Phillips, Jade Alexandra

Childminder

Unique reference number (URN): 2766490 Registered with Ofsted: 20/12/2023 Registers: EYR

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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 are happy, confident and excited to attend the setting. They show a positive attitude to learning and engage enthusiastically in the activities provided. Children confidently share what they know and take pride in talking about their learning.

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Achievement Strong standard

Children benefit from a curriculum and daily routine that helps them feel secure, engaged and motivated, which supports them in developing a strong love of learning. As a result, children make good progress from their individual starting points and develop the skills they need for their next stage of development. This is particularly evident in children's communication, confidence, emotional development, positive behaviour and independence.

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Achievement Strong standard

Children experience smooth transitions because staff maintain strong links with other settings they attend or move on to. They benefit from continuity in their learning and care, as staff share clear targets with receiving settings to support progression.

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Achievement Strong standard

Children also benefit from strong partnerships between staff and parents. Parents understand their children's targets and how to support learning at home, which helps children make consistent progress across all environments.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes good behaviour through a calm and consistent approach that helps children feel secure and supported. She follows a clear daily routine that children know well, which gives them confidence and helps them understand what will happen throughout the day. As a result, children settle quickly into activities and engage positively in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds strong, positive relationships with the children and encourages respectful interactions between peers. She supports children to develop important social skills, such as taking turns and sharing, through gentle guidance and consistent expectations. Children respond well to this approach and show increasing confidence in their interactions with others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses songs to signal different parts of the daily routine, and children confidently recognise and respond to these cues. This supports smooth transitions and helps children feel secure as they move between activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of regular attendance and shares clear procedures with parents to support consistency. She knows each child well as an individual and carefully meets their needs, adapting her practice when necessary. This can be through her interactions and the support and resources that she provides. When required, she works effectively with other professionals to ensure that children receive the right support.

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Behaviour, attitudes and establishing routines Strong standard

Overall, the childminder's calm manner, strong relationships and consistent routines create a positive environment where children behave well and thrive.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's wellbeing through strong and secure attachments, which help children feel safe and confident in the setting. Children respond positively to her consistent care and show that they feel secure in her presence. Even when a new adult joins the setting, children remain settled and continue to engage confidently in their learning and play.

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Children's welfare and wellbeing Strong standard

Children eagerly share their learning with the childminder, showing that they feel valued and supported. The childminder works closely with parents to promote healthy eating. Parents provide food, and she sits with children during mealtimes to discuss healthy choices and the importance of a balanced diet, reinforcing positive habits.

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Children's welfare and wellbeing Strong standard

The childminder implements clear and appropriate hygiene routines, including handwashing and toileting procedures, which children follow confidently and independently. She follows clear and consistent safer sleeping procedures, ensuring that children rest safely in line with current guidance. She regularly discusses feelings with children and helps them understand the emotions of others, supporting their emotional development and empathy.

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Children's welfare and wellbeing Strong standard

Children accept expectations around sharing and taking turns, and they respond positively to the childminder's calm and consistent guidance. She maintains clear policies and procedures, which she regularly updates and shares with parents to ensure consistency and understanding.

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Children's welfare and wellbeing Strong standard

The childminder knows each child well as an individual, including their specific needs and circumstances. She enhances children's wellbeing further through regular community experiences, such as weekly visits, playgroups and interactions with other childminders, which support social development and build confidence in wider social settings.

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Curriculum and teaching Strong standard

The curriculum focuses strongly on communication and language, physical development and emotional development to meet the needs of the children in attendance, with the childminder carefully planning a broad and balanced range of experiences. She provides a rich variety of physical activities, including opportunities in the home, the outdoor area and visits within the local community, which support children's physical development and confidence.

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Curriculum and teaching Strong standard

The childminder places communication and language at the heart of the provision. She uses high-quality interactions throughout the day, models vocabulary, makes purposeful comments and uses effective questioning to extend children's thinking. She consistently incorporates books and songs across the provision, which support children's listening skills and encourages them to join in with enthusiasm. She also uses a daily 'What's in the box?' activity, which children know well. She includes toys linked to rhyme, and children confidently suggest and explore rhyming words with excitement.

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Curriculum and teaching Strong standard

The childminder threads mathematical language and concepts throughout the day in meaningful contexts. She supports fine motor development through a range of media, such

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Expected standard

as dough and tools, and she encourages independence while providing appropriate challenge when needed.

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Expected standard

She regularly discusses emotions with children and helps them understand feelings in real- life contexts, such as talking about a child who is unwell. Children show empathy and understanding of how to support others. The childminder uses clear assessment procedures to track progress and identify next steps in learning, and she keeps parents well informed about learning and how they can support development at home.

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Inclusion Expected standard

The childminder promotes an inclusive environment by gathering detailed information from the start to meet children's individual needs effectively. She works closely with parents and responds appropriately to advice from other professionals to ensure that children receive consistent support. The childminder works in partnership with parents to support children's speech and language development and maintains clear processes to monitor progress. She recognises when additional support may be needed and is willing to access outside agencies and professional guidance when necessary.

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Inclusion Expected standard

The childminder monitors children's progress through a range of assessment strategies to ensure that children are typically well supported and continue to make progress. She carries out ongoing observations during daily routines and play experiences, capturing significant learning moments through photos and recording observations. She regularly shares children's achievements with parents and encourages contributions from home, helping parents feel fully involved in their child's learning and development.

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Inclusion Expected standard

Generally the provision is adapted to support children's individual needs. Resources such as steps, toilet seats, child-height storage and accessible furniture help children develop independence and access the environment confidently. The childminder also demonstrates an understanding of how additional funding can be used to support individual children effectively.

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Inclusion Expected standard

The childminder has not yet accessed specific special educational needs training; this currently limits her specialist knowledge. She recognises this as an area for future professional development to strengthen her practice and further enhance outcomes for all children.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her setting's strengths and areas for development and uses this knowledge to drive continuous improvement. She builds positive relationships with parents, who consistently provide positive feedback about the care their children receive and the progress they make. Parents value the effective communication and support she provides and feel confident in the service she offers. She maintains effective links with other settings to support smooth transitions and ensure continuity of care and learning as children move on. These strong partnerships help children experience consistency and stability across different environments.

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Leadership and governance Expected standard

The childminder manages her own wellbeing and workload effectively, which supports her ability to maintain a high standard of care on a daily basis. She prioritises statutory training to ensure that she meets all required standards and keeps her knowledge up to date.

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Leadership and governance Expected standard

The childminder does not currently seek out further professional development opportunities, particularly in relation to special educational needs. This limits her ability to extend her knowledge and further develop her practice in supporting children with a wide range of additional needs. As a result, she does not consistently access the most up-to-date strategies to fully meet the diverse needs of all children in her care.

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Leadership and governance Expected standard

Overall, the childminder leads her setting with reflection, commitment and a focus on maintaining standards, which supports positive outcomes for children and families.

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

Children within the setting are happy, settled and secure, demonstrating positive attachments with the childminder and positive relationships with their peers. They arrive confidently and engage well in activities, showing that they feel safe, valued and emotionally supported. Children's behaviour is consistently positive, and they interact kindly and respectfully with one another. They are encouraged to work together, share resources and support each other during play and daily routines.

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

Children are confident communicators who are eager to share their thoughts, ideas and learning experiences. They happily talk about previous experiences and use prior knowledge within their play. For example, children confidently access resources, such as magnifying glasses, correctly naming the resource and demonstrating that they understand how to use it to look closely at objects and investigate their environment further. They know where resources are stored and independently select items to support their own ideas and interests, promoting curiosity and active learning.

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

The childminder places a consistent focus on developing children's independence and self- help skills. Children are clear about the daily routines and participate enthusiastically in tasks, such as tidying away, preparing for activities and supporting one another. This helps to build their confidence and sense of responsibility within the setting.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00 Children show a clear enjoyment of stories, songs and rhymes. They actively listen during story times and enthusiastically join in with familiar songs and actions, helping to support their communication and language development.

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About this setting

Outdoor learning opportunities are highly valued and provide children with meaningful experiences. During outdoor play, one child excitedly notices that something the children have planted is starting to grow. She enthusiastically calls her friends over to share the discovery and explains that the rain and sunshine help it to grow. The other children eagerly join in her excitement, demonstrating positive interactions, shared learning experiences and a developing understanding of the natural world.

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Next steps

The childminder should continue to access ongoing professional development in special educational needs to further strengthen her knowledge of strategies to support individual needs.

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About this inspection

The inspector spoke with the childminder 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. Local authority: South Gloucestershire

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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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