Pailing, Katrina

Childminder

Unique reference number (URN): EY470096 Registered with Ofsted: 04/11/2013 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

The childminder develops warm and secure relationships with children. This supports children to feel safe, confident and ready to learn. Children demonstrate highly positive attitudes to learning and sustain concentration extremely well. The childminder consistently encourages children to engage with others and explore their environment. For example, children eagerly join in with singing and dancing activities. Behaviour is a particular strength in this setting. The childminder models respectful and polite behaviour effectively throughout her interactions with children. Children show kindness, empathy and consideration towards others. They play cooperatively and begin to negotiate successfully with their peers. For instance, they use their strong communication and knowledge of their friends' needs to agree roles during imaginative play. This results in a learning environment where children show strong friendships and concern for others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes account of each child's age, stage of development and individual needs when supporting behaviour. Clear and consistent routines help children understand expectations and promote their sense of security and belonging. The childminder recognises the importance of regular attendance and monitors this appropriately. Consequently, children demonstrate high levels of wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's health and wellbeing extremely well. She provides excellent support for children to develop independence and manage their personal needs with confidence. For example, children independently fetch tissues to wipe their noses, while the childminder offers gentle encouragement. The childminder models safe behaviour well and reminds children how to keep themselves safe. Children show a secure understanding of how to manage risks. For example, they confidently recall what they learned about staying safe at forest school. This prepares children well for future learning and everyday life.

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Children's welfare and wellbeing Strong standard

The childminder has a secure understanding of healthy eating. She gives parents clear guidance about nutritious foods, helping them to make informed choices for their children. Parents value this advice and work with the childminder to promote healthy lifestyles. Mealtimes are used well to help children understand the benefits of healthy food. Children enjoy regular opportunities for physical exercise in the setting and on outings, including visits to soft-play centres and forest school. The childminder uses these experiences extremely well to help children understand how exercise supports good health. For example, after energetic activity, she encourages children to notice their faster heartbeat and talks about the effects of exercise. This helps children to develop a positive understanding of healthy lifestyles.

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Achievement Expected standard

Children make effective progress from their starting points. Any gaps in learning are identified and are closing steadily, including for children with special educational needs and/or disabilities. Children develop the skills they need for their eventual move on to school. They benefit from a suitable range of opportunities to strengthen their physical development, including regular visits to the local forest school and play gym, which support their coordination and gross motor skills effectively.

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Achievement Expected standard

Children form secure and meaningful relationships with their peers. They play cooperatively and show consideration for other children's feelings. For example, when some children struggle to remember dance moves, their friends offer support by demonstrating the actions to them. Children show enthusiasm for learning and take pride in their achievements. For instance, they excitedly talk about the seeds they have planted and observed growing, saying, 'Look how big mine is!' This helps children to develop their understanding of the natural world and fosters a sense of achievement.

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Curriculum and teaching Expected standard

The childminder implements a curriculum that typically builds effectively on children's existing knowledge and skills. She adapts her practice and interventions well to ensure that all children, including those with special educational needs and/or disabilities (SEND), make progress. The curriculum is shaped by children's interests and stages of development, with a clear emphasis on communication and language, physical development, personal, social and emotional development, and early mathematics. The childminder promotes mathematical understanding consistently through play and practical experiences, including sorting activities and opportunities in the local community. Children use mathematical language confidently as they talk about their learning and demonstrate secure progress in this area.

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Curriculum and teaching Expected standard

The childminder considers how she supports children's communication and language development. She comments on and extends children's play effectively, modelling vocabulary and developing language naturally through conversation. The childminder brings stories to life using props, actions and movement. For example, when reading a story about an animal eating food, she uses food props to support children's understanding and sustain their engagement. Her interactions are consistently responsive. As a result, children typically benefit from rich opportunities to hear and use purposeful language throughout the day.

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Inclusion Expected standard

The childminder promotes an inclusive culture. She shares information with parents and carers about the targeted support she provides. This helps to ensure that children make progress and that any gaps in learning close steadily. She follows children's interests well to support their engagement. For example, children enjoy naming colours as they sort coloured cubes. The childminder adapts her practice effectively to meet the needs of all children and uses effective interactions to extend their engagement and learning. The childminder has completed training to support children's communication and has implemented this effectively. Children are confident in using sign language and demonstrate their knowledge with enthusiasm. For instance, they use the sign for 'toast' to request a snack. Children are also developing an awareness of differences and the uniqueness of others. The childminder adapts her interactions effectively to support children with complex

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Inclusion Expected standard

learning needs. She has a secure understanding of the funding available and uses this appropriately to benefit children attending the setting. She works closely with parents and makes timely referrals to other professionals and external agencies. As a result, children with special educational needs and/or disabilities receive the support they need.

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Leadership and governance Expected standard

The childminder demonstrates a strong commitment to her ongoing professional development. She has a secure understanding of her professional roles and responsibilities. Recent training, including healthy eating and the promotion of British values, has strengthened her knowledge further. The childminder understands the importance of effective partnership working. She works closely with parents to help ensure continuity in children's care and learning. Information gathered from parents is used appropriately to support and extend children's development. Parents speak positively about the nurturing care their children receive and value the childminder's support in helping children make progress.

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Leadership and governance Expected standard

The childminder understands the current learning needs of the children. She has established positive relationships with the children and their families/carers, which inform her decision-making on helping children to achieve their next steps. Children with special educational needs and/or disabilities are appropriately supported as adaptations are made to ensure their inclusion. The childminder makes effective use of reflective practice to evaluate the learning environment and the quality of teaching she provides. This helps to ensure that children's needs are consistently met. She recognises the value of professional dialogue with others and is in the process of establishing links with a local childminding group to further support her ongoing development. However, this is not yet embedded to provide a level of professional challenge and support to enable her to continue reflecting on her practice and its impact to support children to make even better progress.

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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 happily and settle quickly into this welcoming setting. They benefit from a warm, nurturing environment where they feel safe, valued and ready to learn. Children form secure relationships with the childminder, who is attentive to their individual needs and responds sensitively to them. Her reassurance and encouragement help children to develop confidence and emotional security. Behaviour is a strength of the setting. Children understand the childminder's clear expectations and follow established routines with confidence. They show kindness and consideration towards others and build positive

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About this setting

Unique reference number (URN): EY470096 relationships with their peers. This supports their personal development effectively and helps prepare them for future learning. Children show an awareness of each other's needs and offer support to their friends when needed. The childminder is a positive role model. She consistently promotes sharing, turn-taking and good manners. For example, during a mathematics game, children happily pass the dice to one another and play cooperatively. These positive interactions help children to develop the social skills they need for the next stage in their learning, including school.

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About this setting

Children enjoy learning in this calm and stimulating environment. They independently access a broad range of resources indoors and outdoors. The childminder supports children's learning effectively through purposeful interactions that help to extend their communication and language skills. For example, children use an increasingly wide vocabulary in their play, such as describing a ruler as 'bendy' and 'flexible'. The childminder provides regular opportunities for children to extend their learning through experiences in the local community. Children speak enthusiastically about visits to the forest school, library and local playgroups. They confidently describe how much they enjoy exploring outdoors, getting muddy and learning how to keep themselves safe while toasting food over the fire. These experiences help children to develop their understanding of the world around them and the communities beyond their immediate home environment.

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Next steps

The childminder should explore training opportunities and professional support to help reflect on her practice and raise the quality of children's learning and development even further.

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About this inspection

The inspector spoke with the childminder, children 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. Type: Childminder

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About this inspection

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

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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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