Bradley, Jessica Elizabeth

Childminder

Unique reference number (URN): 2753392 Registered with Ofsted: 19/10/2023 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 Expected standard

All children, including those who may face barriers to their learning and/or wellbeing, are prepared well for their next stage of learning. They develop independence skills. For example, they pour their own drinks of water and manage their own self-care needs. Babies feed themselves and receive high praise when they pull themselves up and cruise around furniture. Children develop physical skills and grow in confidence and self-esteem.

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Achievement Expected standard

Children learn about the world around them and make connections in their learning. They develop age- and stage-appropriate knowledge and skills across all areas of learning. Children learn about ripples in puddles and make echoes in tunnels. They learn new skills and new words to describe them. Children giggle as they make 'footprints' in the dough and talk about 'big' and 'small'. They enjoy learning new things and make good progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of behaviour. She is swift to address any issues that may arise. Children understand and talk freely about the clear boundaries that are expected of them. For example, a sand timer is used to promote sharing, and homemade visual cards explain 'kind hands' and 'good listening'. This helps children to feel safe, secure and heard.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and promotes kindness and respect. She encourages children to use their manners and speaks in a gentle and affectionate way. Children share their toys and play with the dough together. The childminder skilfully turns tidy-up time into a game, and children chuckle as they race to find the most dough. Children develop positive attitudes to learning. However, the childminder has not yet ensured that all routines support children's learning and development effectively. For instance, children sometimes wait for longer periods of time while the childminder prepares resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder adjusts her practice to suit each child's individual learning needs. This includes children who may face barriers to their learning and/or wellbeing. Children are encouraged to talk about their feelings and receive cuddles and individual attention. This means children grow in confidence and build positive and trusting relationships. The childminder promotes attendance and understands her responsibility to keep all children safe.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing extremely well. This is a strength of her setting. The childminder has created a safe and welcoming space where children can learn and develop at their own pace. She provides opportunities for children to develop their independence and physical skills. Babies learn to feed themselves and choose which resources they want to play with. Older children learn to articulate their feelings and choose the songs to sing. This means children learn to make choices and become independent learners. The childminder has established effective hygiene practices that ensure that children are kept safe. Older children wipe their own noses and pour their own drinks. Children learn about making healthy choices and are introduced to new fruits and vegetables. They are encouraged to rest if they are tired and are supported to dance and jump over the floor tiles if they feel active. This helps to promote a healthy lifestyle and physical skills.

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Children's welfare and wellbeing Expected standard

Children learn about different birds and animals. They watch as grass and leaves flow down the stream and splash in puddles and mud. This helps them to learn about the world around them and make links in their learning. Children, including those who may face barriers to learning and/or wellbeing, are included and feel listened to. This helps children to grow in confidence and build warm and trusting relationships, supporting their wellbeing and emotional development.

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Curriculum and teaching Expected standard

The childminder has an accurate understanding of the children's learning needs. The curriculum is designed to meet the individual needs of the children in her care. For example, mathematics is taught explicitly and clearly. Babies count individual parts of their body and giggle as the childminder points to 'one nose.' Older children learn to count to 5 and use homemade resources with dots and numbers on. They count the claws on animals and the number of jumps they do. The curriculum builds appropriately on what children can already know and can do. This means children make links in their learning and make effective progress.

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Curriculum and teaching Expected standard

The childminder uses effective assessment tools to identify children's precise next steps, which then inform her curriculum. This means children's learning and development needs are met, and they make good progress across all areas.

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Curriculum and teaching Expected standard

There is a purposeful focus on communication and language, and children join in with familiar songs and rhymes throughout the day. They tap and shake instruments and dance to the music together. This helps children to learn different ways to communicate, as well as develop physical skills. Children are encouraged to look at a range of books, and the childminder has specifically chosen stories and books to support their interests and needs. For example, children learn about underwater animals and press the buttons to hear the sounds the animals make. This helps children to develop a love for reading, as well as build their vocabulary.

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Curriculum and teaching Expected standard

Children are given opportunities to explore the outdoors together. They excitedly talk about finding slugs and blowing dandelion seeds. They visit local playgroups and splash in puddles. This helps children to develop a sense of community and an understanding of the world around them.

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Inclusion Expected standard

The childminder knows the children in her care well, including those who may face barriers to their learning and/or wellbeing. The childminder takes time to sit with children and understands their personal circumstances and needs. She reads stories to children and listens to them. This helps children to feel safe and secure. This helps reduce any barriers children may face. The childminder considers children's ages and stages of development when planning activities for all children. For example, babies pull themselves up on furniture and squeal with delight as they throw shredded paper up into the air. They laugh together with the childminder. Older children retell their favourite stories and say 'scrambled snake' as they push dough through a syringe, practising their fine motor skills. Children learn new skills and develop at their own pace. Any gaps in learning are swiftly identified, and children develop a

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Inclusion Expected standard

The childminder has a good understanding of how to support children with special educational needs and/or disabilities. She has established effective links with educational experts and demonstrates how she would refer children if she had concerns over their learning. The childminder has high expectations for all children. She makes skilful adjustments and amends her practice to meet their changing needs. She cuddles children if they become upset and reads them their favourite story. This helps children to settle and builds positive relationships.

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Leadership and governance Expected standard

The childminder provides a high standard of care and education. She is ambitious for all children, including those who may face barriers to their learning and/or wellbeing. The childminder is reflective and understands her strengths and areas for continued development. She attends regular training to build on her knowledge and skills. This has had a positive impact on her practice. She has a clear vision of the next steps she will take to further equip her to carry out her role.

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Leadership and governance Expected standard

The childminder wants the very best outcomes for all children, including those who may face any barriers to their learning and/or wellbeing. She has developed effective assessments, which enable her to identify children's precise next steps. These are used to create an inclusive curriculum, tailored closely to the individual needs of the children in her care. She makes decisions with the children in mind and is continually striving to improve the quality of her provision. Children progress well across all 7 areas of learning and development.

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Leadership and governance Expected standard

The childminder has established positive relationships with parents and carers. They talk of how children 'flourish' in her care and how they 'can't ask for more'. Parents talk of how they know their child is 'safe and happy'. The childminder communicates effectively with families via an app, where photographs and additional information are shared. The childminder gathers important information from parents before children start at her setting, including details around diet, safer eating and sleep routines. Settling-in procedures are effective and work around the families and their work patterns. This helps children to settle quickly and has a positive impact on their emotional wellbeing and mental health.

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

Children are happy at this home-from-home setting. They settle quickly and build positive relationships supported by the gentle childminder. Children enjoy cuddles as they read their favourite books together. They receive praise as they pour their drinks and feed themselves. This helps children to develop confidence and self-esteem.

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

Children are supported to develop their physical skills. Babies learn to walk as they cruise around furniture, developing their skills as they push beads around a maze. Older children use pens to write notes and build long and winding train tracks. They enjoy achieving and form positive attitudes to learning.

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

Children's communication and language skills are supported well. Children are given lots of opportunities to develop their vocabulary through stories, songs and rhymes. They learn new words as they look at books about animals and sea creatures. This helps them to discover more about the world around them. Children's mathematical skills are developed well. Babies learn about body parts and count hands and feet. Older children line numbers up and talk about colours and shapes. Children achieve well and are prepared for their next stage in learning.

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

The childminder designs activities to match the children's interests and needs. She listens to what the children say and involves them in decisions she makes. Children learn about healthy lifestyles and go on walks outdoors, hunting for bugs and splashing in muddy puddles. Children use words such as 'crunchy' and 'soft' to describe fruits and are encouraged to try new things. This helps children to develop physical skills and learn how to make healthy choices.

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

Children enjoy learning and choose where to play. They dress up as a dinosaur and dance to music. They play with puzzles and cuddly toys and are encouraged to share. They understand the rules and behave well. Children talk about how they are feeling and learn skills to help them self-regulate. This means children feel secure, cared for and safe.

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Next steps

The childminder should ensure that all routines effectively support the children's learning and development.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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3

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. 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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