Rutter, Rebecca

Childminder

Unique reference number (URN): 2776416 Registered with Ofsted: 08/03/2024 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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Behaviour, attitudes and establishing routines Strong standard

Routines are deeply embedded in practice. This helps all children to be aware of what is happening throughout the day. The routine fully meets the needs of all children. The childminder makes adaptions to ensure that all children are included. For example, she uses prompts for children to allow them all to know what part of the routine is taking place.

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Behaviour, attitudes and establishing routines Strong standard

Children have consistently positive attitudes to learning. They eagerly engage with all opportunities provided by the childminder. Children show a 'can-do' attitude and actively have a go at everything offered to them. For example, at snack time, children make their own wraps and select what they want to add to them. They use water jugs to pour their own water into their cups.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently promotes positive reinforcement. When children disagree over toys, she quickly intervenes and talks to children calmly about the importance of sharing and taking turns. Children listen intently to what the childminder says. They take her advice on board before continuing to play together, sharing the resource.

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Behaviour, attitudes and establishing routines Strong standard

Children constantly treat each other with kindness and compassion as they interact during the day. When working together to build a house with blocks, children considerately share the resources and encourage each other with their creations. The childminder supports this and talks to children about the importance of teamwork. She proactively adapts this approach to the different children in her care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular attendance. She shares information with all parents and carers around the importance of this. The childminder works with parents to identify the reasons for any gaps in children's attendance. She keeps a log to ensure that she knows the reasons why.

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Achievement Expected standard

Children typically develop well in all areas of learning. Children are developing skills that are age-appropriate. For example, children develop their fine motor skills as they practise cutting their own cucumber at lunchtime. All children, including those who face barriers to their learning, make progress from their starting points.

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Achievement Expected standard

Children are well prepared for their next stage in learning. All children are typically supported to be independent. They follow the routine consistently well by listening to instructions and following the routine. Children understand how to share resources and wait their turn during activities.

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Achievement Expected standard

Children are generally learning how to become more independent and are given opportunities throughout the day to practise these skills. For example, children are able to take their own coats off when they arrive. They are able to find their own pegs and hang their coats by themselves.

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Children's welfare and wellbeing Expected standard

The childminder typically provides a safe, secure and welcoming environment for children to learn and develop within. She completes risk assessments inside and outside to ensure that all risks are removed before children use the areas.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children to be healthy and provides a wide range of physical activities. Children regularly go on walks in the local environment and talk to each other about exercising. They learn about life cycles and grow their own vegetables in a patch in the garden. Children take care of the vegetables, watering them and sharing how the water helps them to grow. Once the vegetables are ready, they pick them and eat them with their lunch.

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Children's welfare and wellbeing Expected standard

Children receive encouragement to be independent during care routines. They are able to go to the toilet and wash their hands by themselves. Children who need support in their personal care receive privacy from other children, with support from the childminder. The childminder knows children extremely well, showing a secure bond with all children. She tailors her support and interactions to each child's development level to typically support all children's wellbeing.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that generally supports all children to access all areas of learning. She uses her in-depth knowledge of all children, their interests and their levels of development to plan learning opportunities effectively. The childminder then builds on these experiences using assessments and observations to support children's next stage in learning.

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Curriculum and teaching Expected standard

Communication and language is typically embedded into the childminder's teaching. The childminder actively supports children to develop their language and to hold conversations with others in their play. For example, children use play dough and use their imaginations to create objects. Children tell the childminder that they have made binoculars. The childminder asks children what they are going to use them for, and children reply saying they are going to look for birds in the garden.

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Curriculum and teaching Expected standard

The childminder adapts practice effectively to meet the needs of all children in her care, including those with special educational needs and/or disabilities. This means that children are included in activities provided. For example, children share books with each other during the daily routine. The childminder sits with children to extend their learning. She asks children questions and narrates while they read. This encourages children to use their imaginations as they talk about how fast they think the cars can go in the book they read.

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Inclusion Expected standard

The childminder has high expectations for all children in her care. She quickly identifys children's levels of development when they begin. The childminder works closely with parents and carers to gain a deep understanding of the needs and interests of all children.

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Inclusion Expected standard

The childminder knows children well and uses accurate assessment of children to plan for their next steps in development. She embeds children's interests in their learning. The childminder quickly identifies children's individual needs, including those with special educational needs and/or disabilities. This allows children to make progress specific to their level of development.

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Inclusion Expected standard

The childminder and any assistants she works with attend training and develop their understanding to support all children. The childminder makes adaptions to the routine to ensure that barriers are reduced for those children that need additional support. For example, she takes time to explain to children what is happening now and what will happen next. This allows all children to fully understand what is happening throughout the day and supports their wellbeing.

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Inclusion Expected standard

Overall, the childminder works with agencies to ensure that barriers to children's learning are removed. The childminder has not yet consistently embedded engagement with external agencies, within practice, to ensure that effective support is in place to allow all children to thrive. The childminder actively helps children to learn about the world around them. Children explore a wide range of celebrations and develop their understanding of different cultures.

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Leadership and governance Expected standard

The childminder works closely with any assistants she works with to continually reflect and develop practice. They share ideas with each other and discuss what goes well and what could work better. This means that practice is constantly improving and meets the needs of all children.

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Leadership and governance Expected standard

The childminder supports the workload of any assistants she works with. She regularly holds meetings to discuss their next steps as a setting. This supports both the childminder and any assistants' wellbeing and workload. It allows them to work together towards their goals and ambitions.

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Leadership and governance Expected standard

Parents and carers speak highly of the childminder. They share how children enjoy coming to the setting and make typical progress during their time in the setting. Parents receive regular feedback on their children's progress. The childminder shares children's assessments to allow parents to know what their children's next steps are.

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Leadership and governance Expected standard

The childminder and any assistants she works with typically develop their practice through a range of professional development. However, staff training is not yet focused on specific areas that the childminder has identified as areas of improvement. A sharper focus would further enhance staff's knowledge, consistently supporting practice and better outcomes for all children in her care.

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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 arrive at this setting and are greeted warmly by the childminder and any assistants she works with. Children immediately become engrossed in their learning. They are able to access a wide range of experiences that the childminder provides. Children show enjoyment in their learning as they engage with each other and share resources. For example, children take turns during a messy play activity. They share tools that support their fine motor skills.

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Inspector:

Zara Hill Children use a range of equipment, including tweezers to pick up small objects and spoons to scoop up small-world toys.

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Inspector:

Children make progress in their learning. The childminder has developed a curriculum that supports all children, including those with special educational needs and/or disabilities. She adapts learning to ensure that all children are included. For example, during outdoor play, the childminder ensures that children's interests are also available to allow them to be included in new experiences.

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Inspector:

The childminder supports children to build a wide range of physical skills. Children confidently climb up the steps and go down a large slide in the outdoor environment. They bounce on large hoppers and climb inside tyres before using a drainpipe to slide cars down them.

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Inspector:

Children behave consistently well. They have many opportunities during the routine of the day to share and take turns with each other. Children listen to their peers and show respect for each other. For example, children receive encouragement to take turns and wait for their go when using water cans outside. Children patiently wait their turn and say 'thank you' to others when they are handed the watering cans. The childminder consistently supports positive behaviour. She encourages children to work together to solve problems and resolve minor conflicts.

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Next steps

The childminder should further build relationships with external agencies to meet the needs of all children more closely. The childminder should strengthen professional learning opportunities to focus on identified areas of improvement, reflecting on the needs of the children that attend.

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About this inspection

The inspector spoke with the childminder, her assistant, children and parents and carers 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 : 07:30 - 15:00

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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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