Wiggett, Louise Charlotte

Childminder

Unique reference number (URN): 2765783 Registered with Ofsted: 21/12/2023 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 Expected standard

Children make steady progress in all areas of their development within the curriculum. They make effective progress with their communication and language skills. Children become confident and articulate communicators, and they can express their wants and needs accurately to adults. For example, children can communicate when they are 'hungry' and need a snack and when they would like to join in with a task.

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Achievement Expected standard

All children make progress from their initial starting points when joining the setting. Children gain the necessary skills they need for the next stage of learning and development, including starting school. For example, children master toilet training quickly and effectively, they learn how to ask for help when they are finding a task tricky and they enjoy meeting new children. Children learn the necessary fine motor skills by building core muscles required to support grip and control that will support them to take part in a range of activities. Although, children need more support to understand the impact of physical movement on their bodies.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a culture of kindness and respect in a positive environment. She implements a consistent routine that supports children to understand what is expected of them throughout the day. She ensures that expectations for children are suitable for their age and stage of development. Children understand the daily routine; they know the order in which tasks happen. For example, they know they must tidy away their toys before they have snack.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a warm and caring manner with the children. Children learn from her how to be kind and affectionate to their friends and those they care about. The childminder and children have positive relationships with each other. Children feel content and comfortable with the childminder, and they laugh and play together. This supports children to learn how to collaborate and play with others. The childminder places emphasis on ensuring that all children can socialise with other children. For example, she meets other childminders and their children weekly. The childminder could support children further to learn about the children and families that they meet.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of the importance of building positive attendance and punctuality. She promotes this with parents and children. For example, she ensures that parents and families understand the importance of creating good habits of attendance for children's next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder is dedicated to building secure relationships with all children. She creates a warm and nurturing environment where children feel safe and secure. The childminder implements consistent and effective routines that support babies and children. For example, care practices, such as sleep and mealtimes, are built around children's individual needs. This means the childminder is flexible throughout the day to accommodate any changes to children's routines or needs. She knows the children well, and this supports her to provide tailored care to each individual child.

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Children's welfare and wellbeing Expected standard

The childminder supports children's physical development through a range of play activities and self-care tasks. For example, children learn that they must wash their hands before eating and that grapes must be cut into quarters to avoid choking. The childminder does not always maximise the opportunities to teach children about the impact of healthy choices. For example, children eat healthy food and play active games, but they do not learn how these choices keep them healthy and the impacts they have on their bodies. This means children are not developing the deeper understanding they need about how their daily choices affect their bodies.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about emotions. She talks to the children throughout the day about how they are feeling, prompting them to recognise and identify their feelings.

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Curriculum and teaching Expected standard

The childminder's curriculum is based on the 7 areas of leaning within the early years foundation stage. She understands the importance of communication and language in underpinning all areas of development. She builds children's communication skills and vocabulary. For example, she uses story time and local rhyme time groups to build children's vocabulary. She models mathematical words to children so that they can learn positional language, such as 'under' and 'over'.

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Curriculum and teaching Expected standard

The childminder plans opportunities for children to build their physical skills. For example, children use large-muscle movements in the garden while playing football. They build their fine motor skills through activities, such as cutting dough with scissors. The childminder supports children's personal, social and emotional development. She offers praise and encouragement that support children to persevere with trickier tasks, such as finding the right shaped blocks to build and maintain a magnetic tower. She teaches children about people's culture through exploring books and resources and celebrating festivals, such as Diwali. Occasionally, she does not extend this to incorporate teaching children about different backgrounds and family dynamics. This means that children do not have all the information they need to learn about their similarities and differences.

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Curriculum and teaching Expected standard

The childminder monitors children's progress to ensure that they make effective progress from their starting points. The childminder has a good understanding of how to adapt the curriculum to support children with special educational needs and/or disabilities and any other barriers to learning. For example, she knows to give children a prompt when an activity is coming to and end so that children have time to process and prepare to move between one activity and the next.

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Inclusion Expected standard

The childminder uses a plan, do and review process to identify and assess children's individual needs. This process ensures that she continuously plans and reviews children's learning and development. She understands the importance of removing or minimising any barriers to learning should they arise. The childminder has knowledge on a range of strategies that could be used to support children with special educational needs and/or disabilities. For example, she understands how to use 'now and next' cards and visual pictorial routines to support children to understand moving from one activity to the next.

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Inclusion Expected standard

The childminder knows how she would use any early years pupil premium to support children's experiences. For example, she explains how funding could be used to provide opportunities for children that they may not have access to at home.

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Inclusion Expected standard

The childminder works with any other professionals that are supporting children. For example, she works in partnership with local schools that children attend. She engages with families to support positive outcomes for their children through a collaborative approach to learning, sharing advice and tips with parents on how they can support their children's learning at home.

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Leadership and governance Expected standard

The childminder has an accurate understanding of her setting's strengths and priorities for development. For example, she identifies that she has worked to build parent partnerships with children's families by drawing on her own experience as a parent. She understands the areas that need to be enhanced and developed, such as opportunities to teach children how their choices and habits keep them healthy and supporting children to explore what makes other families unique.

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Leadership and governance Expected standard

The childminder spends time strengthening her knowledge through attending courses, webinars and networking with other professionals. For example, she is booked to attend a safeguarding course to refresh her knowledge, and she has recently attended training on the revised Ofsted framework. She ensures that any new knowledge is implemented into the day-to-day organisation and practice in her setting. For example, following the training on the revised Ofsted framework, she reviewed her process for safer sleep and eating to ensure that they were robust and safe for all children.

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Leadership and governance Expected standard

The childminder understands her responsibility to ensure that her setting supports all children's development, learning and wellbeing. She makes sure that any decisions to make changes to the setting or implement new ideas are well thought out and that they are inclusive for all children.

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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 at this setting have a lot of fun and enjoy their learning. They take part in a wide variety of learning opportunities that support their development. For example, they learn care skills while pretending to change and feed dollies. They build structures with magnetic tiles and laugh together with the childminder when their tower falls. They accompany the childminder on trips out to local playgroups, library rhyme time and the local park, getting to know their local environment and community.

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About this setting

Children develop secure positive relationships with the childminder and children. Children thrive in a nurturing and caring environment where warm, trusting relationships help them feel safe and emotionally secure. They arrive confidently because they and their families feel welcomed and valued. Children benefit from the strong partnership between the childminder and their families, which supports their learning and wellbeing.

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About this setting

Children's barriers to learning and wellbeing are minimised, and all children make progress from their initial starting points. Children are prepared for the next stage of their learning, including starting school. They are confident and independent individuals that have gained the necessary skills to move on to the next stage of learning. For example, they can ask adults for help, dress themselves and find their own belongings. The childminder promotes children's attendance with their families and supports children to build positive attendance habits.

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About this setting

Children are very well behaved. They learn how to take turns and play collaboratively with others. They listen to the childminder and can carry out instructions. They are respectful of their toys and belongings and learn how to take care of these through packing away toys and handling books with care. Children's personal and emotional skills are developed as unique individuals, allowing them to thrive and flourish.

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Next steps

The childminder should develop her teaching, so children learn more about healthy eating and how different foods affect their bodies. The childminder should strengthen her teaching by linking cultural learning to children's own experiences, helping them understand different backgrounds and family structures.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2765783

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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