Beer, Rosemarie Anne

Childminder

Unique reference number (URN): 2787137 Registered with Ofsted: 19/06/2024 Registers: EYR

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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

Children achieve well. They all make rapid progress from their starting points. Children's physical development skills prosper as they enjoy much of their time exploring and learning in nature. They participate in woodland walks, caring for animals, bird watching, growing plants and produce and playing on ride-on vehicles.

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Achievement Strong standard

Children become skilled communicators. They confidently share their ideas with others and apply prior learning to new situations. For example, children enjoy making cups of mint tea with herbs grown in the garden. They use mark-making skills to write customers orders and count how many drinks they need to make altogether. Children refine their hand control as they squeeze pipettes, pour from pots of coloured water, and use a lever to control water flow from a dispenser, to create their cups of tea.

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Achievement Strong standard

Children develop skills, knowledge and understanding that prepare them well for their next stage in learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm and happy environment for children to play and learn. She builds positive relationships with children and models kindness and respect in their interactions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to work collaboratively, taking turns, and sharing. Older children do not require much assistance with this as the childminder is consistent in modelling and expecting high standards of behaviour. The childminder is responsive to children. For example, when she observes that children's focus on their play lessens, she suggests to them they transition inside for snack. This supports children's emotional regulation. The childminder provides all children with a curriculum that builds well on what they already know and can do. Children, including those with special educational needs and/or disabilities or those who are disadvantaged, enjoy support and encouragement that helps them thrive in their learning. Children consistently show resilience and perseverance beyond that expected for their age and stage.

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Behaviour, attitudes and establishing routines Strong standard

The childminder cares for children. She is supportive and responds to children's thoughts, needs and feelings sensitively and children thoroughly enjoy the time they spend together. The childminder promotes regular attendance and regularly reinforces the positive impact this has on children's learning and development with parents and carers.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She builds trusting bonds that are caring, positive and respectful.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's safety. She supports them to develop skills to keep themselves safe during play. For example, as children use the play slide, she reminds them to climb up the steps and come down the slide. The childminder helps children develop healthy habits such as spending time in nature each day, drinking water and eating a nutritious diet. She promotes independence and choice as they play and learn. For example, at snack, children help set the table and enjoy selecting fruits to eat. Once finished, children enjoy the responsibility of tidying their own plate and placing it ready to be washed.

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Children's welfare and wellbeing Strong standard

The childminder helps children develop self-care skills, such as pouring their own milk at snack and drinking from open cups. The childminder promotes healthy eating and provides a wide variety of snacks and meals. She supports children to try new foods and build a love of home-grown produce that they help clean and prepare for eating. Children build positive eating habits and enjoy social mealtimes. The childminder supervises children well as they eat and reminds them of the importance of chewing and swallowing food in their mouths, before taking another bite.

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Children's welfare and wellbeing Strong standard

The childminder adapts care routines such as nappy changing to best meet children's needs. Children thoroughly enjoy using a new changing station when having their nappies changed. Older toddlers enjoy climbing the steps and laying down ready for the change. The childminder is proactive in promoting toilet training when children show signs of being ready to try, and works well in partnership with parents to support children to master the skill quickly and confidently.

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Curriculum and teaching Strong standard

The childminder has a clear vision and intent for her curriculum. She carefully considers what children need to learn and how she can best support them to progress. The childminder uses a wide variety of teaching methods and these build children's engagement and joy in learning. For example, she models play and repeats familiar activities so children can practise and refine skills. The childminder questions children's understanding and challenges thinking by providing real-life activities and experiences grounded in learning in nature.

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Curriculum and teaching Strong standard

The childminder prioritises strengthening children's language development. She provides an environment full of language. She frequently reads stories, sings songs and rhymes with children, narrates children's play and provides clear instruction that introduces new vocabulary. For example, as she asks children to name all the produce they are growing, children can correctly identify and name lettuce. The childminder names broccoli, pumpkin and potatoes; children repeat the names as they observe and label them. All children show high levels of enjoyment as they listen to the childminder read. She reads with such animation that children are captivated and show listening and attention beyond their years.

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Curriculum and teaching Strong standard

The childminder supports children to develop regulation skills as they play. When they become hot, she supports them to recognise their feelings and encourages them to drink water and rest in the shade. The childminder helps children's understanding of early mathematical concepts develop. She speaks with them about capacity as they pour milk for snack, supports them to count in sequence as they are giving fruit out and learn positional language as they play with farm animals during small-world imaginative play.

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Inclusion Strong standard

The childminder monitors children's progress robustly. She quickly identifies children's barriers to learning or gaps in development. The childminder knows children she cares for well. She ensures children receive targeted teaching to meet their different learning needs. She follows teaching guidance from outside agencies, such as physiotherapists, to best support children's progress, managing and lessening barriers to learning. The childminder frequently interacts with parents and builds a shared understanding of progress and how to support children to make rapid development in next steps in learning. This builds continuity in care and supports achievement for all children.

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Inclusion Strong standard

The childminder is consistently reflective and has created an inclusive environment where all children thrive and develop skills and knowledge that prepare them well for their next steps in learning. For example, children who enjoy water play and transporting objects in the environment show high levels of focus, enjoying filling and moving a wide variety of containers from the water tray to other areas of their choosing. They develop control, coordination and balance as they repeat the activity.

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Inclusion Strong standard

The childminder does not currently care for any children in receipt of additional funding but has completed a professional development course to build her knowledge of how to spend any future funds in a way that best promotes progress for those in receipt.

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Leadership and governance Strong standard

The childminder has a clear understanding of the strengths and areas for development in her setting. She is highly reflective and completes regular self-assessments to help her constantly strengthen the already high-quality care and learning experiences she provides for children. The childminder provides support and training for her assistant that are high in quality, well focused and promote their skills and knowledge to develop rapidly. This means that the teaching approach and high aspirations for children are cohesive, which best supports the learning and development of all children who attend the setting.

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Leadership and governance Strong standard

The childminder works in partnership with parents to ensure that children thrive and achieve. The childminder frequently meets with parents to discuss children's progress, development and next steps in learning to help children receive the right help at the right time.

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Leadership and governance Strong standard

The childminder prepares children well for their transition to pre-school or school. She works closely with the local school to ensure key information about each child is shared to help children transition smoothly and confidently. The childminder invites staff from school to visit children in her setting before they visit school. This is so that children can meet them in an environment they are familiar with and they feel confident and safe. When children attend multiple settings, the childminder is proactive in contacting them and sharing assessments of learning and development. The childminder recognises the value that professional relationships such as these can add to children's learning experiences.

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

Children enjoy a setting that is inviting and nurturing. Children experience an environment that promotes independence and supports learning in all areas of the curriculum. Children excite as they venture outside to explore and play. They enjoy investigating which of the produce they are growing has changed colour and ripened. Children exclaim 'This strawberry is red now. This tomato is too'. Children show a real sense of belonging as they find watering cans and happily wander around growing beds giving the plants a drink. Children receive frequent encouragement and praise from the childminder. They delight when she praises them for helping the plants to grow. Children's creativity flourishes as they create flower smoothies in their farm shop and present them to visitors. Children enjoy sitting in the shade with the childminder as she reads them stories they select. They show familiarity and enjoyment as they join in with parts of the story they have learned by heart.

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

Children develop strong bonds with the childminder. She knows their interests well and adapts her interactions to help children's characters flourish. Children who are shy receive quieter settling interactions, and longer attending children laugh and giggle as the childminder tickles them and speaks about a recent visit to the beach they enjoyed together.

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

The childminder's partnership with parents is strong. The childminder shares regular updates on children's learning and development. Children enjoy learning at home, using resources they select from the childminder's lending library of story books, and learning packs that help children explore the world around them.

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

Children's emotional wellbeing flourishes due to the childminder's superb support. They enjoy showing visitors photos of their family and describing who the people are. They then proudly place their photo back on display. Children show a strong sense of who they are as they play with small-world farm animals and speak with the childminder about the farms they live on, and if they are like the one they are playing with. Children play well together, negotiating ideas and taking turns in leading the play. For example, children enjoy taking turns to select song spoons and delight in singing their selected song. Children understand the childminder's expectations for behaviour and learning and show confidence in the well- established routines and activities. Children's attendance is prioritised and promoted by the childminder. She is quick to contact parents when a child is absent to offer support and help

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

children return to the setting when well.

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Next steps

The childminder should ensure continued improvement 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.

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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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About this inspection

The inspector spoke with the childminder, her assistant, 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.

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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

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

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