Wilson, Jennifer Ann

Childminder

Unique reference number (URN): 2788103 Registered with Ofsted: 05/08/2024 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

All children make excellent progress from their individual starting points across all areas of learning. They confidently share their own ideas and problem-solve. For example, children suggest putting frozen paint ice cubes into water to melt them. Children develop a love of books. They listen intently to stories and take turns with their friends to lift the flaps. This shows their understanding of following instructions. At tidy-up time, children confidently tidy away equipment, showing care and consideration for where resources are kept. These skills prepare them well for future learning and school readiness.

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Achievement Strong standard

Children demonstrate kindness and awareness of others. When children notice their friends are looking for toys, they independently offer to share their own. Children enjoy opportunities to broaden their understanding of the world around them through trips into the local community. They have exciting experiences that link with learning themes, such as travelling on public transport and taking the local ferry. These experiences help them feel confident in new environments, which prepares them for transitions to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is passionate about using positive language and modelling behaviour expectations. She skilfully distracts children and models a calm voice and relaxed body language. This helps children to regulate their emotions. As a result, children are increasingly able to manage their own feelings and behaviour. The childminder works with her assistant and with parents to support children who face barriers to managing their own behaviour. This partnership approach has led to rapid progress for children.

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Behaviour, attitudes and establishing routines Strong standard

Adults and children share strong bonds. Babies watch older children and adults during group times, joining in with songs and copying facial expressions. This supports their early social interactions. Children show curiosity and engagement in their play. For example, they remain deeply engaged for a prolonged period while mixing colours. They watch closely and talk about the new colours they create as they mix. This reflects positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder reviews and adapts daily routines to best support children's needs. For example, a familiar, sociable breakfast time gives children a strong sense of security. Children feel safe, understand expectations and know what happens next. The structure of the morning routine promotes good attendance and punctuality. The childminder has robust procedures for monitoring attendance, which helps support families in their children's transition to school.

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Children's welfare and wellbeing Strong standard

The childminder has a comprehensive knowledge of each child. She advocates for children with emerging needs and pursues referrals. The childminder is vigilant to all children's individual needs, including allergies. The childminder ensures children have opportunities to develop their independence. Children help to make decisions about the weekly menu. They take shopping lists to the supermarket and, at Chinese New Year, they choose items from the Chinese supermarket. This encourages children to try new foods and learn about the world around them. Children serve themselves at mealtimes and tidy their own plates away. The childminder encourages babies to feed themselves. These skills develop confidence and independence in self care.

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Children's welfare and wellbeing Strong standard

The childminder promotes oral health with parents and as a topic within the setting, supported by links with local initiatives. Children have rich outdoor experiences such as visits to the beach, the park and a forest school. The childminder involves parents in approaches to toilet training to meet each child's individual needs. The childminder nurtures children's emotional wellbeing with regular opportunities to recognise and talk about how they feel. Consistent routines also promote a strong sense of belonging and security. The childminder's commitment to wellbeing extends beyond her own setting. She is proactively building connections across the local childminding community.

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Curriculum and teaching Strong standard

The childminder has designed an ambitious curriculum that is underpinned by a secure knowledge of child development and the needs and interests of individual children. She skilfully plans activities that are inclusive for all. She works closely with her assistant to review each child's progress regularly. She identifies any gaps in learning quickly and uses the information to set clear intended learning outcomes for planned activities. Parents comment on how excited their children are for each new topic. They praise the childminder for making learning exciting and fun, particularly the adventures they go on outside of the setting. For example, an interest in dinosaurs inspired a trip to the beach to make footprints in the sand.

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Curriculum and teaching Strong standard

The childminder embeds high expectations for what children can achieve across the provision. For example, children safely chop up their own fruit at snack time. Developing these skills builds their confidence. She nurtures physical development through the enabling environment as well as planned activities. Children squeeze pipettes during water play and use paintbrushes to make big and small marks on a large painting board. This helps build strength for early writing. The childminder explicitly teaches mathematics through the consistent use of mathematical language at every opportunity. Children are encouraged to count coloured plates at breakfast time. During water play, they explore concepts such as 'empty' and 'full' and 'floating' and 'sinking'.

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Inclusion Strong standard

The childminder thoughtfully plans her learning experiences. She strives to ensure learning is accessible and enjoyable for all children, including those with special educational needs and/or disabilities. For example, children build on their sensory skills with extra objects added to the water tray, such as sponges. The childminder is highly skilled at identifying children who may face barriers to their learning. She seeks advice from outside agencies and makes thoughtful adaptations to her environment and practice. For example, a visual timetable supports children with transitions through the day. The childminder has full understanding of how best to use additional funding to directly support children's needs. The childminder works closely with parents to develop a deep understanding of each child. She uses initial assessments to inform planning and monitors progress to ensure that every child's needs and next steps are built upon. The childminder sensitively shares her

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Inclusion Strong standard

knowledge and regularly updates parents on their child's progress. Parents comment that they feel 'lucky and grateful' for the support they receive. Both the childminder and her assistant have extensive experience of working with children and families. This, alongside specialist training, informs her approach to inclusion. As a result, all children feel safe and able to participate fully in every aspect of the setting.

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Leadership and governance Strong standard

The childminder has secure understanding of the setting's strengths and areas for development. She is responsive and adaptable to changing circumstances. For example, she makes decisions on the running of the setting that prioritise the quality of provision and her wellbeing. Strong partnerships with parents are built on trust and consistent communication. This is supported by effective use of the parent app and effective daily handovers. The childminder communicates sensitively and effectively around children's emerging special educational needs and/or disabilities (SEND). She draws on knowledge of local priorities, such as oral health and obesity, to shape provision. This impacts on children's welfare and wellbeing.

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Leadership and governance Strong standard

There is a clear culture of professionalism, high expectations and teamwork. The childminder has a strong working relationship with her assistant. She makes flexible, supportive arrangements for her assistant's wellbeing and workload. They work closely as a dynamic team. The childminder values her assistant's input and gives her responsibility for areas of development that reflect her strengths. She uses monthly meetings and daily debriefs to reflect, evaluate and improve on practice. This results in engaged children who make rapid progress in their learning and development.

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Leadership and governance Strong standard

There is a strong commitment to continuous professional development. For example, training around sleep informs policies and practice. The childminder proactively seeks specialist advice to improve outcomes for children with SEND. She works in partnership with the local authority and health visitors. She is currently developing professional networks locally, encouraging collaborative learning among other childminders in the area. Extensive community links enrich children's experiences and understanding of the wider world.

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

Children enjoy activities that are fun, inviting and thoughtfully planned. Each day brings rich and varied experiences. Children who face barriers to learning take part in all aspects of the setting. They access a large outdoor area with inviting spaces, such as a mud kitchen and climbing frame. Children enjoy sensory play, with lots of opportunities for exploration. They explain they wear puddle suits so they 'don't get messy!' Children are also supported to use a handwashing station once they are finished.

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

Children are well behaved at all times. They benefit from exciting trips into the community, such as visiting the library, taking the bus and collecting shells at the beach. On these adventures, they learn expectations that keep everyone safe. Children show an awareness of road safety, reflecting the positive impact of these experiences beyond the setting.

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

Children are happy, settled and thriving in this warm, homely setting, where they develop a genuine sense of belonging. They have developed strong bonds with the adults who care for them and their friends. Children arrive with big smiles and eagerly ask what they are doing that day. They feel safe and happy. Children sing familiar songs and check in on their feelings as part of the morning routine, which promotes good attendance and punctuality. As a result, every child feels safe, cared for and important. Children work towards their next steps, supported by skilled and caring adults who know each child well. They follow their fascinations in play from a young age, taking animals from an organised selection of toys and naming each one. Children experience genuine care from the adults who look after them. Their uniqueness is celebrated, enabling them to flourish.

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Next steps

The childminder should ensure the sustained development of her already successful work, extending her influence through meaningful connections with colleagues, other professionals and the wider community to realise a transformational impact on the lives of children.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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