Bell, Emily Frances

Childminder

Unique reference number (URN): 2766505 Registered with Ofsted: 20/12/2023 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

All children make rapid progress from their starting points because the childminder carefully plans for what children need to learn next. Children communicate confidently with adults and their peers, using a rich range of vocabulary during play and everyday experiences. For example, while exploring sand and water, children describe different textures using words such as 'rough' and 'smooth'. Children are highly curious, eager to learn and enthusiastic about trying new experiences within the setting.

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Achievement Strong standard

Children show increasing confidence and independence in managing their own personal needs. Young children independently use the toilet and confidently choose their own utensils at snack time. Children's physical development is well supported, and they demonstrate good coordination and control as they confidently use ride-on toys. They also show secure mathematical understanding during activities such as hopscotch, where they count jumps accurately and use problem-solving skills to retrieve stones from numbered spaces using different hopping and jumping techniques.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations of what children can achieve and supports them effectively in managing their feelings and cooperating with one another. She helps children understand what is expected through clear boundaries and consistent routines, which children follow confidently. For example, at mealtimes, children are encouraged to remain at the table until their friends have finished eating, helping them develop patience, manners and respect for others. The childminder supports children sensitively by giving them time to respond and encouraging them to make positive choices within their learning and play. She consistently praises children's polite and respectful behaviour and reinforces expectations in a calm and nurturing manner.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from warm, caring relationships with the childminder, supported by the highly positive interactions she has with them throughout the day. As a result, children demonstrate excellent attitudes to learning and confidently access a wide range of activities independently. They remain focused for long periods and show creativity in extending their own ideas and play, while the childminder skilfully supports and challenges their learning. The childminder also develops positive partnerships with parents and families, who understand the importance of regular attendance in helping prepare children for the next stage in their learning, including school.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates a caring and responsive approach to supporting children's emotional wellbeing. She takes time to understand children's individual personalities, interests and needs, helping them to settle quickly and feel secure. Children develop a positive sense of belonging as they self-register on arrival and have access to familiar comfort items. The childminder adapts her approach effectively to meet individual needs and encourages children's independence through daily routines, such as washing their hands and using the toilet independently.

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Children's welfare and wellbeing Strong standard

Children are encouraged to make choices about their play and learning, and the childminder uses gentle reminders to help them understand routines and expectations. She supports children to develop an awareness of their own safety, including how to use garden equipment safely. Children benefit from healthy snacks and nutritious meals, and the childminder works closely with parents to encourage healthier lunch box choices and reduce sugar intake.

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Children's welfare and wellbeing Strong standard

Children enjoy a wide range of walks and outings within the local community. They plant fruit and vegetables, feed ducks and learn where food comes from, helping them to develop an understanding of healthy lifestyles and the world around them. The childminder also demonstrates a secure understanding of safe sleep practices, checking children regularly and ensuring they sleep safely and comfortably during nap times.

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Curriculum and teaching Strong standard

The childminder skilfully provides a broad and balanced curriculum across all 7 areas of learning. She has a clear understanding of what each child knows and can do, enabling her to identify precise next steps that support children to make continuous progress from their starting points. The childminder gathers detailed information about children when they start, helping them to settle quickly and ensuring activities build effectively on their existing knowledge and interests. She plans a wide range of exciting and engaging learning opportunities that capture children's curiosity and enthusiasm. The childminder ensures the curriculum is highly inclusive and meets the age and stage of all the children at the setting.

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Curriculum and teaching Strong standard

The childminder enhances children's learning through highly positive interactions and meaningful conversations during play. For example, as children learn about sea creatures, she introduces new vocabulary and demonstrates how different creatures move using actions and movement. She skilfully encourages children to compare sea creatures with the minibeasts they explored previously. Children confidently recall prior learning, discussing where insects live and explaining similarities and differences between the animals. They independently use magnifying glasses to closely observe insects and explain how the lenses make insects' legs and bodies appear larger.

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Curriculum and teaching Strong standard

The childminder also introduces mathematical concepts naturally during activities. Children confidently count objects and begin to understand concepts such as 'one more' and 'one less' through practical and engaging activities.

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Inclusion Strong standard

The childminder demonstrates a highly committed approach to inclusion. She has effective assessment procedures in place to support children to make rapid progress. The childminder quickly identifies gaps in learning and implements targeted strategies to support children's next steps. This gives her a clear understanding of what children can already do and what they need to learn next. The childminder uses a wide range of resources effectively to support children's understanding, curiosity and engagement in learning. For example, during a 'What's in the Box?' activity, visual prompts, books and small-world resources capture children's interest and help to develop their communication, language and comprehension skills.

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Inclusion Strong standard

The childminder demonstrates a well-developed understanding of how to support children who may experience difficulties with communication and language development. Through positive interactions and skilled modelling of language, children are encouraged to learn and use new vocabulary during play and daily routines. Children confidently repeat and use new words in conversations with adults and their peers. The childminder also works closely with relevant agencies and professionals, including speech and language therapists, where appropriate, to ensure children receive the support they need and uses targeted strategies to help children engage successfully in play and social interactions.

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Leadership and governance Strong standard

The childminder demonstrates a clear and ambitious vision for the setting and has an accurate understanding of its strengths and areas for development. She is highly reflective and continually evaluates her practice to improve outcomes for children. The childminder is currently undertaking significant professional development training, which has had a notable impact on the quality of teaching and care provided. In particular, her growing knowledge and understanding of working with babies strengthens practice considerably, resulting in babies and young children making consistently positive progress from their starting points. She has also made thoughtful changes to the home environment to support children's independence, including adapting areas so children can independently manage their own toileting and handwashing routines. These improvements help children develop confidence and self-care skills from an early age.

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Leadership and governance Strong standard

The childminder builds highly effective partnerships with parents, who speak extremely positively about the care and support their children receive. Parents value the guidance she provides with areas such as toileting, eating and sleep routines. They praise her calm, caring and responsive approach. Communication with families is effective and supportive, helping to ensure continuity in children's care and learning.

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Leadership and governance Strong standard

The childminder works collaboratively with her co-childminder and local childminding networks to share ideas and strengthen practice. Effective links with the local community further enrich children's experiences and help prepare them well for the next stage in their education and future learning.

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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 incredibly happy and settled in this warm and friendly childminding setting. The childminder knows the children exceptionally well and supports them to develop a strong sense of belonging. Children settle quickly as the childminder responds sensitively to their individual wants and needs. Younger and older children play together extremely well and confidently take part in a wide range of activities. They show a love of books and enjoy learning about new things, such as sea creatures and their characteristics. The childminder skilfully extends children's understanding by introducing new vocabulary and encouraging

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Inspector:

Helen Lakey meaningful conversations, helping children develop impressive communication and language skills.

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Inspector:

Children think critically and creatively as they use magnetic shapes to design their own sea creatures, confidently naming shapes and explaining how a triangle can represent a shark's fin. They play cooperatively and demonstrate kindness towards one another, such as thoughtfully collecting a friend's favourite book without being prompted. Children enjoy regular outdoor experiences, including visits to parks and woods, which help them understand the world around them. They confidently recall and discuss past experiences, such as spotting a squirrel in the park. Outdoor activities further support children's physical development as they learn to play games such as hopscotch. Children independently manage tasks such as cutting fruit and putting on coats and shoes, preparing them well for the next stage in their learning.

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Inspector:

Children thrive as the childminder recognises each family's uniqueness and considers their individual circumstances to meet children's needs. Families are warmly welcomed, and their views are respected through positive partnerships, with regular attendance actively promoted to support continuity. Children build close relationships with the childminder and each other. They confidently seek comfort when needed. The safe, well-organised and newly developed environment supports children's independence, allowing them to freely choose from a wide range of enticing resources on offer.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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, 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 : 07:30 - 16:30,Friday : 07:30 - 16:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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