Mistry-Jones, Anita

Childminder

Unique reference number (URN): 2802847 Registered with Ofsted: 22/10/2024 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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Children's welfare and wellbeing Strong standard

Children are central to the provision as their needs and interests are the focus of the setting. As a result, children are focused and engaged in their learning and feel valued. The environment is extremely warm and welcoming, with the carefully considered activities sparking curiosity for children to explore and learn from. Children confidently seek comfort from the childminder when needed, as the close bonds formed between child and childminder create a secure base for them to develop from. The childminder is responsive to children's varying needs as she knows her children extremely well, including those with special educational needs and/or disabilities, as she takes time to fully understand both verbal and nonverbal cues. The childminder is skilful to respond to children's changing interests in the moment, which contributes to children's high level of engagement within their learning. Children feel safe and valued in the environment and can participate confidently,

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Children's welfare and wellbeing Strong standard

knowing they are understood. Children experience a sense of belonging as they access their personal belongings independently.

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Children's welfare and wellbeing Strong standard

Children are confident and enjoy making healthy choices as they choose from a variety of healthy snacks, discussing how they need to eat fruit and vegetables to grow 'big' and 'strong'. Children recognise when they are tired and seek out their comforters from their personal belongings to enjoy a rest in the comfy area, before jumping back into the provision saying 'I feel ready to play again now'. This demonstrates how children are able to understand and support their own wellbeing.

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Achievement Expected standard

Children access a wide variety of resources and activities as they develop their skills to communicate and interact with one another. Children become confident to extend role-play games further and use their imaginations to play being 'mummy and daddy' to a doll. Children who face barriers to their learning respond positively as they enjoy observing before feeling comfortable to fully engage in play. Children seek support when needed as they enhance their learning and play together.

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Achievement Expected standard

Children prepare well for future transitions as they develop their independence skills continuously. For example, children help set up for mealtimes by laying the table with the correct number of cups and plates. Children make choices in the reading area as they select their own books to read. Children explore mark-making with an eagerness to learn as older children write their name with confidence, asking for help with the letters in their name. Younger children enjoy using the pens to create different marks and skilfully using scissors as they experience seeing the different effects they create.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is generally positive and they interact with one another respectfully. On occasions, when children are unable to regulate their own emotions, the childminder supports them, finds them a safe space to calm themselves and offers them comfort. The childminder actively encourages regular attendance and punctuality as she forms relationships with parents and families to promote the importance of this and provide support where possible. As a result, children benefit from regular engagement in learning opportunities and develop well.

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Behaviour, attitudes and establishing routines Expected standard

Children create warm bonds as they initiate play with their peers. For example, as they share out the dolls, role play feeding them and brush the dolls' teeth, children laugh together. As the older children model taking turns and waiting patiently to younger children, the childminder praises them, creating a sense of pride. Children show an eagerness to learn as they embrace all learning opportunities with enthusiasm. Children explore the outdoor provision with curiosity and confidence as they ride on the bikes, developing their balance and gross motor skills. Children bring out dinosaurs and sea creatures from indoors, enhancing their outdoor learning with a water tray as they create the 'sea' for the animals to swim in. Children enjoy helping one another as the childminder models positive behaviour between the different ages and stages of children. For example, the childminder asks older children to support younger children in putting on their shoes. As a result, older

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Behaviour, attitudes and establishing routines Expected standard

children respond well to the chance of responsibility as younger children observe and copy their peers' actions.

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Curriculum and teaching Expected standard

The childminder teaches from a curriculum designed to promote children's independence, communication and manners, as she has a clear vision of what she wants children to learn. The curriculum is adapted to remain appropriate for children's ages and stages of development, ensuring equal opportunities for children with special educational needs and/or disabilities or those who may face other barriers to their learning. The childminder is skilled in adapting activities in the moment to support differentiation as she ensures activities are suitable for all children. For example, as children play, the childminder promotes further learning for older children as they are asked to count the different shapes they have made using a variety of play dough cutters. This develops children's fine motor skills as well as developing their mathematical knowledge and language through shape identification and counting skills, as they say '2 ice creams' and '3 circles'. Younger children, and those who

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Curriculum and teaching Expected standard

may face barriers to their learning, enjoy exploring the different movements as they stretch, roll and squash the play dough.

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Curriculum and teaching Expected standard

The childminder constantly develops the use of language throughout the provision as she initiates conversation among children. She asks questions to develop further thinking and encourages children to talk to one another. As a result, children are confident in communicating effectively and develop a sense of belonging as they are involved and a part of the group. Children enjoy the interactions and display a willingness to engage and learn. As they share their love for stories, children listen with anticipation as the childminder reads a familiar story. Children fill in the missing words and participate with enthusiasm.

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Inclusion Expected standard

The childminder monitors children's progress and development as she completes continuous tracking and provides relevant next steps. The childminder ensures that this information is communicated with parents and families effectively, raising any potential concerns sensitively. Parents and families are given clear feedback about their child's development. This insight supports the childminder to identify any gaps or barriers in children's learning for her to address.

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Inclusion Expected standard

The childminder works with other professionals to gain some advice and to help provide a close link between herself and external settings. However, although the childminder does introduce some interventions and strategies within her provision to support children with special educational needs and/or disabilities, sometimes the childminder continues to monitor children for long periods and does not always implement support swiftly enough. As a result, this can prevent the early intervention of additional support to help children develop consistently.

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Leadership and governance Expected standard

The childminder creates an environment where children's learning and development are the focus. She continually reflects upon her practice and observes how improvements could be made to support children. The childminder accesses additional training to develop her own knowledge and skills in order to create a provision that is improving for children. For example, the childminder has implemented additional tracking to focus on children's speech and understanding, following some recent training. This highlights any gaps in children's communication development and provides the opportunity to overcome these barriers.

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Leadership and governance Expected standard

The childminder works closely with other childminders to widen children's experiences, as they work collaboratively to share new activities and to remain up to date with legislation. Working closely with other early years professionals helps to support the childminder's own wellbeing as it means she has a supportive network around her. She ensures that her professional attitude towards her work creates a provision that is warm, welcoming and engaging.

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Leadership and governance Expected standard

Parents express their gratitude for the childminder being so proactive in helping them, as she signposts families to other professionals to support with older siblings' special educational needs as well as checking on families' wellbeing. These close bonds create a partnership between the setting and home. As a result, these close bonds have a positive impact on children's development, as children and their families feel secure and trust the childminder. The childminder also creates relationships with other professionals and works collaboratively to provide relevant and supportive experiences for children and families. For example, the childminder works with a local school to provide an effective routine for children with special educational needs and/or disabilities (SEND) to leave school ahead of their peers when attending her after-school provision. As a result, children with SEND are supported to feel secure in their transition between school and the after-school provision, as

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Leadership and governance Expected standard

they can leave in a calm and structured manner.

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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 are excited to attend and are extremely settled in this home-from-home environment. As a result, children feel secure and confident as they embrace fun activities in an engaged and relaxed manner with excellent attendance. Parents express how children feel settled and secure as the childminder forms close relationships with them and their families, receiving support to maintain punctuality and attendance. Children welcome their friends with enthusiasm as they say 'hello' and wave excitedly. Children are confident and respectful individuals as they explore the provision with an eagerness to learn. Children

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About this setting

Type: Childminder interact with one another as they initiate play and share resources together. Children seek comfort from the childminder when needed as their needs are swiftly met. Children laugh and are happy as they play with excitement and express themselves confidently.

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About this setting

Children thrive as routines are used to create structure so that children know what is expected of them. Children are helpful and keen to assist as they set the table and help tidy up after activities. Children develop their independence and learn skills to prepare them for the best start in life. For example, children are confident to make their own choices when reading stories, as they select their own books to read. Children recognise when to wash their hands as they engage in self-care routines. Children develop their fine and gross motor skills as they use play dough to make pretend ice cream, rolling and squashing the dough. Older children act as positive role models, and younger children copy their actions as they sit and create their own pictures, skilfully using scissors and writing their names independently. Children engage with the childminder naturally and take comfort from her nurturing and caring approach as she responds sensitively to their individual needs. As a

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About this setting

result, children thrive from carefully considered learning opportunities in this homely environment.

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Next steps

The childminder should act more swiftly to support the progress of children requiring additional support to help close gaps in their learning more promptly.

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About this inspection

The inspector spoke with the childminder, parents 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. Registration date: 22/10/2024

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:00,Friday : 07:30 - 13:30

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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