Jade Lee Bursnell

Childminder

Unique reference number (URN): 2788707 Registered with Ofsted: 10/07/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder has consistently high expectations of children's behaviour. She implements a clear routine, which the children happily follow. She reminds children about the rules and praises them for displaying positive behaviours. This helps children to understand about behaviour expectations. This is highly impactful and all children behave well. The childminder is a positive role model for the children. Children copy her caring nature. For example, children help the younger children to put their bibs on without being asked to.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds strong bonds with the children and she knows them well. She promotes positive attitudes to learning for all children through consistent encouragement. This means that all children are enthusiastic about the learning activities on offer, including new ones. The childminder models respect through her gentle interactions effectively. She supports children to be kind, caring and a good friend. This means that children consistently get along with each other and play happily together. The childminder understands the importance of children's consistent attendance and punctuality at her setting. She quickly follows up any absences as needed. This supports children to understand the importance of punctuality and attendance and prepares them for their next educational setting.

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Achievement Expected standard

All children make steady progress from their starting points, particularly in their communication and language development. Children communicate confidently with their friends and the childminder, using speech to ask questions, express their needs and share their ideas. They participate enthusiastically in familiar songs and rhymes, singing confidently as part of a group. Children demonstrate growing curiosity and understanding of the world around them, asking questions such as where they will be going later in the day.

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Achievement Expected standard

Children develop the skills they need for their next stage of learning and gain knowledge. They are confident learners who independently access resources and make choices about their play. Children engage positively with others, playing happily alongside their peers and developing secure social skills. They build the knowledge and skills they need to succeed. Parents recognise the positive impact of the provision and comment on the progress their children have made since attending.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe environment for children to play and learn. She understands the importance of keeping children safe both within her setting and during outings in the local community. She supports children to learn how to keep themselves safe. For example, when walking to school, she talks with them about how to cross the road safely. Children are also well supported to make healthy choices. For example, they are offered healthy foods at snack times and mealtimes and drink milk or water.

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Children's welfare and wellbeing Expected standard

Children take part in daily physical exercise, such as walking or dancing. They approach the childminder for emotional support when needed. She speaks calmly to the children, and they respond well to her approach. Children are supported to recognise and understand their emotions, with the childminder acknowledging their feelings as they arise. For example, when children need a quiet space, she provides a calm corner away from others to help them regulate their emotions. This supports children to develop an understanding of their own feelings and promotes their emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to know and do while at her setting. She designs her curriculum around children's interests. The childminder makes language and communication a priority. She does this through reading books with children and through high-quality verbal interactions. On visits to the library, children choose their favourite books to share with the childminder. She also sings songs with children, who confidently request their favourites. As a result, children are exposed to a wide range of vocabulary and develop their communication skills well.

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Curriculum and teaching Expected standard

Typically, the childminder plans her curriculum to meet children's individual learning and development needs. However, she does not always precisely target her teaching to meet these individual needs. As a result, children will not be as fully prepared for their next educational setting, such as school, as they could be.

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Curriculum and teaching Expected standard

Children are supported with their physical development. At the park, they run and climb safely on the equipment. This helps children develop their large-muscle skills and build core strength. Children enjoy painting with brushes, building with magnetic tiles and turning the pages of books. This supports children's fine motor skills.

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Curriculum and teaching Expected standard

The childminder encourages children to try new activities and visit new places. This builds children's social confidence and supports them in their next educational setting. Although the childminder typically supports children to become independent, this practice is not always sustained throughout routines and activities. As a result, children do not consistently benefit from repeated opportunities to develop and practise their independence skills, meaning their progress in this area is not yet fully secure or maximised.

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Inclusion Expected standard

The childminder has a positive approach to inclusion and welcomes all children. She quickly identifies children's individual starting points and uses her experience and knowledge of child development to adapt activities and support children to reach their next steps in learning. For example, children who are ready to move from a high chair to sitting at a low table are supported with a seat with sides. As a result, all children make progress from their starting points and are fully included in the learning experiences on offer. However, sometimes this is not precisely targeted enough to individual children's next steps in learning. The childminder skilfully adapts the learning environment to meet the needs of children at different ages and stages of development. For example, when children are beginning to take their first steps, she places furniture around the room that enables them to safely pull themselves up and cruise. Once children are confidently walking, she adapts the

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Inclusion Expected standard

environment again to continue to support their independence and development.

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Inclusion Expected standard

The childminder recognises the importance of seeking support from external agencies when needed to meet children's learning and development needs. For example, she has worked with a speech and language therapist to support children's communication development. Children are also supported to develop an awareness of the diverse world around them. For example, they learn Spanish and explore a range of faiths and cultures, including making Eid cards.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education. She continuously evaluates her own setting to identify her strengths and priorities for improvement. The childminder plans to refresh her knowledge of phonics and would like to create a community outdoor learning environment that will further enhance her curriculum. She uses training to implement new ideas into the setting to further improve outcomes for children. The childminder understands how to review the organisation of her learning environment to suit children's interests and next steps in learning.

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Leadership and governance Expected standard

The childminder has solid partnerships with both children and their families. She provides parents with information about the progress that their children are making and what activities they have taken part in. Parents speak highly of the childminder. The childminder supports parents as needed, offering advice based on her knowledge and expertise. She makes effective links with external agencies, such as speech and language therapists, to obtain support as needed. She networks with other childminders to share ideas and to support her own wellbeing.

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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 happily enter this setting, welcomed by a caring childminder. Strong bonds between the childminder and children help them to settle quickly and feel secure. The childminder is clear about what she wants children to learn and achieve during their time at the setting. She prioritises developing children's language and communication skills, alongside their confidence and independence.

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

Children eagerly explore the well-resourced environment and independently select activities that interest them. The range of activities on offer covers all areas of children's learning. For example, children enjoy making patterns with magnetic tiles, which supports their fine motor skills and creativity. Children are engaged in their learning and demonstrate positive attitudes to activities.

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

Children benefit from the childminder's encouraging and nurturing approach. She acts as a positive role model, consistently encouraging children to use good manners, share, take turns and help with tidying up when needed. The childminder knows the children well and uses this knowledge to plan for their individual needs through the curriculum. Where children require additional support, she provides extra one-to-one time to help them work on their next steps in learning. As a result, children make good progress in their learning and development.

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

Children also take part in regular trips out to places such as the library, play centres and parks. These experiences provide opportunities to meet other children and adults, supporting their social development. Children take part in daily physical activity, including action songs and walks to the local park, which supports their physical development. They

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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Facts and figures used on inspection

also enjoy creative activities such as drawing and painting, which help to develop their small physical skills.

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Next steps

The childminder should provide more consistent opportunities for children to develop and practise their independence throughout the day. The childminder should target children's individual development needs more precisely to ensure they are fully prepared for their next stage in education, such as school.

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About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

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About this inspection

We carried out this inspection under the 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 the provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. 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. 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 .

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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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