Bailey, Emily Margaret Joy

Childminder

Unique reference number (URN): 2727710 Registered with Ofsted: 11/07/2023 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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Inclusion Strong standard

The childminder has a wealth of experience supporting children with special educational needs and/or disabilities (SEND). She completes targeted research to provide for their needs. The childminder embeds highly successful strategies, such as the use of simple sign language and experiences that enable children to fulfil their sensory output, throughout her practice. She provides a superb inclusive provision. The childminder ensures all children's needs are promptly identified, assessed, considered and supported. She is skilful in adapting activities and her support.

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Inclusion Strong standard

The childminder diligently assesses children's development. She precisely tailors her provision to focus on closing any gaps or areas in children's learning and development. The childminder works in very close partnership with parents and carers and external professionals. She makes timely referrals to ensure children receive the support and assessments they need. Specialised approaches are agreed with all those involved with children's care and learning. These are meticulously reviewed to support children's changing needs as they develop. This helps to ensure children with SEND and those that may face barriers in their learning receive a highly consistent approach and access the full curriculum alongside their peers. This results in these children making excellent progress from their starting points.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities, make secure progress from their starting points across all areas of learning. They enjoy participating in a rich selection of activities and experiences. This enables children to build on what they already know and can do.

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Achievement Expected standard

Children confidently understand positional mathematical language, such as 'up' and 'down', and use these words accurately in their play. They recognise and sequence numerals, matching magnetic tiles showing the corresponding number of dots to each numeral. Children typically persevere at tasks and learn to solve problems. They work out how to stack scoops of toy ice cream on top of each other so that they balance independently. Children typically develop a secure understanding of the expectations for their behaviour. They patiently wait for the childminder to open the gate to the dedicated outdoor area. They know that they must hold the childminder's hand to remain safe while walking in the community.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what is expected of them and learn how to manage their behaviour. For instance, children help the childminder to clean the paint off the transparent board after they have finished painting. On the occasion they drop packaging from their lunch box on the floor, the childminder calmly provides them with clear instructions to place it in the bin. Children listen and react positively, showing a sense of achievement when they complete a task. This helps them to understand expectations and respect for their environment.

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Behaviour, attitudes and establishing routines Expected standard

Children build kind relationships with each other. Attendance at organised groups with the childminder enables them to develop key social skills. They learn to listen, take turns and share experiences. The childminder introduces children to their emotions and encourages them to recognise and express their feelings. She invites them to scribble how they are feeling on a piece of paper and post it into the mouth of a colourful soft toy, named the 'worry monster'. Children zip up the monster's mouth and pretend their emotion is eaten. Children engage enthusiastically in the activity, which helps them to understand and manage their emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She consistently uses positive manners when speaking with children. This generally motivates them to do the same. The childminder ensures she gives sufficient time and familiar methods, agreed in partnership with parents and carers, to prepare children with special educational needs and/or disabilities for change during daily routines. This approach reduces any anxiety, promotes emotional security and participation. The childminder actively promotes the importance of regular attendance. She consistently takes appropriate action should children not attend when expected.

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Children's welfare and wellbeing Expected standard

Children develop warm attachments with the childminder, who knows each child well. Children learn how to keep themselves safe as the childminder helps them to identify risks. For example, when on walks in the community, the childminder teaches children about road safety and the importance of holding hands. Children have many opportunities to be physically active. They climb the apparatus in the garden, negotiate space and carefully step in and out of the sand pit. The childminder ensures that specialist equipment for children with special educational needs and/or disabilities is readily available to support them to control their feelings and impulses in a positive way.

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Children's welfare and wellbeing Expected standard

The childminder helps children to make healthy choices. Children learn to understand the importance of eating well, drinking water and remaining safe in the sun. This supports their welfare and wellbeing. Children follow a positive hygiene routine and develop some independence skills. However, the childminder does not consistently support children to thrive in their independence to manage their self-care needs, such as wiping their noses and hands. Children help the childminder to plant and nurture a variety of fruits and vegetables. They enjoy tasting the produce they have grown, such as peas. This broadens their tastes and helps them understand where food comes from. Through imaginative play with the ice- cream parlour, children learn about enjoying treats in moderation by choosing up to 3 scoops of ice cream from the menu.

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Curriculum and teaching Expected standard

The childminder implements a curriculum that includes all children's needs and evolving interests. This supports children to have a positive attitude and eagerness to learn. The childminder carries out regular observations and assessments to accurately identify children's unique next steps in learning. The childminder prioritises broadening children's experiences and developing their communication and language. Outings in the community introduce children to the similarities and differences in people. However, the childminder has not fully considered how to deepen children's understanding of diversity within the curriculum. This does consistently increase children's understanding of what makes them unique.

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Curriculum and teaching Expected standard

The childminder fosters children's love of books. She regularly visits the local library, where children independently choose and borrow a book. Children learn about technology. For example, they use the self-service kiosk to scan their chosen book that they share with the childminder and their peers. The childminder reads to children with great intonation, immediately capturing their engagement. The childminder repeats words clearly to reinforce children's language development. She praises their efforts and claps as they pronounce words correctly. Children respond with delight, joining in the clapping and smiling proudly. This boosts their self-esteem and encourages a positive attitude towards learning. The childminder provides ample opportunities for children to embed new skills through repeated and well-planned activities. She skilfully adapts activities to extend and sequence children's learning effectively. Children perfect the skill of scooping and transferring porridge oats using

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Curriculum and teaching Expected standard

different containers and tools. This builds on their fine motor skills, control and coordination.

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Leadership and governance Expected standard

The childminder regularly reflects on the effectiveness of the provision she offers children, although she has not identified there is more she can do to enhance the curriculum she offers to increase children's awareness of similarities and differences. She has some clear plans in place to continue to enhance her provision. Parents and carers speak highly of the childminder. They praise her supportive and compassionate approach, and the personalised care she provides. Parents regard the childminder as an extension of their own family. The childminder shares information regarding children's learning, as well as advice, support and home-learning activities to support children's next steps at home. This provides continuity in children's learning, helping them to make progress.

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Leadership and governance Expected standard

The childminder fully considers and makes decisions in the best interests of children with special educational needs and/or disabilities (SEND), in partnership with their parents. She works closely with other professionals to carefully plan personalised transition arrangements for children to prepare them for their move to the next setting. This helps children to feel emotionally secure and confident about change to support their welfare and wellbeing from the outset.

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Leadership and governance Expected standard

The childminder regularly builds on her knowledge and skills. She completes her own research and liaises with other childminders to share practice and gain new ideas. The childminder has learned recent knowledge to enable her to use some sign language to support children with SEND. The childminder has effective arrangements in place to support her wellbeing and manage her workload.

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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 benefit from the childminder's calm and nurturing nature. This helps them to feel at ease and confident. Children explore the inviting and inclusive learning environment that is carefully organised to embrace their interests and individual needs. The childminder invests time to determine the initial and evolving needs of children and their families, who she knows very well. She uses this knowledge to meet their individual needs effectively. Children have the freedom to truly explore with curiosity and immerse themselves in their chosen play. Children eagerly climb into the sandpit and explore the texture of the sand through

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Inspector:

Lorraine Pike their senses. They sprinkle sand onto their legs and lie in it. Children enjoying the different sensations as they investigate how it feels against their skin.

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Inspector:

Children show that they are happy, feel safe and secure. They develop warm and trusting relationships with the childminder. Children frequently seek her out for cuddles. They laugh and smile with delight during their interactions with the childminder. Activities and experiences are superbly adapted to meet the individual needs of all children. Children know that the childminder will consistently respond promptly to their signals and gestures. This means that they play in their preferred areas and remain engaged in activities for a sustained period of time. Children are immersed in an environment rich in language. They very quickly learn new words in context through the childminder's clear modelling and repetition of words. Children repeat the word 'up' as they copy the childminder using chalks to draw a line up and down on the chalk board.

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Inspector:

Regular visits to the library and playgroups enable children to actively participate in organised group activities. This provides children with opportunities to interact with others and larger groups of children. Children learn to listen, take turns, share experiences and build relationships with a wider group of adults and peers. The childminder knows children and their families very well. She uses this knowledge to meet their individual needs effectively. Children flourish in the care of the childminder. They are well prepared for their next stage of learning.

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Next steps

The childminder should strengthen the curriculum to more consistently help children to develop their knowledge of similarities and differences in people. The childminder should embed practice to motivate children to be independent in their self-care needs.

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About this inspection

The inspector spoke with the childminder and parents 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

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