Fackrell, Callum Frederick Gareth

Childminder

Unique reference number (URN): 2818829 Registered with Ofsted: 19/02/2025 Registers: EYR, CCR

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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 is a highly positive role model. He supports children to fully understand what is expected of them and children behave impeccably. They follow rules and instructions maturely and play harmoniously together. Children remind each other of the rules with great confidence, such as how to cross the road safely.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently reinforces children's understanding of behaviour and routines. Children are proud and remain positive, such as telling themselves and each other 'we can do it'. Children fully understand routines and know what is expected of them next. They take care of other living things with the utmost respect. This includes explaining how they help look after the childminder's pets.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes highly positive relationships with children. Children enjoy seeking the childminder out for interactions. They are excited by his enthusiastic, playful manner, where children giggle and laugh as they play games. This includes excitedly racing to pop bubbles and pulling the funniest faces. The childminder establishes positive relationships with children to help them feel safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors children's attendance and ensures he follows up any unexpected and unexplained absences. He fully understands the benefits of sharing the importance of attendance with parents to work together to help prepare children for the expectations of school.

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Children's welfare and wellbeing Strong standard

Children are very happy, settled and confident. The childminder is very knowledgeable and is highly responsive to the changing circumstances and needs of individual children and families. This includes adapting practices and activities to support children and families where appropriate. For instance, the childminder helps to prepare children for life-changing events, such as the arrival of new siblings.

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Children's welfare and wellbeing Strong standard

Children independently follow the health and hygiene routines embedded by the childminder. This is demonstrated when children wipe their nose and then independently wash their hands, and they talk about the importance of 'washing away germs'. Children learn about oral health routines and talk about the importance of keeping their teeth and gums healthy.

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Children's welfare and wellbeing Strong standard

The childminder has established an effective key-person system with the co-childminder that he works closely with. He fully supports all children to have high levels of wellbeing and self- esteem. Children show they feel safe and secure in the home-from-home environment. All children are highly responsive to the childminder and behave respectfully towards him, his co-childminder and each other.

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Achievement Expected standard

Children make typical progress in relation to their established starting points. They generally develop skills to help them become ready for their next stage of learning and eventual move to school. This is demonstrated when children are confident to make requests to meet their needs. For example, they request an active dance activity and then quiet time with a book when they feel more tired. They manage their emotions with great maturity.

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Achievement Expected standard

Children have a wide range of opportunities to develop their physical skills. This includes learning to move their bodies in different ways as they participate in activities such as yoga.

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Achievement Expected standard

Overall, the childminder ensures children's learning and wellbeing are secure and children develop their knowledge across all areas of learning. Children have a keen interest in books, and they use them to help them understand their feelings and emotions in mature ways. For instance, children talk about what would make them feel happy and what would make them feel sad, and these emotions are validated.

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Curriculum and teaching Expected standard

The childminder has a sound knowledge of all children and successfully implements an engaging curriculum. The curriculum is carefully thought out to provide individualised learning for all children.

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Curriculum and teaching Expected standard

The childminder teaches children self-care skills, and children complete tasks with confidence and independence. This is evident when children request an action song when they feel they want to be active. However, at times, the childminder is too quick to complete tasks for children, such as putting their shoes on for them. Therefore, at times, children do not have consistent opportunities to continue to build on their skills to support future learning even further.

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Curriculum and teaching Expected standard

Overall, the childminder supports children to be confident to communicate. However, at times, the childminder does not consistently use thought-provoking questions or allow children enough time to think and then respond. Therefore, children do not always have opportunities to extend their use of vocabulary during interactions.

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Curriculum and teaching Expected standard

The childminder knows children very well. This includes understanding what makes them unique. The childminder builds on children's understanding of other people's similarities and differences outside of their own communities and experiences. This includes learning about different religious beliefs, such as Muslim traditions, and other places of worship, such as mosques.

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Inclusion Expected standard

The childminder organises activities and resources to ensure all children can participate fully and engage in their learning. The childminder uses information from assessments to meet children's needs and to promptly recognise and provide support to reduce barriers to their learning. This includes knowing how to support children who are disadvantaged, children with special educational needs and/or disabilities, children who are known or previously known to children's social care and those facing barriers to their learning and/or wellbeing.

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Inclusion Expected standard

Children feel safe and secure. The childminder fully understands the needs of children and families and gets to know them well. The childminder routinely monitors the progress of children to highlight and minimise any barriers to their learning and wellbeing. For example, the childminder completes beneficial training to support children and families. This includes training on food safety and healthy eating, which is shared with both children and parents.

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Leadership and governance Expected standard

The childminder is evaluative and reflective regarding his practice. The childminder fully understands his roles and responsibilities. He is proactive in ensuring that he continues to be dedicated to children and provide them with experiences and learning to support their development. He is proactive in continuing to build on his knowledge and skills as he discusses that he intends to access more training to enhance practice even further. This includes more training on how to support children to stay safe online.

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Leadership and governance Expected standard

The childminder builds and maintains a positive partnership with parents. For example, he keeps them informed of children's learning, achievements and next steps. He regularly shares photos to show parents the experiences their children have enjoyed. Communication is effective. This helps to provide children with a positive and consistent approach to their care and learning.

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Leadership and governance Expected standard

The childminder works well with another childminder. They work as a team and ensure they provide a consistent level of care and teaching for children. They have regular reflection meetings and observe each other. The childminder provides helpful and constructive feedback to support practice and ensure they provide quality care and teaching for children.

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Leadership and governance Expected standard

The childminder fully understands how he would work effectively with other early years professionals if the need arises. He discusses how he would provide children with a positive and consistent approach to their shared care and learning. This includes sharing children's achievements and next steps.

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

Children are very confident, settled and happy in the childminder's home. Children and parents feel welcome in the friendly, welcoming and safe environment the childminder provides. Children are consistently engaged in their learning experiences. For example, they enjoy catching bubbles and talk about the wind and what direction it is blowing the bubbles. Children remain interested during their activities and experiences, which are carefully thought out and implemented by the childminder. This is demonstrated when he teaches children how to play notes on interesting instruments, such as the ukulele.

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

The childminder has a comprehensive knowledge of all children and has a high expectation of them. He plans a variety of motivating learning opportunities to challenge them and help them reach their full potential. For example, children engage in a mathematical activity where they confidently count and complete simple sums. They learn and use mathematical language, such as more, less and equals.

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

Children demonstrate positive attitudes towards their learning and show enjoyment as they engage in play and learning opportunities. The childminder knows children very well and plans accordingly to ensure he meets children's individual needs. The childminder skilfully adapts activities to engage children of all ages and abilities, including those with special educational needs and/or disabilities.

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

Children develop new skills to support their future learning and help prepare them for their eventual move to school. For instance, children develop very good social skills. They show a keen interest in early reading and writing. This is demonstrated when they recognise letters

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00 and simple words in books. Children are excited to recognise letters on street signs when out on their daily walk in the community.

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About this setting

Children develop very positive relationships with the childminder and each other. They respect each other and play harmoniously together. For instance, they listen intently to each other's ideas. Children show perseverance and encourage each other to achieve. This includes praising each other for completing the balancing beam independently.

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About this setting

The childminder supports parents to fully understand the importance of regular attendance to help children's transitions to the expectations of school.

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Next steps

The childminder should ensure they provide consistent opportunities for children to widen their use of language during interactions. The childminder should provide children with more consistent opportunities to carry out tasks they are capable of completing, to fully promote their independence.

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About this inspection

The inspector spoke with the childminder, co-childminder and children 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. Local authority: Kent

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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. 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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