Watson, Kerri-Anne

Childminder

Unique reference number (URN): 2770985 Registered with Ofsted: 31/01/2024 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 Expected standard

Children typically make good progress from their starting points, including those with special educational needs and/or disabilities. They are confident communicators and clearly express their thoughts and ideas. For example, children explain the rules of games to each other as they play a matching pairs game and recall experiences from home during role play in the outdoor kitchen.

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Achievement Expected standard

The childminder generally provides effective support that enables children to make progress across all areas of learning. She places a focus on developing children's independence. Children manage their self-care needs well, including knowing when to wash their hands and use the toilet independently. They show enthusiasm for independent learning and respond promptly when tidying away and preparing for the next activity and enjoy the praise given by the childminder. As a result, children develop confidence and secure foundations for future learning, particularly in preparation for their move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a safe and harmonious environment that generally supports children's understanding of positive behaviour. Children are kind and considerate towards one another and talk about 'acts of kindness', when sharing and taking turns with their peers. Older children show care and responsibility towards their younger peers, supporting them to take part in activities and encouraging their involvement. They act as positive role models and help younger children to feel included and confident as they join in. The childminder provides lots of positive praise and encouragement, reinforcing children's behaviour and helping them to develop positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of children's individual needs and age and stage of development. She adjusts her communication effectively with them to ensure all children feel listened to and are able to confidently express their thoughts and feelings. When children need gentle reminders or additional time to understand and manage their emotions, she responds sensitively and adapts her language and approach to help them recognise and express their feelings in a positive and appropriate way.

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Behaviour, attitudes and establishing routines Expected standard

The childminder effectively promotes the importance of regular attendance with families. She builds positive relationships with children and parents from the outset, supporting children to settle and separate confidently into her care. Clear procedures are in place to maintain effective communication with parents, when children are absent for any reason.

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Children's welfare and wellbeing Expected standard

Children learn about the importance of leading a healthy lifestyle. The childminder provides ample opportunities for children to explore outside on outings, as well as in her well- resourced garden. Children learn how to throw and catch balls while playing with their peers and learn road safety when walking to local groups. She actively teaches children to recognise risk and make safe decisions, consistently modelling and reinforcing safe practices. The childminder generally works well alongside parents to provide healthy snacks and lunches and shares information and guidance on healthy eating and wellbeing. Children manage their personal hygiene well, including wiping their noses and washing their hands. The childminder teaches the children about the importance of good oral health and offers ideas to encourage this at home.

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Children's welfare and wellbeing Expected standard

The childminder has formed secure and caring attachments with children. She takes time to get to know each child and plans her activities around their interests and ideas. Children appear to feel safe and happy in their environment and frequently run to the childminder for a cuddle and confidently express their feelings and thoughts. The childminder builds strong partnerships with parents and carers that support children's wellbeing and help them feel secure and valued. She knows families well and is alert to any changes in circumstances, responding promptly and sensitively to meet children's needs. The childminder follows children's sleep and dietary routines consistently, working closely with parents to ensure continuity of care.

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Curriculum and teaching Expected standard

The childminder has generally developed a broad and balanced curriculum that reflects children's individual needs and stage of development. She uses assessment well to understand what children know and can do. The childminder typically adapts her teaching effectively to support children of different ages and abilities. For example, during circle time, older children are encouraged to recognise the letter linked to the day of the week, while younger children are supported to identify colours. However, at times the childminder does not consistently use all interactions as opportunities for teaching and learning to fully extend children's emerging thinking. For example, she does not always help children to identify shapes they have made when they are unsure or use questioning effectively during play to help children excel in their knowledge and learning.

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Curriculum and teaching Expected standard

The childminder provides a wide range of experiences that support children's physical development and social skills. She ensures children spend plenty of time outdoors, exploring the wider world through activities, such as local music groups, library visits, beach trips, pond dipping and boat rides. These opportunities enrich children's learning, broaden their experiences and help them develop an understanding of their community. The childminder provides a language-rich environment, using songs and stories to support children's emerging language and thinking skills. She encourages children to share their ideas and thoughts during story time and to predict what might happen next. The childminder typically supports children well to develop a love of mathematics. Children practise counting the days of the week and explore numbers by counting the sides of shapes they create with magnetic bricks.

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Inclusion Expected standard

The childminder generally has an effective understanding of how to support all children within her care, including those with special educational needs/and or disabilities. She completes detailed observations and assessments of children progress and development and ensures statutory checks, including 2 year progress checks, are complete. The childminder quickly identifies emerging gaps in children's development and works closely with parents to put support plans into place to help children make progress and reach their developmental milestones. This ensures she provides an inclusive environment, where children's individual needs are recognised and supported in a timely manner.

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Inclusion Expected standard

The childminder has undertaken additional training to strengthen her knowledge and understanding of supporting children's individual needs. She works well with other professionals and agencies, including speech and language therapists, when additional support is needed. The childminder communicates effectively with other settings that children attend to share relevant information and promote continuity in their care and learning. Although the childminder is not currently caring for any children in receipt of additional funding, she has a suitable understanding of how this can be used to support children's individual needs. She also provides information to parents about available funding and how to access it where eligible.

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Leadership and governance Expected standard

The childminder shows genuine care and passion for her role in supporting children and their families. She generally understands her settings values and ethos and is very reflective in her practice to identify strengths and areas for further development. The childminder ensures that all policies and procedures are carefully maintained and reviewed. This makes sure that all children are cared for in a safe, well-organised and secure environment.

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Leadership and governance Expected standard

The childminder is committed to enhancing her professional development and has undertaken training to improve the quality of care and education she provides. She seeks out and completes relevant courses, including those linked to the needs of the children in her setting. This ongoing commitment helps her to strengthen her knowledge, develop her practice and provide effective support for all children.

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Leadership and governance Expected standard

The childminder has developed positive parent partnerships. She keeps parents updated on what children are learning so that they can further support them at home with their development. The childminder supports parents with accessing information to wider services and professionals to support children with special educational needs and/or disabilities. Parents comment on how much progress their children have made since starting at her setting. They discuss how children have formed close attachments with the childminder and are always excited and eager to attend.

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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 enjoy their time at the childminder's nurturing and welcoming setting. They build secure and trusting relationships with her, which supports their confidence and readiness to learn. Children show a sense of belonging and feel safe and settled in her home. They confidently explore their environment and independently choose from a wide range of well- resourced activities and resources. This helps to maintain their interest, curiosity and engagement in their learning. Children demonstrate positive behaviour, follow instructions readily and understand behaviour expectations. The childminder consistently offers praise

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About this setting

Unique reference number (URN): 2770985 and encouragement, recognising and celebrating children's achievements, which helps them to feel valued and supported. She works closely with families to promote regular attendance and consistent routines, recognising the strong link between attendance and children's ongoing progress.

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About this setting

Children benefit from a broad and engaging curriculum that supports them through the 7 areas of learning. They show curiosity and enthusiasm when exploring activities, demonstrating perseverance and effective problem-solving skills. Children have opportunities to learn about animals. For instance, they excitedly help to feed the childminder's chickens and lambs in the garden. They show interest in the natural world. For instance, when finding insects, they work together to count and identify their body parts. During role play, children use their imaginations to be mechanics and collaborate to fix their bikes using pretend tools. The childminder supports children to develop a love of books from a young age. She regularly reads to the children, encouraging them to share their ideas and finish the end of familiar stories. The childminder provides them with opportunities to develop their social skills and learn about the wider world around them by going on regular

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About this setting

outings to new environments. These positive experiences build children's confidence and equip them well for the next stage of their learning and for when they go to school.

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Next steps

The childminder should further develop her teaching skills and use her interactions with children more consistently to further support their emerging thinking and help them excel in their learning and development.

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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. Type: Childminder

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About this inspection

Operating hours: Monday : 07:30 - 15:00,Tuesday,Wednesday : 07:30 - 17:00

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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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