Platts, Kelsey Leanne

Childminder

Unique reference number (URN): 2777377 Registered with Ofsted: 12/03/2024 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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Achievement Expected standard

All children make positive progress from their individual starting points and are prepared appropriately for their next stage in learning. Children develop secure relationships with the childminder and happily engage in play and learning throughout the day. They communicate confidently and use a growing range of vocabulary during play and daily routines. Children speak in short sentences and talk confidently about their interests. For example, children name sea animals, including whales and sharks, during play. Children listen attentively and maintain focus during activities that interest them. They recognise colours and shapes, and they use mathematical skills during play and routines. For example, children count objects carefully and match animals to puzzle pictures. Children do not typically develop their thinking and problem-solving skills, for example, when trying to solve tricky puzzles. Children develop increasing independence in managing their personal care and self-help

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Achievement Expected standard

skills. They wash their hands independently and attempt to put on their shoes and coats. Children develop positive attitudes to learning and show resilience during physical challenges outdoors.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment where children feel safe, secure and valued. Children develop warm and trusting relationships with the childminder and confidently seek reassurance and support when needed. The childminder has clear expectations for children's behaviour and is a positive role model. She models sharing, turn- taking and good manners during play and daily routines. Children respond positively to reminders and praise. Children develop positive attitudes to learning and show confidence in trying new experiences and activities. They start to show resilience when challenges arise, and they continue to practise skills during play. When individual children become frustrated, the childminder comforts and reassures them sensitively. She does not consistently help children learn a wider vocabulary to describe their feelings and emotions independently. The childminder supports children to understand and manage risks during play and daily

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Behaviour, attitudes and establishing routines Expected standard

routines. For example, children learn to move carefully across wet stepping stones and balance safely outdoors. The childminder supports children to develop independence through daily routines, including chopping fruit at snack time. She promotes the importance of consistent routines and attendance with parents from the time children start at the setting.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, nurturing environment where children feel safe, secure and emotionally supported. Children develop close relationships with the childminder and confidently seek comfort and reassurance. For example, children cuddle closely with the childminder when they feel tired or after minor accidents during play. The childminder knows children well and responds sensitively to their individual care and emotional needs. Children benefit from calm routines and enjoy their time in the setting. The childminder supports children to develop healthy lifestyles through regular outdoor exercise, healthy eating and good hygiene routines. Children learn to manage their personal care needs independently, including toileting, handwashing and dressing themselves. The childminder helps children understand how to stay safe during play and daily routines. For example, children learn to balance carefully and manage appropriate risks outdoors. The childminder begins to teach

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Children's welfare and wellbeing Expected standard

simple words to help children describe their feelings and emotions. She does not consistently extend children's emotional vocabulary further. For example, children are not always helped to recognise feelings, such as being proud of balancing successfully or when they become frustrated if puzzles become difficult. This means children do not always develop a secure understanding of how to recognise, name and manage their feelings independently.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what children need to learn before starting school. She prioritises children's independence, communication, physical development and personal, social and emotional development. The childminder plans activities around children's interests, stages of development and next steps in learning. She uses books, outdoor experiences and play activities to support learning across the curriculum. The childminder regularly shares books with children and reads with expression and enthusiasm. She pauses to allow children to join in with familiar words and repeated phrases. This helps children develop confidence in speaking and supports enjoyment of stories. For example, they hear and learn new vocabulary, including words such as 'cocoon' and names of dinosaurs. The childminder supports children's mathematical development during play and daily routines. Children count objects, use shape names and learn words such as 'full' and

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Curriculum and teaching Expected standard

'empty'. The childminder supports children's physical development through outdoor play, balancing activities and opportunities to strengthen hand muscles. She uses assessment to plan suitable learning experiences that support all children's engagement, confidence and progress. The childminder does not consistently extend children's thinking skills to deepen their learning further. For example, she does not routinely use questions effectively to encourage children to predict, explain and solve problems independently.

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Inclusion Expected standard

The childminder identifies children's needs through observation, discussions with parents and carers, and assessment of their development. She knows children well and adapts activities to reflect children's interests, stages of development and individual needs. The childminder teaches skills, such as fastening coats, in small steps that children can manage themselves. In doing so, she gradually increases children's independence skills. The childminder uses strategies, including modelling language and visual actions, to support children's communication, interactions and understanding. She has completed training relating to autism and signing to strengthen her inclusive practice. The childminder understands how to seek additional support when concerns arise about children's development or wellbeing. She understands local referral procedures and signposts families to appropriate services when needed. She knows how to use additional funding to ensure all

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Inclusion Expected standard

children gain the support they require. The childminder understands the importance of working with other professionals to support children's needs and transitions. She works positively with parents and shares information regularly about children's progress and next steps. Parents describe the provision as caring, nurturing and supportive. The childminder helps children prepare for moving to school by building confidence, independence and social skills.

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Leadership and governance Expected standard

The childminder has an appropriate understanding of the strengths of her provision and areas to develop further. She reflects on and evaluates her provision appropriately to identify ways to improve children's experiences further. She undertakes training and research to strengthen her professional knowledge and practice. For example, she has completed training relating to autism and signing to support her inclusive practice. Through self- reflection, the childminder has identified that she would like to continue developing her knowledge of autism further. The childminder understands the importance of working with other agencies to support children's individual wellbeing and development needs. She builds trusting relationships with parents and carers and maintains open communication about children's care and development. This helps to support children's wellbeing effectively. Parents speak positively about the nurturing relationships their children develop with the

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Leadership and governance Expected standard

childminder. The childminder understands the importance of supporting children's transitions to school and shares information with teachers and parents. She promotes children's wellbeing and learning through positive relationships and regular communication with families.

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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 settled and enjoy their time with the childminder. They develop warm and trusting relationships and confidently seek comfort, reassurance and praise. Children benefit from a calm, caring environment where they feel safe, secure, valued and emotionally supported as individuals. They enjoy choosing from well-organised resources and confidently lead their own play. Children become absorbed in activities that reflect their interests, stages of development and individual needs. They enjoy listening to books and confidently join in with familiar words and repeated phrases. Children talk enthusiastically about their interests and experiences, including favourite animals and outdoor play. They develop increasing confidence in speaking and happily chat with the childminder throughout the day. Children enjoy regular opportunities to explore outdoors and learn about the natural world. For example, they look closely at bugs, observe butterflies and notice changes in the

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

weather during play. They enjoy balancing, climbing and managing small risks during outdoor play and visits to the local park. Children develop increasing independence during daily routines, including handwashing, toileting, dressing and snack times. They take pleasure in helping to prepare food and practise using tools safely. Children show positive social skills. They learn to use good manners, take turns and behave kindly towards others. They receive sensitive reassurance and comfort when they feel tired, upset or frustrated. Children make progress across the curriculum, particularly in their communication and language development and enjoyment of books and stories. The childminder promotes children's regular attendance at the setting. Children develop the confidence and independence skills needed for their future learning, including moving on to school. All children enjoy positive interactions with the childminder. They show confidence, curiosity

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

and enjoyment in their learning throughout the day.

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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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Next steps

The childminder should strengthen interactions to promote children's thinking skills further. The childminder should teach children a wider range of words to describe their feelings and emotions.

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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 section 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 the children's learning, 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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