Durrant, Kathryn Dianne

Childminder

Unique reference number (URN): 2774554 Registered with Ofsted: 11/03/2024 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

Children engage in experiences that motivate them to learn. Younger children have opportunities to practise and strengthen their physical skills in readiness for crawling and walking. Older children build on their coordination as they manoeuvre their paintbrushes and water across the paving slabs, the shed and the playhouse. They improve their social skills as they work together and develop their understanding of language and mathematical concepts as they discuss what they are doing and how to solve problems. Children show positive manners and take turns with the resources. They talk to each other, sharing their home experiences as they do this. For example, they talk about how their parents paint at home. Babies are curious and copy the older children. They explore bowls of water and paintbrushes and show their delight as they tip water on the floor.

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Achievement Expected standard

Children develop their communication and build on their vocabulary and language during their everyday play. They select which colouring equipment they would like to use to mark make, demonstrating their confidence in counting and naming the colours they use. Children enjoy choosing from the books available to them and confidently ask the childminder and her assistants to read them a familiar story. Children engage in a range of age- and stage- appropriate activities that help them to progress to the next stage in their learning, such as going to school.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from the calm and kind nature of those adults caring for them. They settle well. The childminder has high expectations of all children's behaviour and supports them to build on their positive manners. She encourages them to say 'please' and 'thank you' to each other and praises them for their politeness. Children consistently demonstrate positive attitudes to their learning, and they confidently join in with any activity. For instance, they persevere to build with magnetic blocks or manoeuvre trains and people around the train track they create. Children show sustained concentration and enthusiasm, particularly for those activities that interest them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's individual stages of development. She adjusts how she communicates with children to ensure that her instructions are clear and that children get the most from activities. The childminder gets down to the children's eye level, role models actions and uses simple language with younger children while extending the vocabulary and encouraging problem-solving with the older ones. She uses a daily diary and discussions with parents to share information about their children's welfare and the experiences they have participated in. Children know the daily routine and help to tidy resources away before getting new ones out. They share how this gives them space to play and keeps younger children safe from small pieces. Children show pride when they are helpful towards others.

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Children's welfare and wellbeing Expected standard

Children, including those who face barriers to their learning or those with special educational needs and/or disabilities, progress well from their starting points. They show that they enjoy playing together and with the childminder and her assistants. Younger children show their emerging physical skills as they move around the room. Older children show their coordination and dexterity as they throw and roll balls down the garden, paint the playhouse and manipulate pencils to create their drawings.

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Children's welfare and wellbeing Expected standard

The childminder has a range of policies and procedures that she implements to ensure that she meets the needs of all children. She places a strong emphasis on supporting and promoting children's health and wellbeing and follows their individual routines. For example, babies sleep when they need it in an appropriate environment with monitors to check on them. The childminder is attentive to children's needs, which helps them remain relaxed and comfortable in her care. She creates a safe and welcoming environment and builds secure attachments with children. Consequently, children feel able to express themselves to any adult present and share their emotions and feelings. Children are learning how to manage their personal needs. For example, older children know when they need the toilet and wash their hands afterwards. Furthermore, babies practise feeding themselves. The childminder provides a healthy diet for children and demonstrates her awareness of safer eating when

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Children's welfare and wellbeing Expected standard

she prepares food and supervises children during mealtimes.

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Curriculum and teaching Expected standard

The childminder provides children with a broad and balanced curriculum that covers all developmental areas. She encourages children to develop their independence during their play. However, at times during everyday routines, such as snack time and lunchtime, she carries out tasks for children that she encourages them to do for themselves at other times of the day. This means children do not get consistent encouragement to build on their ability to make independent choices or continue to develop on their skills for their future learning.

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Curriculum and teaching Expected standard

The childminder encourages all children to develop their literacy skills. Children enjoy stories, make marks with pens on paper and use wet brushes outside to represent shapes and letters. Children foster a love of books from a very early age and enjoy snuggling with adults to hear stories. Older children learn about mathematical concepts as the childminder weaves these into their learning effectively.

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Curriculum and teaching Expected standard

The childminder supports children's emotional, social and physical development well. She provides an inclusive and nurturing environment in which children develop confidence and independence and make steady progress. The childminder watches children and assesses how best she and any assistants can support them in their learning. She works closely with parents to ensure that every child has their unique individual needs met. Children show they are motivated to learn and demonstrate high engagement with the adults and activities provided.

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Inclusion Expected standard

The childminder uses her observations and assessments of children to monitor their progress and identify the most relevant next steps for learning. She works closely with parents and gains information from them about any treatment or support needed to help meet their child's needs. The childminder provides an inclusive environment and adapts activities to enable all children's involvement. For example, she ensures that younger children receive encouragement to build on their muscle strength and flexibility to help develop their mobility. She gives other children space before the rest of the children arrive for one-on-one time to help them settle. The childminder encourages children's inclusion in activities by not forcing any activity or interaction on them but by enabling them to join in at their own level. The childminder is aware of the need to use funding to help narrow gaps in children's learning. She is reflective in her practice and is vigilant at identifying and reducing

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Inclusion Expected standard

any barriers to children's learning, including for any children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder demonstrates that she reflects on her practice. She completes training to broaden her knowledge and expertise so she can support children's welfare and wellbeing further. The childminder demonstrates what she does well and identifies where she would like to develop her provision further. For example, when working with assistants who are secure in child development but new to the safeguarding and welfare requirements, the childminder acknowledges that a more targeted induction and consistent supervision will support a more cohesive approach to their professional development.

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Leadership and governance Expected standard

The childminder evaluates the resources and activities she provides to ensure that these reflect children's current interests and contribute to their enjoyment. Both her and any assistants demonstrate a commitment to supporting children's wellbeing and building effective partnerships with families. These relationships enable her to understand how to meet children's unique needs, including children who face barriers to their learning.

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Leadership and governance Expected standard

The childminder works in close partnership with parents. She provides written reports, pictures and discussions to share information on what children are learning and how to further this at home. The childminder has a sound understanding of each child's progress from their starting points, their existing knowledge and what they need to learn next to reach their full potential. She uses this information to shape the activities and opportunities she provides 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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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 demonstrate that they feel safe, happy and settled with the childminder and any assistants she works with. They happily sit and play alongside them, and are confident to approach new adults to the setting to share what they are doing. Children know what is expected of them, and the childminder and any assistants prepare activities and the environment in a way that encourages children to engage in play and learning as soon as they arrive. For example, babies explore toys and activity cubes on the floor and show motivation to reach out or crawl towards these. Adults sit with children and provide physical and verbal encouragement to help them achieve their individual targets. Babies show how confident they are around familiar adults and show a sense of achievement as they pull themselves to standing on the furniture. Older children express themselves confidently as they demonstrate their physical skills painting the playhouse and rolling different-shaped

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

balls down the sloping garden path. They eagerly share with adults what they are doing, expressing their imagination and problem-solving skills, such as how to paint a roof that is taller than themselves.

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

Children who require additional support have their needs met well. The childminder plans activities and the environment to enable all children to be equally included. Additionally, she works closely with parents to implement any support programmes other professionals devise. This helps children, including those who may face barriers to their learning, make the best progress they are capable of. All children demonstrate that they enjoy secure and nurturing relationships with the childminder and each other. Their individual interests, needs and abilities are known well by the childminder, who incorporates these into her curriculum. This helps her to build on what children know and identify what they need to learn next. For instance, children continually build on their communication, social skills and coordination during their play. They imaginatively use resources to express themselves, share well as

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Wokingham they construct with magnetic blocks and bricks, and build on their vocabulary as they talk to each other and adults. Children develop the knowledge, skills and confidence needed to support their future learning.

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Next steps

The childminder should review her practice during daily routines to enable her to consistently develop children's independence to the best possible level. The childminder should build on the supervision, coaching and training for new staff to enable them to fully fulfil their role in promoting children's safety and welfare.

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About this inspection

The inspector spoke with the childminder and her assistant and took into account parents' written views 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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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. 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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