Butler, Siobhan Marie

Childminder

Unique reference number (URN): 2818203 Registered with Ofsted: 10/12/2024 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

Overall, children make steady progress appropriate for their age and stage of development. They gain the skills they need for the next stage in their education, particularly in their personal and social skills, as well as their communication and language skills. Children delight in singing familiar songs with the childminder. For instance, while they wait patiently for their lunch to be served, children of all ages eagerly suggest singing their favourite songs. They join in with enthusiasm, with toddlers confidently remembering most of the words, actions and tune, demonstrating impressive recall and increasing confidence. Children who speak English as an additional language make positive progress in developing their English vocabulary. They follow simple instructions, repeat newly introduced words and confidently recall and use familiar vocabulary in meaningful contexts. For example, as these children tidy away, they correctly name resources, such as saying 'car' before placing it in

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Achievement Expected standard

the appropriate place. However, some older children are not yet listening attentively enough or following the childminder's requests consistently.

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Achievement Expected standard

In the main, children also respond positively to opportunities to take on small responsibilities, such as collecting water bottles and handing them to their friends, helping to develop their independence, confidence and sense of belonging. However, there are occasions when children do not achieve to their full potential. At times, the delivery of the curriculum is not sufficiently precise to build on what individual children already know and can do. Consequently, opportunities to deepen children's thinking, sustain their engagement and accelerate their progress, particularly for older children, are not consistently maximised in practice.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder has appropriate expectations for children's behaviour. She recognises that there is further work to do in strengthening her behaviour management strategies. The childminder tries to encourage children to follow instructions, such as helping to tidy away before moving on to lunch. However, she is yet to establish consistent and effective approaches to support those children who, at times, show reluctance to cooperate with others or with the routines in place. Consequently, these children do not consistently develop a clear understanding of what is expected of them. Furthermore, the childminder does not always help children understand how their actions affect others. Nevertheless, there are times when children generally play well together. They show moments of kindness and share toys willingly, showing they have the capability to be mindful of the needs of others.

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Behaviour, attitudes and establishing routines Expected standard

In general, the childminder creates a positive environment, where children feel safe and secure. She develops close, affectionate bonds with children, who respond well to the praise, encouragement and reassurance they receive. This is particularly evident when children patiently wait together at the table for their lunch, laughing and smiling as they copy one another's funny sounds.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors attendance carefully and promptly follows up any unexplained absences to ensure children's welfare. She maintains effective communication with parents and carers and promotes the importance of regular attendance in supporting children's continuity in their learning, development and wellbeing.

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Children's welfare and wellbeing Expected standard

From the outset, the childminder takes time to gather information about children's care routines. She maintains regular communication with parents and carers to adapt each child's changing needs. This is particularly beneficial for the youngest children who are new to the setting and for those who speak English as an additional language. The childminder uses her detailed knowledge of each family's circumstances to adjust her practice and support children's emotional wellbeing, helping them to feel welcome, valued and secure. For example, for children who speak English as an additional language, she uses key words in their home language to help them understand daily routines. She also works closely with parents to find out meanings of words children use in their home language to express themselves at her setting. This approach enables her to respond more effectively to their communication and support their developing understanding. However, the childminder's

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Children's welfare and wellbeing Expected standard

strategies to encourage some older children to cooperate with routines and manage transitions positively are not yet consistently effective.

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Children's welfare and wellbeing Expected standard

Children take part in appropriate hygiene practices, such as washing hands when they need to and learning to use the toilet independently. The childminder works collaboratively with parents to ensure children bring healthy, balanced packed lunches that meet their dietary needs. She regularly reminds children to drink water throughout the day and explains why this is important, particularly during warm weather. Mealtimes are calm, social occasions where children feel comfortable to proudly talk about their home experiences.

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Children's welfare and wellbeing Expected standard

Children enjoy daily opportunities to be physically active in the fresh air. They demonstrate well-developed control and coordination as they run around the garden and use funnels to pour water through pipes. In this way, children develop their gross and fine motor skills while building their self-esteem, stamina and physical wellbeing.

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Curriculum and teaching Expected standard

The childminder regularly observes, assesses and reviews what each child knows and can do. She uses this information to devise an appropriate curriculum and learning environment that generally motivates children to explore independently and sometimes together. However, although the childminder joins in with children's play, she does not consistently use her interactions to sustain older children's engagement or extend their learning. As a result, these children lose interest, become distracted and move quickly between activities rather than remaining deeply engaged in their learning. For instance, they correctly name shapes they come across in their play, but the childminder does not consider further opportunities to increase children's existing knowledge of shapes. While an improvement is needed in teaching, the childminder still promotes children's confidence in and enjoyment of mathematics.

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Curriculum and teaching Expected standard

Overall, the childminder places an emphasis on promoting children's independence and communication and language skills. She encourages children to manage their own self-care routines, such as wiping their faces and hands after meals, which they do with increasing confidence and skill. Typically, the childminder engages children in meaningful conversations that develop their speaking and listening skills. For example, at mealtimes, she initiates discussion about recent experiences at home, such as the arrival of a new baby in their family. For those children who speak English as an additional language, the childminder models and repeats key words during everyday experiences, such as 'rub', 'wash' and 'bubbles' when washing hands.

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Curriculum and teaching Expected standard

The childminder helps to enrich children's experiences through regular outings in the local community. For instance, children meet with other childminders and their minded children at local parks, giving them opportunities to socialise in a wider group. Visits such as these help children to broaden their understanding of people and communities beyond their own experiences, fostering an appreciation of diversity and inclusion.

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Inclusion Expected standard

The childminder recognises that every child has unique needs. Before children start, she works with parents and carers to gather detailed information, such as their starting points, dietary requirements and interests. Typically, the childminder uses this information to plan appropriately so that children feel included, secure and settled.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities attending, the childminder does support children who may require extra help. She effectively supports children who speak English as an additional language to acquire words in English. For example, she gathers key words from parents that children use in their home language and learns common phrases herself. This helps these children feel valued and understood while providing a firm foundation for learning English. As a result, children typically recall familiar words and begin to apply them in new contexts.

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Inclusion Expected standard

Through ongoing assessments, observations and discussions with parents, the childminder identifies and monitors any emerging gaps in children's learning and development. She demonstrates a clear understanding of the procedures to follow should concerns arise and knows when to seek advice from other external professionals. The childminder understands the importance of working closely with parents and professionals to ensure that children receive timely and appropriate support to help them make the best possible progress.

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Leadership and governance Expected standard

The childminder has a suitable understanding of the strengths of her provision, and demonstrates a positive commitment to continuous professional development. She works collaboratively with other local childminders to share ideas and support her wellbeing, while also benefitting from professional support and networking opportunities.

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Leadership and governance Expected standard

Overall, the childminder is reflective and has the capacity to improve her practice further. She maintains her mandatory training and recognises the importance of continually developing her skills for children's benefit. However, the childminder is yet to focus her professional development on strengthening the quality of her curriculum planning and teaching, as well as increasing her knowledge of using more effective behaviour strategies. Consequently, planned experiences are not always consistently purposeful or precisely matched to children's individual stages of development to make the best possible progress. Parentships with parents and carers are effective and supportive. The childminder maintains regular communication, sharing detailed information about children's learning, alongside practical advice and ideas to help parents support children's next steps at home. Parents speak highly of the childminder's home-from-home setting, praising her compassionate

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Leadership and governance Expected standard

approach and the personalised care she provides. For example, the childminder works closely with parents to establish consistent approaches to toilet training and other aspects of children's care. On the whole, these partnerships help to promote continuity in children's care, learning and development.

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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's happiness, confidence and independence are given priority in the childminder's welcoming and nurturing setting. From the start, they build warm and trusting relationships with the caring childminder, which helps them feel safe, secure and settled. When children, particularly babies new to the setting feel a little sad, the childminder is responsive, interpreting their babbles and sounds, such as if they are hungry, tired or seeking comfort. Children readily seek reassurance through cuddles and affection, before they quickly return to their play. In general, most children follow the established routines, including listening attentively and following the childminder's instructions, such as tidying away their toys.

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

Children freely explore the indoor and outdoor environments, engaging in the activities available to them, which are set up to reflect their interests and learning. For example, based on children's interests of wheeled toys, they follow taped pathways with toy cars and land on different shapes at the end of the routes. In this way, children develop their hand- eye coordination, while increasing their awareness of shapes. Children's vocabulary is widened throughout the day. They hear language which is adapted to suit the levels of understanding for each child, including those who speak English as an additional language. These children recall previously introduced English words and apply them in new contexts. For instance, while exploring with the role play kitchen, children find a toy egg and excitedly say, 'yum, yum'.

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

Overall, children play well together and enjoy each other's company. They delight in chasing one another around the childminder's garden, demonstrating how well they negotiate spaces. However, opportunities to extend older children's thinking and build on what they already know and can do are not always fully maximised. As a result, they sometimes move quickly between activities rather than encouraged to sustain their engagement and deepen learning, despite being capable to do so.

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Next steps

The childminder should sharpen professional development to reflect the evolving needs of children, particularly to strengthen the quality of teaching and develop better consistent, effective strategies for promoting positive behaviour. The childminder should plan more precisely in order to consistently build on children's existing knowledge and skills to extend their thinking and sustain their engagement, particularly for older children.

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About this inspection

The inspector spoke with the childminder, children and read parents and carers written feedback during the inspection.

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About this setting

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