Wade, Leah Sophie

Childminder

Unique reference number (URN): 2803639 Registered with Ofsted: 18/11/2024 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 Strong standard

Children thrive and are making excellent progress across all areas of learning. This prepares them extremely well for their next stage of learning. Children are highly effective at using vocabulary throughout their play. For example, they describe story props, such as 'wriggly worms', with words like 'sticky'. They confidently express themselves using sentences.

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Achievement Strong standard

Children's play is rich in imagination. They show a developing understanding of growth and healthy choices, often chatting happily about feeding their baby dolls. Children comment that they need to make sure they have enough milk to 'grow'. They also have precise memory of familiar stories, describing the beanstalk as 'tall' and the 'giant as living at the top'. When discussing characters in books, children comment on how they feel, using words like 'sad' and explaining, 'It's because the beanstalk isn't growing!' This shows their emerging understanding of different emotions.

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Achievement Strong standard

Children show their confidence using mark-making tools, such as pens. They use them to cross-reference garden stock during their pretend play in the outdoor garden centre. Children tell the childminder, 'I'm ticking purple flowers on my list'. They show a range of impressive skills that support their next stage of learning, such as peeling bananas, holding knives, and chopping them for their morning snack. Children develop their knowledge of money and numbers, as they sell plants and planting equipment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very high expectations for children and encourages their best behaviour. She carefully nurtures children's efforts with praise and encouragement. This greatly builds their confidence for new tasks and their self-esteem. The childminder maintains a flexible routine that encourages children to follow their interests. It also allows children to make decisions about what they would like to do, such as whether to take part in yoga or to read stories and poems. This significantly motivates children to make their own decisions and to develop confidence as independent learners. Children remain enthused in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently models good manners with a calm, respectful attitude. As a result, children naturally use 'please' and 'thank you' during their play and have a delightful attitude towards their own learning. The childminder is dedicated to supporting children to manage and understand their feelings. As a result, they come to understand the importance of treating one another with care and consideration. The childminder successfully models collaborative play during activities such as completing puzzles. For example, she tells children, 'You can have a turn next'. The childminder guides children as they help each other find the correct piece. Children are helpful and show this through their actions. For example, they help their friends by fetching their shoes for outdoor play. Children demonstrate their knowledge of sharing, as they explain they need to wait for their peer to finish, before they

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Behaviour, attitudes and establishing routines Strong standard

can have a go. The childminder monitors attendance carefully. This helps to identify any recurring patterns of absence. This proactive approach helps to prepare parents, carers and children for regular school attendance.

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Curriculum and teaching Strong standard

The childminder's interactions with children is inspiring. She demonstrates an excellent understanding of what children already know and what they need to learn next. The childminder skilfully extends children's learning through conversations and open questions.

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Curriculum and teaching Strong standard

The curriculum is rich, varied and sequenced. The childminder places a sharp focus on children's communication and language, which significantly improves their vocabulary. The use of non-verbal picture cues, such as in the role-play garden centre and story baskets, helps children understand the meaning of new words. For example, when a child says they have a 'digger', the childminder points to the communication card for a 'trowel' and models the correct word. This also greatly supports children who may have barriers to learning.

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Curriculum and teaching Strong standard

The childminder is highly effective at weaving mathematical language throughout her teaching. For example, she reinforces the language of size using 'taller' and 'shorter' through reading familiar stories. She also uses directive language during daily exercises, such as 'up' and 'down', as children use their bodies to change direction. This enhances children's understanding of size and directional language.

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Curriculum and teaching Strong standard

The childminder is skilled at developing children's problem-solving and critical-thinking skills. For example, she challenges children to consider how to remove play dough from a mould so they can add new play dough. She asks, 'What can we use?' and encourages them to think about the best tools to try, such as scissors or a cutter. Children learn perseverance as the childminder prompts them to 'pull' rather than 'push' the dough further in. The childminder gives children time to think and explore ways to solve the problem. These teaching and learning opportunities ensure children become curious learners.

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Inclusion Strong standard

The childminder fosters an extremely inclusive environment for all children. She identifies each child's individual needs by establishing secure starting points during their initial settling-in sessions. The childminder rigorously monitors children's progress. The childminder promptly identifies gaps in children's learning and takes decisive action to support them and adapt the curriculum to reduce barriers to learning. For example, she sources specific groups and play equipment to support children's physical development.

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Inclusion Strong standard

The childminder knows children and their families extremely well and works in partnership with them to build a shared understanding of children's needs. She ensures children receive the right help at the right time. The childminder listens to parents' concerns and signposts them to groups or organisations that can offer help and specialist support. She excels in supporting children and their families. This contributes greatly to children's wellbeing.

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Inclusion Strong standard

The childminder's attention to detail ensures that her resources fully support children's developing communication skills, including those who may face language barriers. Story baskets contain props and picture cards to support children's understanding. During yoga

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Expected standard

stretches, children choose picture cards illustrating the correct poses. This ensures they feel included in decision-making and significantly improves their communication skills.

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Children's welfare and wellbeing Expected standard

The childminder establishes a calm and caring relationship with children. She prioritises their safety and individual needs. The childminder responds sensitively to each child, providing them with the care and positive support they require. She encourages children to think about the different feelings. For example, during storytelling, she discusses characters and asks children, 'Why do you think he feels sad?' This enables children to build their understanding of emotions and to explore emotional security.

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Children's welfare and wellbeing Expected standard

The childminder helps children develop secure hygiene habits. For example, after playing in the sand, she explains to them, 'Your hands are dirty; we need to rub the germs off!' This helps children understand why and deepens their understanding of good health. The childminder ensures that children develop an understanding of healthy choices. She encourages plenty of physical activity, such as daily outdoor play, including visits to the park. Meals are sociable occasions with the childminder sitting down to have lunch with the children. This also ensures their safety while eating. Children understand healthy eating by discussing why milk benefits them and helps them remain 'strong and healthy'.

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Children's welfare and wellbeing Expected standard

Children start to understand the importance of safety. When they cut their fruit at snack time, she reminds the children that 'the knives are sharp'. Generally, children are gaining their independence. For example, they peel fruit as they prepare their own snack. However, at times, the childminder does not consistently encourage and support children to complete tasks for themselves. For example, when children dress and undress in the role-play area.

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Leadership and governance Expected standard

The childminder successfully promotes children's care and education. She works well in partnerships with parents. The childminder provides flexible settling-in sessions when children first start. She also provides parents with daily communication about their children's progress. Parents and carers praise the childminder, noting her 'excellent care and professionalism' and describing the 'incredible progress' children achieve. The childminder recognises the importance of communicating with the local school and nursery. This ensures a smooth transition and continuity of care and learning for children. Furthermore, she has plenty of experience working with families and other agencies. This includes health visitors to support children's wellbeing and development.

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Leadership and governance Expected standard

The childminder completes relevant training courses through the local authority and online webinars. She implements ideas she gains from training to further support children's learning. This helps to improve outcomes for children. The childminder is reflective about the provision and the service she offers families. She recognises the setting's strengths and the areas she aims to improve further. This includes a new online application for parents to view children's next steps in learning in more detail. However, sometimes, the childminder's training opportunities does not precisely align with the improvement priorities she has identified. This would help further strengthen the quality of the provision.

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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 are extremely well cared for. The childminder fosters a warm, homely, and nurturing environment that encourages learning. This is evident in the enthusiasm and excitement children show. Children eagerly engage and are highly responsive to the childminder's interactions and teaching. The childminder builds trusting relationships with children, helping them feel safe and secure. She reassures children that she is nearby during their play. In turn, children thrive on the regular praise they receive. Children develop a strong sense of belonging. For example, they know where to store their personal items and where to find essentials like sun hats and sunscreen in their bags. Children are aware of the daily routines and participate in them confidently. They display excellent behaviour at all times.

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

The childminder provides a rich and varied curriculum that reflects children's interests and individual needs. There is a clear focus on developing children's communication and language skills. The childminder uses opportunities to enrich children's vocabulary through her back-and-forth interactions. This is clearly evident in the rich language children confidently use in their conversations. For example, they use the word 'tricky' when they struggle to fasten their shoes. The childminder enhances the curriculum with visits to the local community. For example, they visit the local library, museums and country parks, and join local groups to enhance their experiences. These varied experiences help them to understand the wider world and to socialise with others.

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

Children build secure relationships with each other and with the childminder. They are eager to support one another. For example, they help each other open packets at lunchtime and fetch their water bottles. All children can choose how and where to play, which allows them to follow their interests. They sustain their focus for long periods, such as playing shops in the role-play garden centre. The childminder closely monitors children's attendance to ensure children benefit from the full curriculum. Children flourish and make rapid progress in their learning and development.

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Next steps

The childminder should align professional development activities more closely with areas for improvement to further raise the quality of the provision. The childminder should further strengthen opportunities for children to excel in their independence.

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About this inspection

The inspector spoke with the childminder and gathered parents' views 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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About this setting

Operating hours: Monday,Tuesday,Thursday : 08:00 - 17:30,Wednesday : 09:00 - 16:00

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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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