Chandler, Jacqueline Elizabeth

Childminder

Unique reference number (URN): 2734360 Registered with Ofsted: 24/07/2023 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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Achievement Expected standard

Children make appropriate progress from their starting points and develop the knowledge and skills they need for the next stage in their learning. They communicate confidently with adults and each other, expressing their ideas clearly during conversations and play. Children sustain their concentration, think independently and confidently explain their ideas and talk about what they have created. They use their developing knowledge to make links between familiar experiences and their play.

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Achievement Expected standard

Children develop early mathematical understanding as they use vocabulary of size, such as 'big' and 'tall', while building towers. Children express themselves creatively through role play and mark making, developing their own ideas and representing their experiences. However, children who are developing more rapidly do not consistently make the additional progress they are capable of across all areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear and consistent expectations for children's behaviour from the outset. Children respond positively to familiar routines and move confidently between activities throughout the day. They understand what is expected of them and require very little prompting. The childminder consistently recognises children's efforts through warm praise and encouragement. This helps children persevere with activities and respond positively to gentle guidance.

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Behaviour, attitudes and establishing routines Expected standard

Children play harmoniously together for sustained periods. They naturally include one another in their play, taking turns during imaginative games such as birthday celebrations and tea parties. Children initiate games together, including hide and seek, showing that they enjoy each other's company and they cooperate well. They show kindness and consideration towards one another, asking about each other's creations and responding positively to one another's ideas. Children share resources and wait patiently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a calm and nurturing environment where children develop positive attitudes towards learning. Children take responsibility for simple tasks, such as helping to tidy away resources before moving on to the next activity. They respond well to consistent routines and clear boundaries, including at snack, sleep and play times. As a result, children develop positive attitudes to learning and the self-regulation they need to manage everyday routines and play successfully.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's health and wellbeing through consistent routines that reflect their individual needs and family circumstances. She responds sensitively to children's individual care needs, helping them feel secure and settled throughout the day. Children enjoy healthy snacks, drink water regularly and follow familiar routines that support their health and wellbeing. Calm, nurturing interactions help children feel emotionally secure and develop trusting relationships with the childminder. The childminder adapts daily routines to support children's wellbeing. During periods of extreme heat, she keeps children indoors and provides alternative experiences to help keep them safe. She maintains familiar routines so children remain settled and secure and continue to enjoy their play and learning.

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Children's welfare and wellbeing Expected standard

Although children often practise health and hygiene skills, the childminder does not consistently promote children's understanding of healthy lifestyles through everyday routines. For example, she does not routinely use snack times and everyday care routines to support children's independence and further develop their self-care skills. As a result, children do not develop as deep an understanding of healthy lifestyles as they could.

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Curriculum and teaching Expected standard

The childminder designs a curriculum that reflects children's interests and stages of development. She uses books, songs and role play to promote learning across the curriculum. Children revisit their favourite books and use familiar experiences to inspire imaginative play. The childminder values children's ideas and gives them time to develop conversations before joining their play to extend their learning. She adapts her teaching to reflect children's individual stages of development so that all children can access and benefit from the curriculum. She uses family displays and words from children's home languages to help children learn about similarities and differences between themselves and others.

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Curriculum and teaching Expected standard

The childminder promotes communication and language through meaningful conversations. She introduces new vocabulary naturally as children play. While talking about pictures of sea life, she introduces the word 'coral' and encourages children to recall a book they have previously shared. The childminder helps children recall prior learning and use new vocabulary in different contexts. She promotes early mathematical understanding as children count, recognise numbers and compare quantities while they play. She encourages children to develop early mark-making skills and describe what they create. For example, they explain that a circular shape is a ball.

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Curriculum and teaching Expected standard

The childminder does not consistently extend learning across all areas of the curriculum to reflect all children's differing levels of development. She does not always introduce more complex experiences when children are ready to move on. As a result, children who are developing more rapidly do not consistently deepen their knowledge and skills.

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Inclusion Expected standard

The childminder gathers detailed information about children's starting points, interests and family circumstances before they start attending. She uses this information to plan individual settling-in arrangements that reflect each child's needs. For example, children settle gradually at their own pace while parents receive regular updates. The childminder considers children's home routines, including sleep patterns, so that children experience continuity between home and the setting. The childminder reviews children's development regularly and adapts her practice as children's needs change.

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Inclusion Expected standard

The childminder identifies children's emerging needs early and works closely with parents to monitor their development. She seeks advice from health professionals, the local authority and other agencies when children need additional support. The childminder works closely with other early years providers, sharing information about children's learning and next steps to provide consistency for children attending more than one setting. This helps ensure that children receive coordinated support that reflects their individual needs.

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Inclusion Expected standard

The childminder adapts the environment and her practice so that all children can participate fully in daily routines and learning experiences. Clearly labelled resources help children make independent choices and support those developing communication skills. These adaptations help remove barriers and enable children to participate confidently alongside their peers. This is especially important for children who face barriers to their learning and/or wellbeing, including children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder leads the provision with a reflective approach and a clear commitment to continuous improvement. She engages positively with professional support and uses feedback to strengthen her practice. She has successfully addressed previous actions and recommendations by embedding the progress check at age 2, strengthening communication with other early years providers and enhancing resources that reflect children's home lives and experiences. She reviews policies when guidance changes and keeps her knowledge up to date through local authority bulletins, advice and support.

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Leadership and governance Expected standard

The childminder reflects on her practice regularly and holds reflective discussions with her assistant to review the quality of the provision and identify areas for improvement. She responds positively to professional dialogue and feedback, using these to strengthen aspects of her practice. Parents speak highly of the care and education their children receive. They share information about children's interests and achievements at home, helping the childminder provide continuity in children's learning and development. Effective partnership working with other early years providers supports consistency for children attending more than one setting.

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Leadership and governance Expected standard

Although the childminder has improved a range of aspects of her practice since the previous inspection, her self-evaluation has not consistently identified where further professional development would have the greatest impact on refining her teaching practice. This is reflected in areas of teaching that could be further strengthened, including providing greater challenge for children who are developing more rapidly and deepening children's understanding of healthy lifestyles through everyday routines.

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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 arrive happily and settle quickly. They feel safe, secure and valued. Individual settling-in arrangements help children become familiar with routines at their own pace and build trusting relationships with the childminder. They confidently choose from clearly labelled resources and lead their own play. Children revisit their favourite books, sing familiar songs, such as 'Old MacDonald', and dance enthusiastically to familiar music and rhymes. They spend time looking at books together, chatting about the pictures and sharing their ideas with one another. Children use familiar experiences to inspire imaginative play, including birthday celebrations, tea parties with dolls and games of hide and seek. They return to favourite books and activities throughout the day, showing sustained concentration and enjoyment. Children benefit from warm, nurturing relationships that help them play cooperatively, show kindness and develop a strong sense of belonging.

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

Children lead their own learning through play that reflects their interests. They explore early mathematical ideas as they count, recognise numbers and compare quantities. For example, they count their blocks before building towers. Children choose resources, make decisions about their play and happily help to tidy away. They proudly talk about their drawings and creations, confidently explaining what they have made. The childminder adapts her practice and routines to reflect children's individual needs. As a result, children participate confidently and make progress from their starting points.

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

Children follow routines that reflect their individual needs and family circumstances. They enjoy healthy snacks, drink water regularly and rest according to established routines. These experiences help children feel emotionally secure and ready to learn. Children attending more than one early years setting benefit from shared, consistent approaches that support their learning and development. They enjoy spending time with their friends and play happily alongside one another throughout the day. As a result, children enjoy their time at the setting and develop positive attitudes to learning.

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Next steps

The childminder should strengthen self-evaluation to identify and prioritise professional development that will have the greatest impact on her teaching practice and children's learning and development. The childminder should refine the curriculum so that learning consistently provides appropriate challenge for children who are developing more rapidly across all areas of learning. The childminder should further promote children's understanding of healthy lifestyles through everyday routines, including supporting children's independence and developing their self-care skills.

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About this inspection

The inspector spoke with the childminder, her assistant and children 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 : 07:00 - 18:00,Friday : 07:00 - 15:00

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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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