Butucea, Lindsay Joeanne

Childminder

Unique reference number (URN): 2813577 Registered with Ofsted: 19/12/2024 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

All children, including those who may have gaps in their learning, achieve extremely well from their varied starting points. The childminder monitors children's progress very carefully and quickly identifies where children may need extra support. Children, including the youngest, develop the key skills they will need for their next stage in learning, including pre- school. They know the highly developed routines of the day and develop superb independence skills, such as putting their shoes away in the basket when they enter the cabin. Children strengthen their hand muscles as they use crayons and pencils and mix bubbles. They develop high levels of confidence in their physical skills at a young age as they climb and balance.

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Achievement Strong standard

Children keenly engage in conversations at their own level, such as at snack time and lunchtime, when listening to stories and talking about their family photograph books. Those children who need additional support are quickly identified and provided with tailored strategies to help close any gaps in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. The childminder supports all children, including the youngest, to share and take turns. When children want a container another child has, for example, she reminds them that someone else is using it and that they can either wait or she can help them to find another one. This results in children becoming very considerate of others. Older children show kindness to the younger children. They offer to help the younger children, such as putting their shoes away or unwrapping their cheese.

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Behaviour, attitudes and establishing routines Strong standard

The childminder offers children consistent reminders about any unwanted behaviour, such as when children throw the toys, for example. She sensitively reminds them that we do not throw toys indoors in case we hurt someone or break something. The childminder then suggests that if they want to throw things, they can go outside and throw the balls. This helps children understand the rules and also means the childminder picks up on their cues and interests expertly and responds highly effectively to these.

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Behaviour, attitudes and establishing routines Strong standard

The childminder carefully monitors children's attendance and maintains a detailed record of this and the reasons. This helps her safeguard the children and also ensures parents are very aware of the importance of helping their children establish the routines they need for starting school.

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Children's welfare and wellbeing Strong standard

The childminder helps the children learn about the need to rest when they are tired and works in partnership with parents regarding children's sleep routines highly skilfully. She implements safer sleeping habits consistently well. Children show they are extremely secure in her care and settle on their mattresses and quickly fall asleep contentedly. The childminder skilfully encourages children's independence skills from a young age, showing she has high expectations of them. Children put their sun cream, sun hats and shoes on before going outside. The childminder teaches them how to wash their hands thoroughly and independently after toileting, nappy changing and before eating. Children are very well supported to peel their own fruit, pour their own water, and drink from open cups. She effectively supports children's interests in using the potty and in toilet training, so they are ready to move on to the next stage in their learning.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on helping children learn about and to manage their feelings and emotions. Children show interest in pictures that show different facial expressions, and the childminder introduces more complex emotions, such as 'bored'. This helps children express themselves and reduces any frustrations they may have.

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Curriculum and teaching Strong standard

The childminder successfully provides the children with a broad and balanced curriculum that is securely based on their individual needs and interests. She skilfully adapts activities so that all children are included at their own level and in a way that fully supports their learning and development.

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Curriculum and teaching Strong standard

The childminder supports children's communication and language expertly, using every opportunity to sing songs and read stories. She consistently introduces new vocabulary and checks children's understanding and use of new words. The childminder provides plenty of opportunities for children to develop their hand–eye coordination. Young children use drawing utensils with control, and they fill and empty containers with water, showing good dexterity at a young age.

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Curriculum and teaching Strong standard

The childminder provides a wealth of opportunities for children to develop and practise their physical skills. Even the youngest children confidently climb up the steps to the slide without adult support. Children visit forest school where they are encouraged to take managed risks and test their capabilities to the full. The childminder reads stories to children with animation and enthusiasm, which means young children concentrate very well and are highly curious about the pictures and very keen to talk about what is happening in the story.

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Inclusion Strong standard

The childminder provides an extremely inclusive provision for the children. She knows them extremely well and adapts her activities according to their ages, stages of development and their individual backgrounds and needs. The childminder checks the children's progress carefully and regularly and she quickly identifies where there may be possible gaps in children's development. She liaises with parents and they seek advice together from outside agencies to put in place plans to help close any gaps in learning.

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Inclusion Strong standard

The childminder highly consistently implements strategies that she is provided with from outside professionals and monitors the success of these on children's development. She regularly shares information with parents, who are fully included in the decisions made around their children. This means children make superb progress and steadily catch up in their learning. The childminder consistently helps all children celebrate one another's backgrounds, which she knows in great detail. For example, in partnerships with parents, they provide photographs of their families and people/pets who are special to them and make them into individual books. These are shared in the group so that all children learn to respect others and the differences and similarities between themselves.

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Leadership and governance Strong standard

Since registration, the childminder has thoroughly reflected on her provision and practice and clearly understands her strengths and areas for development. She has created a calm learning environment for the children where they are highly curious and keen to explore the high-quality activities and resources. While the childminder provides parents with information on providing healthy and nutritious lunch boxes, she recognises this is an area she needs to be more creative with to be even more successful.

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Leadership and governance Strong standard

The childminder attends a wide range of training that is relevant to supporting the individual needs of the children she cares for. For example, she has attended a communication and language course that has reinforced her already highly effective practice. She has implemented quiet spaces for children and regular trips to specialist settings, as well as having a music teacher attend her setting, to enhance the experiences the children receive.

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Leadership and governance Strong standard

Parents report that their children love attending the childminder's setting and that they are very impressed with the range of activities and outings the childminder provides for them. Parents report they are very happy with the progress their children have made, particularly in their speech and language and their social skills. Parents report they receive regular updates about their children's progress both orally and in reports.

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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 they are extremely at ease in the childminder's care. They show they have formed very secure attachments with her and readily engage in the activities with her and the other children. Children show high levels of curiosity and concentration and spend long periods exploring the wide range of resources and activities with the childminder. Children demonstrate a highly positive attitude towards their learning. For example, when the childminder introduces a 'what's in the bag?' activity, they are very keen to sit down and join in. The childminder introduces descriptive words expertly to broaden children's vocabulary, such as 'smooth' and 'big' and new words such as 'pincer' and 'fin'. The childminder's enthusiasm rubs off on the children, who remain engaged for long periods, and they are very keen to help wind up the 'walking crab' and 'sea snail', which the childminder encourages fully.

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

Children demonstrate their early understanding of mathematical language and counting. For example, they count the shells they have collected from the water. The childminder consistently uses size language such as 'big' and 'small' and introduces simple counting into the children's play. Children are confident to ask for help when needed, knowing the childminder will respond to their requests. The childminder consistently promotes the children's self-esteem by encouraging them to have a go for themselves. For example, when children ask for help as a shell has become stuck in a bottle. She consistently offers lots of praise and encouragement, which boosts the children's self-esteem and means they persevere and achieve the tasks. This shows the childminder has high expectations of the young children she cares for.

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

Children experience a wide range of exciting opportunities, both in the setting and out in the local community. For example, the childminder takes the children to forest school, where they can realise their full potential with their physical skills and develop much more confidence in social situations with other children and adults. A music teacher visits the childminder's setting, and this means children hear and learn a vast amount of new

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 16:00

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About this setting

Local authority: South Gloucestershire vocabulary. They have further opportunities to learn to wait and take their turn, and they learn about relevant and exciting sporting events, such as major tennis tournaments and major football tournaments. The childminder is quick to recognise children's interests, such as when they hear a new and different bird song in the garden. She quickly organises activities to focus on their interests to broaden their knowledge and their love of learning.

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Next steps

The childminder should ensure continued improvements in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing, including considering more creative ways to help families provide more balanced and nutritious lunches for their children.

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About this inspection

The inspector spoke with the childminder, children and parents 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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