Adams, Michelle Ann

Childminder

Unique reference number (URN): 2805785 Registered with Ofsted: 03/12/2024 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

All children, including those with special educational needs and/or disabilities or any other barriers to learning, are generally well prepared for the next stage of their learning. They are provided with lots of different experiences that spark conversations, promoting language development and curiosity about the world around them. Children develop their motor skills well. For example, they practise throwing and catching with soft balls and use tweezers to work on their pincer grip in preparation for early writing. Children make sustained progress in developing their communication skills. For example, children confidently name colours, count and enjoy singing lots of familiar songs. They express their preferences, such as saying what snacks they want, and generally follow instructions.

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Achievement Expected standard

Children demonstrate their mathematical understanding during activities. For instance, they count as they build with blocks. Older children compare the sizes of structures as they build tunnels and bridges for the trains. Children develop an interest in books. They access books in all aspects of the environment. Children benefit from stories being incorporated into their play activities. They develop skills and knowledge and make steady progress.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well for their age and stage of development. The childminder is a positive role model, teaching children manners and how to behave kindly towards others. Children generally listen attentively and respond positively to the childminder's instructions. Children are working on sharing and taking turns and are encouraged to help tidy away resources after play. Children are not always given the opportunity to finish off what they are doing before starting a new activity, which does not always lead to a smooth transition from one thing to the next.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to reinforce the importance of attendance and punctuality. This helps children make the most of their time with the childminder. Her proactive approach from the moment children arrive encourages and motivates them to learn. The childminder understands that sometimes children need time to regulate and works with parents on the best method to support this. Throughout her interactions, the childminder consistently praises and encourages children, supporting their confidence and independence. The childminder offers children various outings to broaden their experiences. For example, children visit a local playgroup where they meet other children from various backgrounds, helping to develop their social skills and awareness of others.

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Children's welfare and wellbeing Expected standard

Children form secure attachments to the childminder, which supports their wellbeing. The childminder generally encourages children to understand their feelings, supporting them to think about why they are upset. She offers reassuring cuddles and responds to children's needs, helping them feel safe and secure. Children enjoy being active. This includes daily walks, outdoor play in the park and garden and attending playgroups. They climb and balance on play equipment and slides, and they have time to run and jump. The childminder supports children to learn about staying safe. For example, they learn about road safety while they are out and about in the community.

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Children's welfare and wellbeing Expected standard

The childminder successfully promotes healthy choices. Children enjoy nutritious meals and have daily access to fruit and vegetables. There is a varied menu for children to choose from. Mealtimes are positive experiences, where children sit and eat together, chatting with the childminder. She follows safe food practices and ensures that children are always sat down and observed while eating. The childminder understands the importance of promoting oral hygiene. Children pretend to brush their teeth as they discuss how often they should do this and why.

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Children's welfare and wellbeing Expected standard

Children typically understand hygiene routines, which supports the development of essential self-care skills needed for later life. Children recognise when they need to wash their hands and the reasons why. Children enjoy singing the handwashing song as they do this.

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Curriculum and teaching Expected standard

Children's learning and development are well considered and supported through the well- sequenced curriculum. The childminder builds on children's interests and they enjoy their learning. Children show consistent levels of involvement. The childminder has a focus on building children's independence skills, and they manage their self-care needs well. The curriculum for communication and language is a priority. Children test out the rich language that the childminder introduces as they play. For example, they talk about using the 'stethoscope' and 'thermometer' as they pretend to be doctors. The setting is a very language-rich environment. However, children are not always given time to think, reflect and respond when they are asked questions. The childminder teaches children about different cultures by taking them out in the local community and sharing books together. The childminder celebrates and values each child as an individual, promoting high levels of

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Curriculum and teaching Expected standard

Children are generally engaged and motivated in their learning due to the exciting activities the childminder plans. On some occasions, the childminder does not plan transition times effectively, and some children are unsure of what to expect. At these times, children are not as engaged in their learning. Overall, the childminder supports all children well, and they make expected overall progress in their learning.

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Inclusion Expected standard

The childminder accurately assesses children's developmental stage and achievements when they begin. She plans appropriate next steps for all areas of learning and identifies any learning gaps. The childminder fosters an inclusive environment for all children. She adopts a proactive approach to monitoring their progress. The childminder gathers information from parents during the settling-in period. This helps her understand each child's background, culture, learning needs and experiences. Children who speak English as an additional language are very well supported. The childminder models vocabulary clearly and engages in conversations with them, naming objects as they play. She reinforces vocabulary through familiar rhymes, stories and songs. She communicates effectively with parents. This ensures that the individual needs of both the families and children are met.

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Inclusion Expected standard

The childminder explains how she will use any extra funding to bridge learning gaps for children, such as buying resources to meet their needs and accessing additional training. All children make good progress in their communication and language development.

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Inclusion Expected standard

The childminder has plans to develop her knowledge of how to support children with special educational needs and/or disabilities further. She recognises that this will help to address the needs of individual children more consistently should she have any children that require extra support. The childminder is aware of additional funding that she can apply for to support children with barriers to their learning or wellbeing. She understands the support that is available in the local area to ensure children get the help they need.

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Leadership and governance Expected standard

The childminder undertakes courses and applies ideas from training to better support children's learning. For example, she has recently undertaken a course on early mathematics and demonstrates how she successfully uses words such as big, small, low and high to give children a sound knowledge of mathematical concepts. She regularly meets with other childminders to share ideas and best practice and offer support. This helps her plan a variety of interesting activities and enhances children's outcomes. The childminder is aware of how she would like to improve her practice by undertaking further training to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Parents speak highly of the childminder's care and support. They are pleased with the communication they receive and the many experiences the childminder provides, including regular day trips. The childminder sends photos and keeps them informed about daily activities. Online communication apps allow parents to see their children's progress.

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Leadership and governance Expected standard

The childminder works well with other settings to support children's transitions, including to school. She talks to the children about what to expect when they move on from her setting.

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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 and settled in this home-from-home setting. They demonstrate positive attitudes to play and learning and form close, secure relationships with the childminder. They feel safe and well cared for, which is reflected in their affectionate interactions and confidence to engage with the childminder. Children build secure relationships with their peers. Older children enjoy role play as one pretends to be the doctor and the other the patient. They are kind and patient and treat each other with respect.

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

Children make choices independently and access resources with appropriate support. They learn through play and take part in a range of activities that support early learning, including recognising numbers, naming animals and developing early mathematical skills. Children follow familiar routines, such as tidying up after play, which helps them to develop independence and responsibility. Children benefit from daily outings to the local parks, nature walks and visits to the library and museum. These experiences help them to learn about their local environment and build confidence beyond the setting. Children enjoy exploring the natural environment. For example, they go strawberry picking and make food together at snack time.

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

Children develop social skills through regular interactions with peers and other age groups. They learn boundaries and practise these during play. The childminder provides a range of books matched to children's interests and areas for support. She models positive behaviour and good manners, helping children to be kind and considerate. The childminder uses consistent methods to support children to regulate and to remind them to be kind to their friends. Children are supported to develop independence, such as preparing their own

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

snack using safety knives and toileting independently, preparing them for their next steps in education.

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Next steps

The childminder should allow children time to think, reflect and respond when asking questions to foster critical thinking and intellectual independence. The childminder should allow children's learning to naturally come to an end to aid transition between activities.

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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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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