Trezise, Bianca Leah

Childminder

Unique reference number (URN): 2803006 Registered with Ofsted: 11/09/2024 Registers: EYR, CCR

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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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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's wellbeing needs. She knows when children are tired and comforts them in preparation for a nap. The childminder knows how each child likes to sleep, such as having gentle music playing in the background. She is already following new guidance due to be published later in the year around safer sleeping practices to ensure children's welfare.

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Children's welfare and wellbeing Strong standard

The childminder follows her healthy-eating policy rigorously. She ensures children receive nutritious foods both at her setting and when at home. She works extensively with parents, sharing detailed information and discussions around appropriate portion sizes, healthy food choices and providing example photos of nutritious lunchboxes. Children make their own choices at snack time, preparing fruit for themselves and sharing with others. The childminder shows younger children how to take small bites of their food and to chew carefully before swallowing to assure their welfare.

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Children's welfare and wellbeing Strong standard

Children have formed trusting relationships with the childminder and confidently approach her when they require comfort or support. She responds warmly, always providing gentle interactions, including during nappy changes. The childminder ensures all children, including those who face barriers to learning, partake in regular swimming sessions to develop their physical health and learn how to stay safe in and around water.

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Inclusion Strong standard

The childminder is consistent in identifying children's individual needs and is passionate about reducing their barriers to learning. For example, she uses funding diligently such as taking children swimming to develop their confidence and physical skills in the water. For children with sensory needs, the childminder makes reasonable adjustments such as sensitively introducing them to quiet sounds. Once their confidence grows, she thoughtfully helps children to accept louder noises such as musical instruments. Children develop their resilience and are soon comfortable and confident to go out into the community. They successfully manage a variety of environmental sounds including busy playgroups.

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Inclusion Strong standard

The childminder works consistently with other professionals, sharing regular information and observations of children to ensure the level of support is accurate. She carries out ongoing statutory assessments and uses her training knowledge to monitor children's development. For instance, the childminder quickly recognises if children have difficulty in meeting the next stage of their learning. She works highly effectively with parents to help children receive the support they require. This ensures she provides a collaborative and successful methods which has a positive approach to children's development.

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Achievement Expected standard

Children achieve well from their starting points. They develop their mathematical skills effectively. As they make pretend ice cream in the sand, they count out 'scoops' into their pot. Children begin to develop their understanding of money, saying the ice cream will cost '£20'. They use their finger and thumb to pick up real sprinkles to put on the top, developing their dexterity. Children confidently talk about the different-coloured sprinkles such as 'blue', 'pink' and 'purple'. They interact with their peers well, talking about their favourite colours and ice-cream flavours, such as 'chocolate' and 'strawberry'.

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Achievement Expected standard

All children develop their independence skills well. They persevere in taking off their shoes and their all-in-one suits after outdoor play. Children play cooperatively and share with their friends. They thank one another and use their manners consistently. Children enjoy exploring 'messy' play which is accessible daily, helping them to develop their resilience and self-esteem with different textures. They all learn the key skills necessary for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She is firm but fair with boundaries to ensure children follow the house rules consistently. For example, children know to take their shoes off on the mat after outdoor play and to sit at the table until everyone has finished eating. The childminder explains to younger children about simple rules appropriate to their age, such as when using the safety knife to cut fruit.

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Behaviour, attitudes and establishing routines Expected standard

The childminder helps children to form positive relationships with others and to manage their emotions effectively. She calmly explains the need to share and when it will be their turn. The childminder is reassuring and patient, teaching children the importance of respect for others, such as when they move into their peers' personal space. The childminder knows children well and how each child may require a different strategy to manage their feelings. For example, she adapts her practice accordingly, giving some children an immediate cuddle, whereas others she provides space and support from afar.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored well and the childminder shares her policies with parents to establish expectations. She is flexible and mindful of families who may arrive slightly later for their session due to travelling from a distance. As children attend often, they develop a positive attitude to learning.

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Curriculum and teaching Expected standard

The childminder plans and implements an effective curriculum. Children with special educational needs and/or disabilities in particular make rapid progress. For example, those who joined without any language can now speak clearly in sentences. The childminder is effective in promoting children's communication, consistently introducing new words to extend their vocabulary. For example, children pretend to make lemonade using yellow- coloured water, real lemons and ice cubes. The childminder introduces the word 'glistening' when water is poured over the ice. When children taste the lemons, the childminder asks them if they are 'sweet' or 'sour'. Older children scrunch up their nose, stating they dislike the taste. Younger ones seem to enjoy it and continue to place it in their mouth to enhance their sensory experiences.

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Curriculum and teaching Expected standard

Overall, most children show a willingness to sustain interest during activities. Older children spend considerable time using the dispenser and pouring water into their cups. The childminder ensures babies are included by helping them to stand to explore the water with their peers, helping to develop their social and physical skills. Occasionally, the childminder does not encourage toddlers to remain engaged during activities to further develop their listening and attention skills, and they wander off. The childminder actively promotes children's mathematical skills, encouraging children to count independently and asking whether the jugs of water are 'heavy' or 'light'.

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Leadership and governance Expected standard

The childminder is ambitious in providing high-quality care for all children. She identifies her strengths such as the collaborative approach with parents towards children's learning. Parents comment on their child's progress since attending the childminder's setting, such as confidence, social skills and independence. They report on the extensive information the childminder provides about their child's development and ways to support learning at home, such as sharing books.

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Leadership and governance Expected standard

The childminder has a positive approach to continually improve her practice. She is looking at extending her knowledge even further around children with special educational needs and/or disabilities to ensure she can continue to support any new child who joins her setting. The childminder attends frequent training, such as how children's brains develop. She uses this knowledge to assess particular behaviours in children which could indicate when they may need additional support. The childminder also ensures training continues to help her carry out her role effectively.

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Leadership and governance Expected standard

The childminder works effectively with other early years settings children attend. She shares children's progress with nursery staff and they work together to help children achieve their next steps in learning. However, she is yet to build effective partnerships with local schools to help prepare children fully for their transition. For example, she does not know what schools expect children to be able to do before they start.

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Leadership and governance Expected standard

The childminder manages her wellbeing and workload effectively. She is highly organised and ensures all activities are prepared for the following day to maintain a relaxed and calm environment for children.

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

Children settle quickly and enjoy their time with the friendly and nurturing childminder. They demonstrate a sense of security and enjoy close interactions with her and their peers, such as snuggling up together to share stories. Children develop positive social skills, making space for their friends on the sofa so they can see the pictures in the book. Children enjoy learning about the sea creatures in the story and recall their recent visit to the aquarium. They talk about how they saw the turtle and the sharks, supporting their understanding of the world effectively.

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

Children make typical progress from their starting points and are prepared well for their next steps in learning. They manipulate tools and equipment with skill, such as using scoops in the sand. Children use spray bottles outdoors to squirt water to help strengthen their hand- eye coordination. They receive support from the childminder when needed and feel confident to ask for help. Children learn how ice turns to water by warming it in their hands and show fascination as they watch it melt between their fingers.

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

Attendance by children is high and the childminder understands the importance of children coming regularly to support their learning and development. Children feel valued and listened to. For example, they talk about their own experiences such as which flavour ice cream they like the best. The childminder responds individually to each child. Children enjoy applying this in their play, using scoops to make pretend ice cream with sand and topping them with real sprinkles. Children who face barriers to learning are included in all aspects of

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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Facts and figures used on inspection

the setting. For instance, children develop the confidence to place their bare feet in the sand to expand their sensory experiences.

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Next steps

The childminder should consistently help toddlers to engage during activities to further support their listening and attention skills. The childminder should build effective partnerships with local schools to help fully prepare children for their move on to primary education.

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About this inspection

The inspector spoke with the childminder and the 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. 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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