Chambers, Maria Louise may

Childminder

Unique reference number (URN): 2803357 Registered with Ofsted: 24/09/2024 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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Children's welfare and wellbeing Strong standard

Children are extremely happy in this nurturing and calm setting. The childminder creates an environment that is kind and safe. Her expectations are clear and children flourish. Relationships are exceptionally thoughtful and fulfilling. This enables children to vocalise their needs and know they will be met. Children show secure attachments to the childminder. She supports them to feel a sense of belonging when in her home. Children can name all their friends and the family of the childminder. Children separate from their parents and carers well. Children welcome their friends when they arrive, bringing a toy along for them to share. The childminder knows children and families well. She celebrates children's individual stages and personalities.

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Children's welfare and wellbeing Strong standard

Children consistently receive support to develop healthy daily habits. For example, they brush their teeth together after breakfast and wash their hands before snack. They stay safe outside by knowing they need to shut the gate together before playing. Children have a healthy snacks and lunchboxes, and grow food in the garden to take home.

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Children's welfare and wellbeing Strong standard

The childminder's routines provide clear structure. This ensures children feel safe and know what will happen next. For example, children clap their hands in anticipation of the disco song before snack time. Children know the words and actions and enjoy dancing. They move to the mat afterwards while the highchairs are set up to ensure they are safe.

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Achievement Expected standard

All children typically make progress from their starting points. Babies move on from babble to single words, to joining words and longer sentences. This enables them to move into collaborative play with friends, pushing each other on a bicycle and negotiating turn-taking. Children develop their imaginations, thinking and problem-solving skills. They paint on paper on a vertical surface developing their gross motor skills. They pull it down and paint a river and adding water. Children develop a love of early reading and stories. Even young children model reading a familiar story to their friends. Children are prepared for their next stage in learning. They share and take turns with minimal support. They show real kindness towards each other and to the childminder, collecting her kneeling pad for her as they move activity.

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Achievement Expected standard

Toddlers enjoy sharing what they know about the plants in their sensory garden. For example, they say oregano 'smells like pizza' and mint 'like our toothpaste'. Young children count small quantities and use their fingers to point as they count. They look at the posters of ducks on the walls during lunchtime and count the ducks. Children typically benefit from high-quality interactions and well-resourced activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm and trusting relationships with children. She is responsive to support their wellbeing. The childminder creates emotional security and belonging and this is impactful. Children talk about feelings, saying they are 'happy'. Mealtimes are full of fun, singing together, a dance before snack to a favourite song. Embedded routines are effective, creating a calm and social and safe mealtime. Children flourish in the childminder's care. They are happy and confident because they feel secure in their daily routines. The childminder celebrates this foundation.

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Behaviour, attitudes and establishing routines Expected standard

Children move outside and are confident to explore. They talk about the hay bales in the field and the colours as they wash their hands in the water tray after painting. The childminder uses her comprehensive knowledge of each child to support them. Children consistently engage well with learning. The childminder ensures children who find it harder to join in have their turn first.

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Behaviour, attitudes and establishing routines Expected standard

Children behave kindly toward each other, sharing resources. The childminder is a positive role model and praises children's excellent manners. Children help to tidy up and any reminders to take turns are effective. Their attendance is excellent and families share how much their children love attending. Parents and carers say that children ask to come on extra days. In the main, the childminder understands the important of attendance. However, she has not consistently strengthened her knowledge of other barriers children may face to ensure she can anticipate and tackle those barriers.

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Curriculum and teaching Expected standard

The childminder plans experiences and activities from all areas of learning. The environment and activities are well planned to ensure children make progress. The childminder typically supports children's communication and language skills to develop. She shares stories through the day, sings songs and shares rhymes with children and narrates children's play. For example, even young children can retell a familiar story, excitedly choosing colours to link with objects in the book. The childminder builds on what children already know and can do. To extend children's physical development, the childminder plans to extend her provision as the children grow and develop, adding new equipment and building tyres into the garden to climb and balance on.

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Curriculum and teaching Expected standard

Children develop their personal, social and emotional skills, which support them to grow in confidence. They talk and share what they know and can do. The childminder observes children and plans for the next stage in their learning. The childminder models new vocabulary. For example, she adds the words 'crunchy' and 'cold' when children feed carrots to the rabbit. The childminder supports children's next steps, developing their independence well as they play and learn. For example, children put on their own outdoor kit after snack time. Children take care of their drinks bottles, putting them on the shelf outside.

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Curriculum and teaching Expected standard

The childminder promotes early mathematical skills using size and capacity vocabulary. For example, she encourages children to explore quantity and uses the terms 'more' and 'full' when giving the rabbit water. Children count as they check how many carrots they need. Gaps in children's learning and next steps are identified but not routinely shared with parents to promote home learning.

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Inclusion Expected standard

The childminder helps all children to make rapid progress from their starting points. Children are happy and feel safe in the care of this childminder. The childminder knows all children's interests and stages, and she focuses on their emerging needs. The childminder seeks outside support when needed. Her interactions are high quality and finely tuned for each child. The childminder creates the foundation for communication skills, and this results in rapid progress for children in this area.

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Inclusion Expected standard

The childminder notices detail in language development and skilfully adapts her practice. She answers questions and promotes conversations with all children in her care. The childminder can identify barriers to children's learning and knows the processes to request support. She changes her environment to support children with physical needs, ensuring they can make progress safely. Children enjoy a rich and inclusive range of activities and experiences. However, the childminder has not expanded her knowledge of how to support children with special educational needs and/or disabilities with further professional learning. This impacts on her ability to meet any emerging needs for current or new children who join her setting.

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Leadership and governance Expected standard

The childminder shows a firm commitment to providing high-quality care and education for children. She reflects on her provision to ensure she meets the changing needs of the children. The childminder adapts her approach for each individual child. She put the best interests of the children at the heart of her work. The childminder has a clear and accurate view of the setting that she has created, keeping family and warmth at the centre. This results in deep bonds as a foundation for learning.

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Leadership and governance Expected standard

The childminder's teaching moves with the children's needs and developmental journey. She is clear about the sequence of her curriculum to match the journey of each individual child. The childminder ensures that all moments are filled with learning opportunities. The childminder seek to improve her provision through external support. Her approach to behaviour and routines is embedded and fair.

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Leadership and governance Expected standard

Parents are very complimentary about the childminder care for their children, and her support to them. She offers extra advice where needed, such as with sleep and or toileting. Parents enjoy the photos and updates that the childminder shares. They collect resources for her for future planning. However, the childminder has not shared consistent information about the curriculum with parents and carers. This does not support parents to consistently support their children's learning at home.

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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 thrive in the care of this dedicated childminder in her rural setting. Children form warm and affectionate bonds with her. They enjoy the well-planned activities and environment. Children have a sensory garden and indoor and outdoor setting. They feel safe and secure which underpins their personal, social and emotional development. Children explore nature, watch farming life unfold around them and go for walks to develop physical strength and coordination. They grow their own strawberries, take care of guinea pigs and their rabbit. This enriches children's vocabulary and guides them to understand their physical world.

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

All children show independence. They brush their own teeth after breakfast and collect sun hats and boots for outside play. Children thrive on the praise they receive for following the routines and expectations. Children flourish with the depth of the relationships they form. They eagerly identify colours throughout the different activities, such as recognising colours in the sand tray and sorting pom-poms in the water tray. Children count pom-poms and name colours while painting, mix the colours and wash the paint from their hands. These activities link to their next steps in the curriculum.

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

The childminder identifies when she can develop and extend children's knowledge and vocabulary. She knows when to play alongside and observe for gaps in children's knowledge, ready to plan for those. All children make excellent progress, developing secure skills in the communication and language. They use long sentences and enjoy conversations. The childminder teaches physical development through a range of stimulating experiences. Children build gross motor skills as they use the bikes. Children are willing to try, such as they talk about the purses being tricky to open but persevere.

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

A focus on singing supports even the youngest children to learn words and actions. Children develop a love of books and stories promoting literacy skills. Parents and carers share how their children re-tell the stories at home. The childminder reads in a warm and engaging manner. This results in children having secure wellbeing, big smiles, laughter and excitement.

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

Children thrive because the childminder follows their progress. She knows where to go next in their learning because she knows children well. Children experience an enriching sense of belonging, in friendships and in the family. Friends collaborate in play and talk about their ideas. These skills result in children making progress for managing their emotions and in their development.

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Next steps

The childminder should engage further with parents and carers to develop partnerships and share information to ensure children thrive in all aspects of their development. The childminder should develop their understanding of how to support children who may have barriers to their learning and identify training and professional learning to support continuous improvements to meet children's emerging needs.

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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

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About this setting

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

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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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Our grades explained

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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