Moyes, Beth Chloe

Childminder

Unique reference number (URN): 2811541 Registered with Ofsted: 31/12/2024 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 Expected standard

Children typically progress well at the setting across all learning areas. This includes those with special educational needs and/or disabilities. Children do not always benefit from teaching that extends their next steps in learning. The childminder should develop further ways of extending the children's next steps. This will ensure children's progression more consistently.

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Achievement Expected standard

When children need more support there is clear communication with parents and carers. The childminder also gives support. She works on communication and language at the setting. Children develop communication and a love of books from getting them from library. Children also get support when needed from the local speech and language team.

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Achievement Expected standard

Children develop a sense of independence at the setting. An example of this is the children putting on and off their own shoes to go outside, and through toilet training. This supports children to be ready for the next stage of their development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has put in place clear routines for the children to follow. This typically supports them to know what is coming up next. There is a warm and caring environment embedded into the setting. Children also support each other. Children know how to take turns with the toys and equipment. They offer support and encouragement to their peers. There are typically clear behaviour expectations in place for the children to follow. Children are aware of them. This is also supported by the childminder having secure bonds with the children. For example, recognising when the children are tired and need a rest. Thus, the childminder knows the children well, and can therefore provide them with a tailored offer of what they need and when they need it.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is keen for the children to have good manners, such as saying 'please' and 'thank you', at snack time. This supports children to know what is expected of them. The childminder works with parents and carers to support routines, such as toilet training. This leads to a consistent approach for the children to follow. Children attend the setting regularly and the childminder monitors this to ensure they have access to their fully offer.

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Children's welfare and wellbeing Expected standard

Children have secure bonds with the childminder. They will go for support and reassurance when needed. This gives them confidence to have a go at new things and take risks. For example, going on the balance beam independently. This is due to secure bonds. The childminder knows the children well, including their likes and dislikes. This also fosters a sense of belonging at the setting. There are typically clear routines in place to support children throughout the day. The children benefit from this as they know what is going on and what is coming next. The childminder promotes good hygiene practices. For example, thorough handwashing, which also supporting children's independence. Children benefit from eating a healthy diet. They enjoy having strawberries and banana for morning snack. Safer eating practices are followed at the setting. The childminder typically ensures this time is used to also develop social skills. She engages children in discussion to

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Children's welfare and wellbeing Expected standard

reflect on the learning which has taken place. The childminder supports children's physical development. This is though a range of activities, such as using a 'finding tray' activity, and playing football. This benefits both fine and gross motor skills.

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Curriculum and teaching Expected standard

The childminder ensures the curriculum covers all 7 areas of learning. This is accessed by all the children to access. The setting works with the children's own interests, which engages them in learning. For example, as they look at butterflies. This has developed into learning about life cycles of a butterfly. The children have been observing the life cycle happen at the setting. They bring this into their play through small-world rice tray activities for example. The children practise using the scientific words in their play, like chrysalis. This activity also supports mathematical development as children count the legs of the minibeasts.

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Curriculum and teaching Expected standard

Children benefit from hands-on experiences. For example, growing different plants, such as raspberries and tomatoes. Children learn about how they grow, then wash them and eat them. This teaches the children where their food comes from. The childminder ensures that all children can access all the learning opportunities. The childminder does not always reflect on ways of extending the children's next steps in learning. This impacts on their progression.

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Curriculum and teaching Expected standard

The children have regular opportunities to experience the world around them, such as going to the local park, farm and science museum. Children enjoy the experiences and can recall them in their play. Children also have regular opportunities to play in the outdoors. This area is set up with the children's next steps in mind. They have balancing beams to help develop coordination and gross motor skills.

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Inclusion Expected standard

Children's individual needs at the setting are typically met. This is because the childminder works hard to assess and identify children's needs and next steps. She works with parents and carers, and the health visitors on the 2-year-old progress check. This ensures a true and accurate assessment for support.

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Inclusion Expected standard

When needed, the childminder works with other agencies. For example, the speech and language team and general practitioners. This ensures that children get the help they need in a timely manner. The childminder uses a range of suggested strategies suggested by the professionals at the agencies. For example, modelling speech to support language development. She also works alongside parents to support them and offers support and guidance. As the childminder has open communication with parents, this supports them to ask for support when needed.

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Inclusion Expected standard

The setting has an embedded inclusive approach, which ensures that all children can access the activities on offer for them. She makes adaptions when needed to ensure this. The childminder is keen for all children to be themselves at the setting. She does this by being warm and open to all.

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Leadership and governance Expected standard

The childminder has professional partnerships with parents and carers. She shares learning and achievement with them, such as through handovers and termly reports. Parent speak highly of the childminder and the service in which she offers at the setting. The childminder supports regular attendance. She uses attendance trackers to support and spot trends in attendance. Children's attendance is not an issue at this setting.

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Leadership and governance Expected standard

The childminder benefits from typically attending professional development opportunities. She has recently attended oral-hygiene training. This is because of the needs of children in the local area. The childminder implements the knowledge gained from training into her practice. The childminder has also attended training in allergies awareness. This supports the needs of the children in her care. The childminder needs to further build on her skills and knowledge to support children's developing communication.

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Leadership and governance Expected standard

The childminder receives support from the local authority for advice and guidance when needed. She benefits from this support and uses it to develop her service. The childminder is currently developing her outdoor area. This is to best support the needs and next steps of the children.

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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 happy when they come to this setting. They enjoy the secure relationship they have with the childminder and her warm and caring manner. The childminder ensures she has time to build these relationships with children. She gets to know the children well in her care, such as their likes and dislikes. The childminder has secure professional relationships with parents and carers of the children who attend the setting. This supports the children to feel safe.

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

Children enjoy the range of exciting activities on offer, such as watching the life cycle of butterflies. This comes from the children's own interests, which are then further developed. The childminder uses her knowledge of how children learn to form the next steps in their learning. This is then shared with parents, which creates a joined-up approach. Children enjoy the experiences that are offered to them. For instance, going on local walks, visiting the farm and tropical world. Children use them in their play and delight it talking about what they have been doing and looking at. Children enjoy having regular access to the outdoors, which is set up to support their development. For example, balancing beams support their coordination skills.

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

Children typically behave well at the setting. They follow the behaviour expectations in place and well thought out routines, and know what is expected for them and when. For example, they wash their hands before eating. This supports children to learn skills which they will use throughout their lives. Attendance is monitored at the setting and the childminder works with parents to ensure good attendance.

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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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Next steps

The childminder should develop further ways of extending children's next steps in learning throughout her teaching to support children's progress more consistently. The childminder should develop her skills and knowledge to effectively support children's speech sound pronunciation to further support their communication development.

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About this inspection

The inspector spoke with the childminder 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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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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