Cottrell, Kirsty Heather

Childminder

Unique reference number (URN): 2803061 Registered with Ofsted: 23/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children develop a broad range of knowledge and skills across all areas of learning, which helps prepare them very well for the next stage of their education.

p.2

Achievement Strong standard

Children happily take part in all the daily routines and activities. They enjoy taking an active role in managing their own personal care with support, such as when handwashing in preparation for snack time. They learn what it means to show kindness to one another and they demonstrate very caring relationships in their interactions. Children learn how to regulate their emotions and develop increasing independence and confidence in their play.

p.2

Achievement Strong standard

Children also gain extensive knowledge and skills which expands their understanding of the world more widely. For instance, they learn how to take care of the childminder's pony and how to grow and harvest their own food at the allotment.

p.2

Behaviour, attitudes and establishing routines Strong standard

There is a noticeably calm and positive atmosphere in this childminder's home. The highly impactful teaching of behaviour and routines means that children fully understand how to follow the routines and behavioural expectations. They happily join in with these and demonstrate independence in their personal care.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model for children. She consistently demonstrates kindness and respect in all her interactions. Children have learned to replicate these behaviours. They are kind and caring towards each other and demonstrate excellent behaviours at all times of the day. For instance, they help each other with self-care, such as locating tissues for their friends.

p.2

Behaviour, attitudes and establishing routines Strong standard

There are highly positive attitudes to learning. Children eagerly gather around the childminder to take part in activities such as jigsaw puzzles. The childminder's skilled interactions support children to develop skills in closely focussing on an activity. The inclusive culture of the setting ensures that all children, including those with barriers to their learning successfully develop positive behaviours and attitudes to learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

All children attend well in this setting. This culture is supported by the clear information the childminder shares with parents about the importance of good attendance when they first join the setting.

p.2

Children's welfare and wellbeing Strong standard

The childminder is consistent in her approach to prioritising children's welfare and wellbeing. For instance, she has embedded clear procedures in relation to ensuring high levels of supervision at all times and this helps to ensure children's safety. There are clear policies and procedures in place in relation to keeping children safe in warm weather and these are understood and supported by parents. The childminder provides children with a wealth of enhanced learning opportunities, such as spending time with the family dog and going on visits to care for the childminder's pony. The childminder ensures that these activities are thoroughly risk assessed, to ensure the right balance of learning while prioritising safety.

p.2

Children's welfare and wellbeing Strong standard

The childminder has an extremely detailed knowledge and understanding of the individual care needs for the children in her setting. She ensures that she responds and adapts her practice as necessary, in order to meet the needs of the children she cares for. For example, adapting food preparation and keeping this under close review in line with children's developing requirements.

p.3

Children's welfare and wellbeing Strong standard

The childminder has thoroughly embedded the daily routines and children show that they fully understand these. Children enjoy taking responsibility for their own self-care. They take an active role in managing their own handwashing routine in preparation for snack time. The childminder's ongoing narration of the routine tasks they are undertaking and why they are important, further supports children's knowledge of physical and emotional wellbeing.

p.3

Curriculum and teaching Strong standard

The childminder has implemented a high quality, inclusive curriculum and her ongoing reflections mean that she continually evolves and develops her provision in line with her knowledge of the needs of the children she cares for. She has very high expectations for children's progress and achievement and provides the necessary support and encouragement to ensure that children thrive.

p.3

Curriculum and teaching Strong standard

The childminder holds a high level of understanding of how young children learn and develop. She uses this knowledge to ensure that her teaching is focused accurately on children's age-appropriate learning.

p.3

Curriculum and teaching Strong standard

The childminder's teaching and interactions with children are highly effective. Children are fully engaged in the learning opportunities that are provided. Their knowledge and understanding is skilfully extended by the childminder during all interactions. For instance, the childminder seizes the opportunity when children play with chalk, to develop a deeper understanding of mathematical concepts, as well has develop children's individual mark- making skills. There is a highly impactful and consistent approach to teaching children the daily routines and these are very well embedded throughout the day.

p.3

Curriculum and teaching Strong standard

The childminder has embedded a thoroughly inclusive approach to her curriculum and teaching and has created a well-established culture of mutual respect and support for all children and families who attend this setting.

p.3

Inclusion Strong standard

The childminder has a broad range of knowledge and experience which ensures that she is extremely well equipped to support children who have barriers to learning, such as children with special educational needs and/or disabilities (SEND).

p.3

Inclusion Strong standard

The childminder's detailed knowledge and understanding in relation to SEND means that she swiftly and consistently identifies any emerging needs that suggest children may need additional support. She works closely with parents and uses a range of carefully planned support strategies to ensure that all children, including those with vulnerabilities are very well supported in their development. Barriers to learning are carefully considered and action is taken to minimise these. The childminder ensures a graduated approach is in place and understands the importance of working with external professionals when needed.

p.3

Inclusion Strong standard

The childminder holds a very detailed knowledge and understanding of the levels of development and individual needs of all children in the setting. She rigorously monitors children's progress and uses detailed assessments to skilfully adapt her curriculum and teaching. This practice makes a sustained positive impact on children's development and as a result, all children make excellent progress in her care.

p.4

Leadership and governance Strong standard

The childminder maintains a tight focus on continually developing the provision she offers. She uses her detailed analysis of the provision and children's assessments in order to continually adapt her curriculum and teaching and improve children's experiences.

p.4

Leadership and governance Strong standard

The childminder holds herself accountable to exacting standards. She is dedicated to her role as an early years educator and is a passionate advocate of high-quality education for all children. Her unwavering approach to high quality learning ensures that her provision makes a significant, positive difference to children's education and care, including ensuring that children are very well prepared when the time comes to move on to school.

p.4

Leadership and governance Strong standard

The childminder highly values the importance of working in partnership with families. These relationships are well embedded and ensure a holistic approach to supporting children's ongoing learning and development.

p.4

Leadership and governance Strong standard

The childminder has an ambitious vision for her ongoing continuous professional development and accesses high level training opportunities with the aim to raise the quality of curriculum and teaching in her provision to an even higher standard. The childminder also takes an active role in a local childminding professional forum, which also provides opportunities for continuous professional development and ongoing learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children show they feel cared for and safe in this childminder's home. They happily explore the playroom and garden, select their favourite toys with high levels of independence and chatter happily as they play together. When they need emotional support or reassurance, they are confident in approaching the childminder, who provides loving and nurturing support.

p.5

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

Children have well developed social skills and this is supported through the highly intentional teaching practices of the childminder. For instance, children learn to politely say hello and goodbye. They learn how to help their friends, such as by finding them a tissue when needed. At all times, they show that they are kind and caring to one other in their play.

p.5

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

Children show high levels of enjoyment in their play and learning. They excitedly take part in completing jigsaw puzzles, showing their problem solving and concentration skills. Outside, they practice making marks and shapes with chunky chalks, developing the muscles and coordination in their hands. They proudly show the plants they are growing and their understanding of how to care for them.

p.5

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

Children are achieving well in this setting. The carefully planned curriculum alongside highly skilled teaching and assessment means that there is a string focus on ensuring that children make progress and gain the knowledge and skills they need to support their future learning. Children with barriers to their learning are given the help and support they need in order to thrive. Furthermore, the childminder ensures that parents are involved in their children's learning journey from the outset and that they feel confident in supporting their children's development.

p.5

About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:30

p.6

About this setting

Local authority: Leeds Children in this setting benefit from additional enhancements to their learning experience, including how to tend to vegetables at the allotment and how to take care of the childminder's pony and pet dog. These experiences provide children with a broad range of knowledge and skills and develops their knowledge and understanding of the wider world as well as building their self confidence in taking part in new experiences.

p.6

Next steps

The childminder should continue to develop the successful provision to provide and sustain exceptionally high standards in curriculum and teaching.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection and reviewed written feedback from parents.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8