Tobin, Francesca Hope

Childminder

Unique reference number (URN): 2798489 Registered with Ofsted: 02/09/2024 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

All children, including those who may face barriers to learning, typically achieve well in all areas of learning from their individual starting points. They are ready for the next stages in their early education. Children show confidence and self-assurance as they play together and learn to regulate their own behaviour. They make positive progress with their communication and language skills. They learn new words and respond well to simple instructions. They have slightly fewer opportunities to think about and respond to some questions and adult-led communication to further develop their skills in this area of learning.

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Achievement Expected standard

All children progress well for their ages and stages of development. They learn and use mathematical language, such as 'half', 'full' and 'empty', in different contexts. Children enjoy opportunities to manage most tasks for themselves, such as putting on and fastening their shoes. Younger children have slightly fewer opportunities to explore activities in their own way to further encourage early independence in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a fun-filled play environment where children quickly learn about her expected behaviours. For example, all children share and take turns with resources and know how to patiently wait for a turn. Older children happily oblige when the childminder asks them to gather toys in from the garden while she finds other resources that they have requested.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms close, nurturing bonds with all children and encourages their regular attendance to help them develop a positive sense of belonging and wellbeing. Conversations flow in this busy but calm environment and children play amicably together. Overall, they show positive attitudes towards their learning and enjoy their time together.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour in an age-appropriate way to promote their confidence and self-esteem. As part of this, she encourages children to explore in safe ways. For instance, as children show off their physical skills by jumping down small concrete steps, she is quick to praise them and asks if they can also jump off smaller, safer, stepping blocks. She instinctively knows what children need when they become upset or fractious. For example, she soothes and reassures younger children in need of sleep or a nappy change to help them begin to regulate their emotions. The childminder praises older children for their achievements and models good manners and polite comments, which helps children to become respectful individuals.

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Children's welfare and wellbeing Expected standard

The childminder meets children's individual care needs well, in partnership with their families. She understands children's home routines, such as those for sleep times, and ensures children are safe, comfortable and well monitored. She uses risk assessments well, including during exceptionally hot weather. She ensures children wear sun hats so that they can play safely outside for short periods of time before it gets too hot. The childminder plans ahead for days out in wooded areas to keep children cool but occupied in natural shade.

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Children's welfare and wellbeing Expected standard

The childminder forms close bonds with all children and helps them to develop the confidence and emotional wellbeing they need to feel settled and secure. She generally encourages children to move around independently and practise their physical skills, such as climbing, jumping and balancing, which also promotes their physical wellbeing. She talks to children about health and safety concepts, such as sitting safely to eat and enjoying healthy foods and plenty of water. She works in partnership with parents to encourage good oral health routines.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to express themselves and manage their feelings positively as part of promoting their emotional wellbeing. She recognises when they become tired, hungry or frustrated and responds according to their needs. Children express their emotions well for their ages and stages of development.

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Curriculum and teaching Expected standard

The childminder understands what she wants children to learn during their time in her care. She designs and implements a curriculum that focuses on children's individual interests and learning needs to prepare them for starting school. The childminder teaches children new skills in all areas of learning and uses all routines and play experiences as learning opportunities. For example, she uses nappy-changing routines as opportunities to sing and count with children.

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Curriculum and teaching Expected standard

The childminder encourages children's communication and language development well overall, including for children who may face barriers to their learning. She narrates children's play, reads stories with clear expression and models the correct pronunciation of words. Sometimes, she does not take all opportunities to allow children the time they need to process what she is saying or asking, before she continues to speak or answer for them.

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Curriculum and teaching Expected standard

The childminder assesses children's progress from when they first join her provision in order to identify and close any gaps in their learning. She familiarises herself with children's emerging interests and follows up on these to extend their learning. Very occasionally, in carrying younger children between activities, she reduces opportunities for them to join in and play in their own way to further encourage independent learning.

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Inclusion Expected standard

The childminder identifies and meets children's individual needs well. She works alongside parents and follows the advice of other professionals to guide children's progress and remove any barriers to their learning. She observes how and where children prefer to play and adapts her routines and play environments accordingly, to ensure all children are included. The childminder is proactive and uses professional development opportunities to ensure she is ready to support children with special educational needs and/or disabilities.

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Inclusion Expected standard

The childminder recognises that some children exceed expectations regarding their development and helps them to progressively build on their interests and learning needs. She also knows where other children need a little more help to catch up and implements her curriculum well overall to ensure it is inclusive and purposeful. She monitors and reviews children's progress and reflects on her inclusive practices to help children thrive in her care.

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Inclusion Expected standard

The childminder knows the children and their families well and follows their home routines to enable children to develop a secure sense of belonging from the start. She typically encourages children to make choices about their play and involves them in setting up activities she knows they will enjoy. All children show that they feel included and valued.

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Leadership and governance Expected standard

The childminder reflects on most aspects of her provision and readily adapts her practice as necessary. She networks with other professionals to improve her skills and has a realistic understanding of what she does well and her priorities for further development. For instance, she actively explores training opportunities to ensure she is well placed to meet the diverse needs of any children she may care for. She has recently strengthened her understanding of how to encourage children's early mathematical development. This is already evident in her practice and outcomes for children.

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Leadership and governance Expected standard

The childminder creates a loving, homely environment for all children. She works with parents to understand children's unique needs and to provide them with extensions to their home experiences and routines. She keeps parents informed about their children's progress and ways to be involved in their children's learning. Parents feel that the childminder manages their children's needs well and communicates openly about their care and learning.

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Leadership and governance Expected standard

The childminder takes decisive action that she knows will benefit children's learning and development the most. She observes children's play to identify their emerging interests and provides the support and resources they need to succeed. Despite minor gaps in the delivery of her curriculum, the childminder monitors and adapts her daily activities to include all children and help them progress typically well in all areas of learning.

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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

All children, including those who may face barriers to their learning, typically achieve well from their unique starting points. They enjoy a variety of activities and experiences across all areas of learning. Younger children enjoy songs and stories and playing with water in the garden. Older children have ample opportunities to extend their emerging interests through exploration in a well-resourced play environment. For example, they marvel at how foamy bubbles disappear into a cloth when they fold it in half to clean a window. They learn and use new vocabulary, such as 'soaking' and 'instructions', and articulate their ideas clearly. Children use their imaginations, solve problems in their play and use resources for different purposes. For instance, they place a large cardboard box against a low wall to create a slope and use this for their wheeled toys. All children are prepared for the next stages in

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

Children show that they feel safe, secure and happy. They have warm relationships with the childminder and each other and are not afraid to ask for what they need. All children develop a sense of belonging and play cooperatively together. Younger children generally enjoy opportunities to engage in all activities and observe the older children as they lead their own play. When they become upset or tired, they respond well to the childminder's soothing reassurance, which quickly helps them to feel safe and settled again.

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

The childminder promotes the importance of children attending the setting at the expected times. Children and their families have every opportunity to contribute to the routines and experiences on offer. For example, children talk about their activities and what they would like to do next and parents say they value the open communication about their children's progress. Children thrive in this well-planned and organised setting. They behave well and

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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About this setting

Local authority: Bromley respond positively to praise, encouragement and the childminder's playful interactions. They develop typically positive attitudes towards their learning and each other.

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Next steps

The childminder should consistently give children the time they need to think about and respond to her questions and interactions, to further encourage their communication and language development. The childminder should continue to encourage younger children to move around and engage in activities in their own way, to strengthen opportunities for independent exploration and learning.

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About this inspection

The inspector spoke with the childminder 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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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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