Eeles, Beth Kate

Childminder

Unique reference number (URN): 2813679 Registered with Ofsted: 13/01/2025 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 Strong standard

Children evidently make excellent progress at the setting. They are eager to join in with a range of activities. Children frequently discuss their prior learning and experiences at the setting. They display excellent listening and attention skills as they listen to stories and take turns in conversations. Children also display a secure understanding of different mathematical concepts when they frequently count during activities, make comparisons and practise estimation. They enjoy using weighing scales when playing outdoors and discuss how they are similar to a clock face.

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Achievement Strong standard

In addition, children have lots of opportunities to draw, mark make and paint. Children discuss the differences between primary and secondary colours. They explore how different colours can be mixed to create a new colour. Children also show excellent focus and problem-solving skills when playing in a water tray. They confidently discuss their intentions and explain what might happen if they modify their actions during play.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She treats children with high levels of respect and creates a calm and unhurried environment with clear boundaries. The childminder frequently offers children age-appropriate explanations about keeping safe or treating others with kindness. Consequently, children behave incredibly well. Children respond extremely well to the welcoming and encouraging atmosphere at the setting. They frequently receive words of acknowledgement and encouragement for their efforts and achievements. This helps them to develop very positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to help them understand the importance of regular attendance at the setting and the benefits of consistent routines. She positively teaches children about turn-taking, waiting for their turn in conversations and how to play collaboratively together. In addition, the childminder and her assistants engage in helpful training on supporting children's skills to regulate their emotions. Children also frequently read stories about different feelings and emotions. This helps them to develop positive awareness of differing feelings and emotions. Furthermore, children listen extremely well and actively help to tidy up before playing in the garden or returning indoors. Mealtimes at the setting are a very calm, sociable and enjoyable time. Children sit at the table and display excellent table manners and social skills.

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Children's welfare and wellbeing Strong standard

The childminder places an emphasis on promoting children's emotional wellbeing and overall health. She successfully creates a very nurturing environment where children are viewed as capable learners. This helps to foster children's confidence and self-esteem. Children have excellent opportunities to be independent. For instance, they help to make their own sandwiches at lunchtime, and wait and take turns beautifully during the meal. Throughout the day, children discuss the importance of keeping themselves safe. For instance, they talk about staying hydrated and also why it is important to wear sun cream. Children also discuss how different foods are grown and produced. They have discussions about making healthy choices. The childminder cooks a range of healthy meals. She carefully considers the sugar and salt content in different foods. Furthermore, children engage in projects about oral health and the benefits of establishing healthy toothbrushing

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Children's welfare and wellbeing Strong standard

Throughout the week, children have lots of opportunity to play in the childminder's inviting garden, visit the park or nearby wild meadow, as well as walk to the local library and range of playgroups. This helps children to develop their physical skills, stamina and lead active and lifestyles.

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Curriculum and teaching Strong standard

The childminder plans a vast array of activities and experiences to support children's learning and development. She places a high focus on developing children's language and communication skills. For instance, when children enjoy exploring flowers, they explore the meaning of 'photosynthesis'. They learn how both light and water need to be available to help plants grow. Children also identify the function of a stem, petals and leaves as they create models of flowers. Furthermore, children show excellent focus and attention skills as they engage in early writing activities. They discuss different patterns, numbers and shapes, as they experiment with paintbrushes and rollers. This also helps to develop their hand-eye coordination and early literacy skills.

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Curriculum and teaching Strong standard

Throughout the day, children develop excellent play skills and the ability to ask questions and develop their own ideas. For instance, when exploring farm animals, children discuss where different animals live and the different foods they produce. Their play leads on to how animals digest their food and how their bladder function works. This helps children to engage in deep conversations and make connections about the world where they live. Children also enjoy exploring different sounds, volumes and tempos when playing on a music wall. The childminder introduces new words, such as 'chime' and 'echo'.

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Curriculum and teaching Strong standard

The childminder works in very close partnership with other settings that children attend. For instance, she shares observations and information about children next steps in learning. This helps both settings to offer consistency in children's learning. The childminder also develops positive relationships with the local schools. She completes transition reports to discuss children's development to support their smooth move on to school.

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Inclusion Strong standard

The childminder is proactive in ensuring that she creates an inclusive environment. She provides frequent opportunities for children to learn about diversity and lives different to their own. For instance, the childminder purchases books, dolls and resources that represent people from different cultures. She also plan a range of learning experiences that supports children to understand about different traditions. For instance, when learning about Eid, children made cards and discussed the key elements of the celebration. The childminder completes detailed baseline assessments when children join and carefully monitors children's ongoing development. This help her to identify if children may require some additional help with their learning or wellbeing. The childminder is highly focused at ensuring children and families receive the right kind of support. She works in close partnership with other professionals and implements recommendations to help children

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Inclusion Strong standard

receive consistent and targeted support. Furthermore, the childminder speaks with confidence about how she would support children who speak English as an additional language. She explains the importance of obtaining key words in children's home languages to help them to settle in well. The childminder also talks about helping all children to develop high levels of self-esteem and a sense of belonging.

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Leadership and governance Strong standard

The childminder is very knowledgeable and experienced. She successfully uses her previous experience of being an early years practitioner in different nurseries to support the successful running of her home-based childcare setting. The childminder has a clear vision and well-developed ethos of creating a nurturing and supportive environment that helps children to feel happy, secure and thrive in their learning and development. The childminder and her assistants engage in an extensive range of training and professional development opportunities to enhance their knowledge and skills. For instance, they participate in training about promoting science, technology, engineering and mathematics in the early years. This training is translated into their practice when children benefit from frequent science sessions where they experiment and investigate the world around them. This is evident when they learn what properties make volcanoes erupt.

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Leadership and governance Strong standard

The childminder closely monitors the work of her assistants. She frequently completes peer observations and offers targeted feedback to help them to continue to develop their practice. Furthermore, the assistants benefit from termly supervision meetings where they discuss different early years practices. For example, they have learned about the effectiveness of encouraging children to say sorry and if they fully understand the concept of this at such a young age.

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Leadership and governance Strong standard

The childminder is highly proactive when working with other professionals, such as health visitors, the early years team at the local authority and local schools. She forms very positive relationships to ensure children benefit from a collaborative and united approach. Furthermore, parents' and carers' written feedback states they are extremely happy with the high-quality care and education. They state that they really value the very personalised approach and calm and stimulating environment where their children make excellent progress.

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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 flourish and show impeccable behaviour at this highly nurturing setting. Children develop trusting bonds with the childminder and her assistants. They frequently receive cuddles, laugh and smile together. Consequently, children show extremely high levels of emotional wellbeing and that they feel happy and safe. Children benefit from consistently high-quality interactions during play. The childminder is skilled at asking lots of open questions and fostering children's thinking skills. In addition, children thoroughly enjoy a varied and stimulating curriculum. Although the activities can sometimes be quite simple,

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Inspector:

Amy Wilkinson they fully capture children's interests and attention. Children delight in playing for extended periods and display excellent concentration skills. Furthermore, children respond extremely well to the skilful teaching and learning opportunities from the childminder. They constantly ignite their interest in learning and help them to learn and understand a wealth of new knowledge and skills. Consequently, all children, including those that require some additional support, make excellent progress at the setting.

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Inspector:

Children show excellent engagement as they discuss the life cycle of a butterfly. They confidently explain how caterpillars turn into butterflies and use lots of new vocabulary such as 'cocoon' and 'transform'. During the activity, the childminder adapts the learning outcomes extremely well to support the different ages of children. For instance, younger children hear lots of new words and discuss the colours. Where as older children recall key elements of the story and practise their skills of estimation when counting out bugs. Children also have fun digging in soil and confidently discuss different plants they have grown. They explore how plants need sunshine and water to grow. Furthermore, children hear a wealth of mathematical and positional language, and explore the concept of 'shallow' and 'deep'. Children show that they understand the well-embedded routine and boundaries of the setting superbly. They help to tidy-up with enthusiasm and show great care for the well-

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Inspector:

maintained and high-quality resources, and each other.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of any future disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistant and children during the inspection. She also considered parents' and carers' written feedback of the setting.

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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 : 07:00 - 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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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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