listen and respond to the childminder's gentle guidance and are developing positive attitudes to learning.

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

Partnerships with parents, carers and other professionals are well established. The childminder has forged solid relationships due to her regular communication and daily feedback. The childminder recognises the importance of children's regular attendance and follows up on any absences in a timely manner. This helps to ensure children's wellbeing and continuity of care. Overall, all children are making positive progress from their starting points.

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Next steps

The childminder should incorporate more specific and purposeful learning intentions which are more sharply focused on what the outcome is for children's learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with the childminder 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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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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