Kettlewell, Ashleigh Joanne

Childminder

Unique reference number (URN): 2788520 Registered with Ofsted: 04/06/2024 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 Strong standard

Children learn a wide range of skills while with this childminder. They develop vital, lifelong skills that will support them when they start school and beyond. For example, they learn to use the bathroom independently and wash their hands. They understand why this is important before meals and before preparing food and snacks.

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Achievement Strong standard

Children show high levels of engagement within activities and become engrossed in them. They are curious about the world around them and are excited to try new tasks. They learn to take turns and demonstrate kind behaviours towards each other. For example, during a dough activity, children ensure the dough is shared out equally.

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Achievement Strong standard

Children are becoming confident communicators who are eager to share their thoughts and communicate with their peers. They confidently talk about their feelings in a way that is appropriate for their age. Children who face barriers to their learning make particularly rapid progress in relation to their starting points .

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Behaviour, attitudes and establishing routines Strong standard

The childminder has formed positive bonds with all children. She knows them well and how she can support them. Individual needs are taken into consideration when supporting children's behaviour. The childminder is skilled at identifying possible causes for any negative behaviours. The childminder teaches children to take turns. For example, within a group session, the childminder uses an apple to help identify whose turn it is to speak. Children also take it in turns when they are playing independently.

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Behaviour, attitudes and establishing routines Strong standard

Children know the expectations that are in place in the setting. The childminder is a positive role model for children and teaches them to treat others with kindness and respect. Children are consistently kind to each other within play and through the daily routines. Older children support babies to build towers with the bricks. The childminder is consistently observing these behaviours and instantly praises them. This enhances children's understanding of appropriate behaviour.

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Behaviour, attitudes and establishing routines Strong standard

There are clear routines in place that help children to know what is coming next. The childminder works with children and provides them with ideas and ample choices. This gives children a voice and creates a collaborative approach. For example, she asks children if they think they should tidy up before they prepare snack. Children enjoy helping and putting the toys back where they belong.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are highly prioritised within all aspects of the day. The childminder knows each child extremely well, and therefore supports their individual needs effectively. For example, some children are transitioning between one and two naps. The childminder knows the children well so she can be responsive to their sleep needs and cues. The childminder recognises when some children may be facing additional anxiety, such as those who are starting school. This is a new experience for some children, and the childminder puts in place methods to support and reduce children's anxiety.

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Children's welfare and wellbeing Strong standard

The childminder provides children with a healthy diet and is attentive to children's individual dietary needs. She strives to provide children with a range of tastes and encourages them to try foods they may not have tried before. The childminder sits with the children and eats with them to model these behaviours. For example, she encourages children to try tuna. They discuss the smell and the texture of the tuna. Children's mealtimes are a sociable occasion in which the childminder sits with the children to enjoy the meal and discuss what they are eating.

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Curriculum and teaching Strong standard

The childminder has built a highly ambitious curriculum that builds on children's existing knowledge. She is constantly reviewing children's skills and knowledge to build on this further. For example, during the morning school run, the childminder recognises when children cannot yet identify some numbers. She plans further activities to build on this gap in knowledge. The childminder has an excellent grasp of child development. She understands what is expected of children of different ages and stages of development.

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Curriculum and teaching Strong standard

The childminder ensures every interaction and moment throughout the day develops a variety of children's skills. She has carefully thought about different opportunities, not only within play but also within the daily routines. For example, snack and mealtimes provide a range of opportunities to develop children's skills. The childminder supports children to prepare their own snack by cutting the watermelon. Within this time, they also discuss the texture and use language around the weight of the watermelon. For example, they comment it feels 'heavy' and is 'smooth' on the outside. This introduces children to a range of vocabulary and some early mathematical language.

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Curriculum and teaching Strong standard

The childminder ensures the wide range of activities are consistently inclusive. She carefully adapts activities to suit the age groups of children. For example, the childminder considers ways in which babies are included in activities.

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Inclusion Strong standard

The childminder continuously observes children within their play and in daily routines. She has a robust understanding of child development. This helps her to identify any additional support needs a child may have. The childminder has formed positive relationships with parents. This enables her to have conversations about additional support children may require, with sensitivity. She provides guidance and advice and signposts parents to relevant professionals such as the family GP. These discussions and referrals have a significant impact on children's wellbeing. The childminder supports parents to seek support that not only impacts individual children but also the whole family.

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Inclusion Strong standard

The childminder puts individual support plans in place for children where required. This enables the childminder to continually assess children and gather relevant information relating to any potential special educational needs and/or disabilities. The childminder has a clear understanding of potential barriers to children's learning and wellbeing. She seeks guidance, where necessary, from the local authority to support children's specific needs, especially when she has no previous experience in a specific area to draw on.

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Inclusion Strong standard

The childminder provides children with a rich curriculum that includes trips and outings to places that children may not otherwise visit. This particularly has a positive impact on the most disadvantaged children. The childminder is aware of additional funding that children may receive in the future. She understands how to spend this funding to ensure it has the desired impact on individual children it is intended for.

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Leadership and governance Strong standard

The childminder continuously reflects on her practice. She reflects on the spaces within her provision to ensure they are consistently meeting the needs of all children. She has recently introduced a new space within her home for children to move away from the main play space if they need some time to self-regulate. This is in the early stages; however, the childminder intends to continue to review this space to ensure it is having the desired impact. The childminder is aware of her own wellbeing and ensures her workload remains manageable.

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Leadership and governance Strong standard

The childminder regularly seeks feedback from parents to help her to self-evaluate her practice. She is continuously looking for ways she can continue to develop her provision and her own professional development. For example, the childminder is researching additional courses that may help her to further her knowledge when supporting children with special educational needs and or/disabilities (SEND).

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Leadership and governance Strong standard

The childminder engages effectively with parents. She shares information with them to ensure they are kept informed of their children's learning and development. Parents provide particularly positive feedback for the childminder. They praise her for the support she has provided for individual children, particularly those with SEND. The childminder engages with other professionals where necessary. For example, the childminder has sought support from her local authority to provide further guidance for specific children's needs.

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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 thrive in the care of this dedicated and passionate childminder. They are developing particularly positive attitudes to their learning as they become deeply engaged in a range of thoughtfully planned activities. Children demonstrate they feel safe. They are confident to express their feelings, especially if they are feeling unsure about a situation. Children snuggle in to the childminder's knee to enjoy a story. The childminder supports children when they first start to settle in. This is done in a way that meets children's individual needs. The childminder recognises that not all children require as many settling-in sessions as others, such as those who regularly visit with an older sibling. The childminder encourages regular attendance to help promote positive routines in preparation for school.

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

Children's individuality is celebrated. The childminder knows each child extremely well. She understands how to support children's individual behaviour, including those children who may require additional support to self-regulate. All children and families are made to feel welcome in the childminder's home. Children develop positive relationships with their peers. They help each other when necessary. For example, older children support younger children in their play. Children play seamlessly alongside or cooperatively with each other.

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

Children enjoy the wide range of activities that are planned. There is a well-thought-out and inclusive curriculum. This is further enhanced by meaningful outings within the local community. These opportunities provide children with experiences that they might not otherwise have the opportunity to experience. Children are well prepared for their next stage of learning, such as school. The childminder has creative ideas to support children with this

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: East Riding of Yorkshire

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Facts and figures used on inspection

transition, particularly for those who are feeling anxious. The childminder works closely with families to ensure all children have a positive experience within the setting.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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