Simpson, Kirsty Kay

Childminder

Unique reference number (URN): 2791617 Registered with Ofsted: 20/08/2024 Registers: EYR, CCR

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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

Children learn to communicate using longer sentences, for example, 'The man's driving the tractor.' They progress from playing alongside one another to actively learning how to share toys. However, due to inconsistencies in required assessment, an established process is not currently in place to monitor and ensure swift progress of children, including those with special educational needs and/or disabilities and those who may face barriers to their learning.

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Achievement Expected standard

Children develop confidence within the setting, which allows them to focus on their learning. Those who were initially shy and unsure now confidently explore the environment. They access resources independently, such as selecting a doll's pram to enhance their imaginative play. New children swiftly build close bonds, using this secure relationship as a base to explore their learning. Children typically make steady progress in their personal development and self-care. They transition steadily from wearing nappies to learning the routine of toilet training. Children progress to independently using the toilet.

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Behaviour, attitudes and establishing routines Expected standard

Children typically develop positive attitudes to learning. The childminder sets clear expectations for behaviour that are generally followed. When unwanted behaviour arises, she quickly intervenes to defuse the situation, reminding children to be kind. The childminder identified the need to strengthen her approach. She typically supports children to play together and share resources well. For example, children show they are proud of their achievements by stating, 'I shared.' The childminder praises them, which supports their understanding of the expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is warm and patient, ensuring children comfortably approach her to initiate play and express care needs. Children typically play alongside one another and generally play well together with additional support. Those needing extra reassurance to develop self- belief are encouraged to keep trying during activities, such as when problem-solving how to stack blocks. This instils a 'can-do' attitude, leading children to persist and proudly say, 'I did it!'

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Behaviour, attitudes and establishing routines Expected standard

The childminder regularly discusses daily routines to support transitions, so children know what happens next, such as snack or nap time. Good attendance is promoted to ensure consistency and continuity in these daily routines. Children listen well and typically follow routines with ease.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's personal development and physical wellbeing within a safe and clean environment. Healthy lifestyle habits are generally woven into the daily routine. For instance, the childminder reminds children to use the toilet and to drink water during hot weather. Children are typically supported to wash their hands before meals and after using the toilet. The childminder is working to ensure this practice is consistently embedded. She maintains good hygiene standards by washing her own hands before preparing meals.

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Children's welfare and wellbeing Expected standard

Fresh drinking water is accessible throughout the day, and healthy, balanced meals and snacks are provided. The childminder carefully manages individual dietary requirements. She communicates with parents regarding weaning and sleep to follow home routines and ensure continuity. Children have access to daily outdoor play to get fresh air and exercise.

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Children's welfare and wellbeing Expected standard

The childminder talks to children about dental health, explaining the importance of brushing teeth to prevent decay. She typically shares useful information with parents, such as suggesting reading a book or doing a quiet activity as an alternative to screen time. Children are encouraged to think about personal safety. For example, the childminder reminds them to use '2 hands' to hold onto the trampoline when jumping. When children become upset, she helps them manage their emotions. For instance, the childminder holds their hands, asking them to calm down, gently explaining that they are tired. This comforts the children and helps them settle down when they are feeling overwhelmed.

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Curriculum and teaching Expected standard

The childminder designs a curriculum that covers all areas of learning and builds confidence over time. Observations typically help determine what each child knows and needs to learn next. These developmental steps are generally shared with parents, providing helpful ideas for learning at home. For example, the childminder supports parents with ideas to develop early mathematical skills. However, the childminder does not complete full assessments on children's development. This means children's next steps are not consistently supporting their learning and development. Consequently, specific learning needs for children, including those with special educational needs and/or disabilities or other barriers to learning, may not be identified promptly.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is prioritised through small-group activities. They enjoy building with blocks and are typically learning to play cooperatively, taking turns with others. During these sessions, mathematical language regarding size is introduced, including phrases such as 'big tower'. As a result, children copy these words, which supports their understanding. Additionally, mathematics is woven naturally into play by identifying shapes, such as circles for car wheels on artwork. Communication and language skills are supported through a wide variety of books. Children sit together in a group to listen to stories and name different animals. The childminder introduces new vocabulary, such as 'pheasant'. She introduces ideas such as 'a sheep dog collects the sheep'. The childminder models sentences and extends on children's words to build their confidence in speaking.

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Curriculum and teaching Expected standard

Mark-making activities generally promote children's physical development. The childminder adapts these activities using alternative resources to ensure full inclusion. For example, an LED writing pad and pen support early mark-making when crayons are difficult to hold.

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Inclusion Needs attention

The childminder does not consistently meet her statutory responsibilities for assessment. She does not fully understand her role and responsibilities in completing progress checks for children aged between 2 and 3 years. As a result, a precise view of children's development, including those with special educational needs and/or disabilities or other barriers to learning, is unclear. This prevents specific learning needs from being identified and addressed promptly.

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Inclusion Needs attention

The childminder creates an inclusive, accessible environment to encourage independence. Resources, tables and chairs are placed at a low level. She typically uses in-the-moment observations to reduce barriers to learning. The childminder first focuses on key skills to break activities into manageable steps for children. For example, she encourages children who require support to develop their fine motor skills to construct using one block at a time. This successfully supports their hand–eye coordination and engagement. She generally uses a tracking tool to ensure this assessment information guides her support.

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Inclusion Needs attention

The childminder understands how to access external support for children with emerging needs. This includes contacting speech and language or early help services when required. No children currently on roll receive early years pupil premium funding. However, the childminder knows how to use this funding to reduce learning barriers. The childminder uses 'all about me' forms to gather detailed information about children, for example likes, dislikes and allergies, which is beneficial during transition periods. The childminder follows dietary requirements, providing alternatives such as Halal. She typically liaises with other settings when children attend more than one provider. The childminder generally provides updates on progress to ensure continuity of care.

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Leadership and governance Needs attention

The childminder does not always keep track of when her statutory training needs to be renewed. This means some training has lapsed and has not been completed. She also does not consistently complete required statutory assessments, such as progress checks at age 2. As a result, she does not always have the most current knowledge needed to meet all the setting's legal requirements.

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Leadership and governance Needs attention

The childminder generally reflects on her practice. She liaises with other local childminders to share information and to support her wellbeing. The childminder works closely with external agencies. She reflects on her setting's strengths and makes improvements to support outcomes for children's learning and care. She typically uses self-evaluation to identify what children need. The childminder adapts activities and resources to match their individual ages and stages of development. To build on this, the childminder is reviewing her settling-in policies. This will support the emotional wellbeing of new children during their transition. The childminder maintains up-to-date paediatric first-aid training.

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Leadership and governance Needs attention

Parents value the intimate and nurturing environment the childminder provides. This helps children integrate smoothly into the setting upon arrival. The childminder communicates with parents through messages and face-to-face updates. She sends photos of what the children enjoy doing. This communication provides parents with valuable reassurance that their children are safe and happy.

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Compulsory Childcare Register requirements

This setting has not 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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What it's like to be a child at this setting

Children are welcomed warmly by the childminder upon arrival. They settle quickly into the quiet, homely environment. Children receive immediate reassurance to feel safe and secure. They typically receive care tailored to their needs. Children benefit from the childminder gathering daily updates from parents about their sleep and health. They maintain regular attendance, which the childminder monitors using daily registers. Children generally experience routines that support their emotional wellbeing. They receive gentle words of encouragement if they require extra time to separate from their parents. Children welcome their parents to sit with them for a short period if needed. Children require statutory assessments, such as the progress check at age 2, to be fully embedded. They need these evaluations to precisely identify and track potential gaps in their development. This will ensure children, including those with special educational needs and/or disabilities and those

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

who may face barriers to their learning, are fully prepared for their next stage of learning.

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

Children explore the organised playroom with confidence. They independently select resources such as toys and books. They seek out the childminder to request specific items, such as a favourite teddy bear for role play. Children typically develop empathy and mutual respect for others. For instance, children choose alternative toys when gently reminded that loud items might upset others. They enjoy frequent access to the local park and nearby

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About this setting

woodland areas to explore nature. Children practise essential road safety rules when walking in the local neighbourhood. They learn to hold onto the pram and look and listen carefully for traffic. Children attend a local playgroup to extend their social experiences with other children within the wider community.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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Action Completion Date

ensure that all statutory training is completed and renewed within specific timescales. 15/07/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure children aged between 2 and 3 have a progress check completed that is shared with parents to promote children's learning and development 15/07/2026

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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. Unique reference number (URN): 2791617

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About this inspection

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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