Trebble, Laura Ann

Childminder

Unique reference number (URN): 2771709 Registered with Ofsted: 27/02/2024 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 Strong standard

Children demonstrate secure progress in all 7 areas of the early years foundation stage. The childminder supports children's communication and language particularly effectively and, consequently, children talk with increasing fluency and confidence. Younger children babble and are beginning to put short sentences together. Older children share their ideas and talk about their prior experiences, demonstrating a broad vocabulary and a firm grasp of language structures.

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Achievement Strong standard

Children with special educational needs and/or disabilities and other barriers to their learning are making significant progress from their individual starting points. The childminder is passionate about reducing and removing barriers to learning for disadvantaged children and the extent to which she achieves this is impressive.

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Achievement Strong standard

The childminder carefully plans experiences to ensure that children make a smooth transition to their next stage of learning. For example, she hosts teachers from local schools in her setting as well as taking children to visit the schools and attending multi-agency meetings. Parents report that the extra support around transition to school is extremely beneficial to themselves and their children. The childminder ensures that all children have secure social skills, confidence and language skills to support them in their next stage of learning.

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Inclusion Strong standard

The childminder has established a calm, welcoming and highly inclusive environment. She works closely with parents and carers to find out what children know and can do. She combines this information with regular observations to identify children's changing needs and swiftly implements strategies and amendments to reduce barriers to children's learning. This is regularly monitored and adapted to ensure that support is impactful. Children with special educational needs and/or disabilities and other barriers to their learning show that they are safe, included and thriving.

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Inclusion Strong standard

The childminder is highly experienced in supporting children with barriers to their learning and clearly understands the importance of early identification. The childminder makes highly effective use of outside professionals through a local childminding association, who advise specific strategies. For example, speech and language therapists visit termly to assess children and review the childminder's support. Consequently, children's changing needs are expertly identified and addressed. This has a significant impact on children's development and reduces barriers to learning effectively.

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Inclusion Strong standard

Parents report that the support from the childminder has been transformational for children with barriers to their learning. They report that the childminder has supported them through the complex and sensitive process of referrals and diagnosis warmly and effectively.

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Leadership and governance Strong standard

The childminder has a secure understanding of child development and her responsibilities under the early years foundation stage. She combines these, along with her passion and experience, to provide a purposeful learning environment in which children show that they are valued, safe and have a sense of belonging.

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Leadership and governance Strong standard

The childminder has a clear idea of the strengths of her provision and what she needs to do to further enhance the curriculum. She evaluates how the children use the environment and swiftly makes changes to encourage children's engagement. The childminder gets to know all children and their families extremely well. Children with special educational needs and/or disabilities or other barriers to their learning are precisely supported to achieve and thrive.

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Leadership and governance Strong standard

The childminder is committed to ongoing professional development. She continuously accesses relevant courses to improve her understanding of child development and how children learn. She is a member of a local childminding association and uses this to ensure that her polices and practice are highly effective and up to date. The childminder uses her up-to-date knowledge to adapt strategies to support the children in her care. This ensures that her provision is highly impactful and that all children flourish.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is positive in the setting. They have a great attitude to learning and to each other. The childminder has established a warm and encouraging environment with high expectations for behaviour. This includes consideration and adaptations for all children's circumstances and individual needs. Children show that they understand the expectations and remind each other about using their 'gentle hands'.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children very well and has warm and empathetic relationships with all children. They confidently call her name throughout the day if they need help or support. Children show that they feel 'at home', relaxed and happy in the childminder's care. The childminder supports older children to socialise and collaborate with each other. However, the childminder could provide further opportunities for younger children to integrate more.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they are beginning to understand and manage their emotions. The childminder supports this through stories and interactions throughout the day. If minor disagreements arise, the children are swiftly supported to understand each other as well as their own feelings.

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Behaviour, attitudes and establishing routines Expected standard

Partnerships with parents are effective. The childminder proactively supports families to understand the importance of attendance and punctuality. This helps families to establish routines that ensure that young children are learning and socialising with their peers. When families need extra support, the childminder signposts them to services and agencies who can help.

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Children's welfare and wellbeing Expected standard

Children are happy and engaged in their play and learning as they explore this fun setting. Children are warmly encouraged to share if minor disagreements arise. Children show that they understand the expectations of the setting and use their 'gentle hands' as they learn to play together. The childminder encourages children to develop their personal care skills as they independently use the steps up to the toilet. Children's privacy is respected as the childminder reminds others to wait before going into the toilet. Children show that they know the expectations around respecting each other's privacy as they remind each other to wait.

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Children's welfare and wellbeing Expected standard

The childminder forms warm and nurturing relationships with all children and patiently seeks to understand their care, welfare and learning needs through observations and close communication with parents. Children with special educational needs and/or disabilities or other barriers to their learning show a sense of belonging and secure attachment to the childminder. This has a positive effect on their self-esteem and wellbeing. The childminder understands the requirements around safer sleeping and makes sure that the cots she provides are of the highest standard and guidelines are consistently followed.

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Children's welfare and wellbeing Expected standard

Children show that they are safe and happy with the childminder and through thoughtful interactions, she encourages them to learn how to keep themselves safe. For example, as the children enter the large garden area, she encourages them to check for any hazards before they start to explore. This supports children's wellbeing and understanding of their personal safety. The childminder prioritises teaching children how to stay healthy by encouraging learning outside and nutritious food choices. Healthy ideas for lunch are regularly updated and shared with parents.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that supports all areas of the early years foundation stage with a strong focus on communication and language and independence skills. Opportunities for older children to develop their independence skills are consistently available and, consequently, they are developing well. However, the opportunities for younger children to practise their independence skills are not yet fully embedded.

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Curriculum and teaching Expected standard

The childminder has a clear understanding what she wants all children to know and be able to do before they move on to their next stage of learning. She mostly achieves this through a broad range of activities inside the home, in the garden and through interesting trips in the community and beyond. For example, children visit local parks, farms and historic sites. Consequently, children learn about the natural world, life cycles and their wider community.

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Curriculum and teaching Expected standard

Children are developing well from their starting points and the childminder understands every child's next steps. Children who have barriers to their learning have planned and spontaneous experiences adapted so that they can access activities. Children's language is particularly well supported through high-quality interactions by the childminder. She carefully plans experiences to encourage children to sing, discuss and share books about topics that interest them. For example, children recently visited a lifeboat centre and learned how to call for help. Children gleefully continue to 'call for help' during their play in the childminder's home.

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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 engage in the exciting activities on offer as they play and chat together. For example, younger children push and pull trains along a wooden surface. Older children choose objects from a singing bag and join in rhymes, such as 'Twinkle, Twinkle Little Star'.

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Inspector:

Astrella Chapman The childminder encourages all children to join in and younger children have a go at singing along as they sit on the childminder's lap. Children show delight as they sing, chat and giggle together, which supports their language and social skills. Children show that they feel welcomed and at home as they confidently help themselves to toys and resources on display and in drawers and boxes at their level.

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Inspector:

Children delight in pouring coloured water into the mud kitchen, using bottles to squeeze it into the sink. They explore the natural resources on offer and gleefully add fresh herbs, petals and leaves to their 'potions'. Children learn about healthy routines and eating through hands-on experiences, such as growing and eating their own vegetables. The childminder also keeps chickens in a fenced area at the back of her garden. Children regularly collect eggs from the chickens. This supports the children's understanding of the world as well as ways to keep themselves healthy. The children have grown potatoes, tomatoes and runner beans. This furthers their understanding of the natural world and healthy eating. The childminder reinforces these messages with regular trips to 'pick your own' farms. Families are also supported to understand the importance of healthy eating via a 'healthy lunch box' flyer that the childminder provides. She regularly updates this as national nutrition guidance

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Inspector:

Children with special educational needs and/or disabilities are precisely supported in all areas of learning and are, consequently, thriving. For example, children with delays to their physical development are now confidently moving in a variety of ways across different surfaces. The childminder swiftly identifies children's changing needs, adapts her provision and reduces barriers. This has had a highly significant impact on their development.

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Next steps

The childminder should strengthen opportunities for younger children's independence skills to be encouraged throughout all care routines and learning activities.

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About this inspection

The inspector spoke with parents, children and the childminder 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 : 07:30 - 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

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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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