Clegg, Jennifer Jane

Childminder

Unique reference number (URN): 2785574 Registered with Ofsted: 05/06/2024 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 make consistent progress across all areas of learning from their individual starting points. Communication and language development is promoted effectively through meaningful interactions, songs, stories and rich play experiences. Those children who may need extra support in their learning and/or wellbeing can confidently express their needs, engage in conversations and manage age-appropriate tasks for themselves. This helps children to develop the knowledge, skills and attitudes they need for future learning.

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Achievement Strong standard

Children develop secure physical skills and coordination. Even younger children who have recently learned to walk confidently access resources, showing increasing balance, coordination and control. They willingly challenge themselves and demonstrate growing confidence in using a range of equipment. Children who face barriers to learning and wellbeing, including those with special educational needs and/or disabilities, are fully included in activities and make excellent progress from their starting points because support is carefully tailored to their individual needs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and assistants establish clear and consistent routines that help children to feel secure and confident throughout the day. She and assistants explain to children what is happening next and allow time for them to transition at their own pace. This enables children to anticipate what will happen next and move smoothly between activities. Children know the daily routine well and respond positively to the structure provided.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourage children to try new experiences, persevere and celebrate their achievements. Her positive praise motivates children to keep trying and supports their confidence and resilience. Any minor disagreements which occur are managed calmly and sensitively, helping children learn how to resolve conflicts and negotiate with others. As a result, children demonstrate kindness and respect towards one another. For example, older children show patience and kindness when they interact with play and interact with younger children. All children engage positively in activities, show increasing independence and develop positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder also implements clear attendance procedures, which she shares with parents to help to establish consistent expectations. This ensures the childminder maintains an accurate understanding of each child's attendance and any support they may need.

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Children's welfare and wellbeing Strong standard

The childminder gets to know the families and children well and uses a positive approach in responding to their emerging needs, circumstances and individual routines. Children develop trusting relationships that help them to feel safe, valued and ready to explore their environment with confidence. Daily routines are well established and predictable, helping children feel settled and enabling them to engage confidently in their play and learning. They respond positively to the familiar structure of the day and move smoothly between activities. The childminder and assistants offer individual support to children to help them regulate their emotions and implement positive strategies to recognise and understand emotions among their peers. For example, children learn signs to identify and express emotions when they recognise them in themselves and others, demonstrating growing emotional awareness.

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Children's welfare and wellbeing Strong standard

The childminder effectively fosters healthy lifestyles by introducing children to nutritious meals and snacks, which promote good gut health such as beans and pulses. Appropriate care routines and practices are effectively implemented and managed sensitively to ensure children confidently manage age-appropriate self-care tasks. These embedded routines help children develop resilience, self-help skills and increasing independence, preparing them well for the next stage of their learning.

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Curriculum and teaching Strong standard

The childminder and assistants demonstrate a deep understanding of the curriculum, ensuring that all children make very effective progress. They know children incredibly well and tailor their interactions to meet children's individual stages of development. For example, they use targeted strategies to support children's speech and language development, including encouraging children to learn signs, and incorporating singing and stories into daily routines.

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Curriculum and teaching Strong standard

Communication and language underpin the curriculum. The highly skilled adults interact with children effectively and purposefully throughout the day. For instance, they expertly join in children's play, follow their ideas, extend conversations and introduce ambitious vocabulary, such as 'ambulance'.

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Curriculum and teaching Strong standard

Stories, songs and rhymes feature throughout the day and inspire activities that extend children's understanding and imagination. Children's mathematical learning develops naturally through their play. The childminder and assistants encourage children to distinguish between quantities, compare volumes, recognise and use numbers in meaningful contexts.

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Curriculum and teaching Strong standard

Opportunities for children to develop and practise their physical skills are plentiful. The childminder plans the outdoor environment to provide children with opportunities to develop larger movements with daily opportunities to run, climb and balance. Older children refine their fine motor skills and hand-eye coordination as they carefully manipulate tools, such as pipettes, and pour water into containers with great precision.

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Inclusion Strong standard

The childminder ensures that every child receives the support they need to thrive. She demonstrates sound knowledge and understanding of children's emerging needs and has clear strategies in place to support these effectively. Both the childminder and assistants adapt resources and activities to meet children's individual needs. For example, teaching is adapted to support and involve younger children to play alongside their peers when playing with magnetic shapes. This encourages every child to persevere, embrace new activities and celebrate their achievements. Teaching, activities and routines are adapted very effectively to help meet children's different developmental needs and enable every child to participate fully in daily experiences. This approach consistently helps all children, including those with additional needs or barriers to their learning, develop confidence, self-esteem and independence. Consequently, all

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Inclusion Strong standard

children enjoy new challenges that enable them to make progress from their starting points.

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Inclusion Strong standard

The childminder uses assessments effectively. For instance, she uses speech and language screening to identify children who may benefit from additional support and plans targeted strategies. The childminder regularly reviews children's progress to ensure that support remains effective and keeps parents informed throughout the process. This ensures that they remain involved in decisions about their child's learning and development.

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Leadership and governance Strong standard

The childminder demonstrates a clear vision and understanding of the setting's strengths. She places children's best interests at the centre of her decision-making, and is committed to ensuring all children, including those who face barriers to learning and wellbeing, receive the support they need to participate fully. The childminder works effectively with families and other professionals, where appropriate, and takes prompt action when concerns arise.

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Leadership and governance Strong standard

The childminder and assistants demonstrate an ongoing commitment to developing their practice through regular reflection and evaluation. They consistently identify areas for continuous improvement and implement strategies to strengthen their teaching. For instance, the childminder and assistants share how they have recently completed training to support speech and language development and consider what additional training they plan to enhance strategies even further. Furthermore, the childminder ensure assistants are supported in their role and make appropriate steps to support their wellbeing. This ongoing reflection supports the childminder and assistants to ensure they continue to meet the needs of the children in their care.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. Parents speak very positively about the childminder and value the care, communication and support she provides. These trusting relationships help ensure children's needs are understood and met consistently, promoting their wellbeing and positive experiences within the 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 feel happy, safe and secure in an environment where their needs and voices matter. They are celebrated for their achievements, no matter how big or small, and their progress is recognised through encouragement and praise by both adults and their peers.

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

Rich opportunities are provided, including a range of activities for the children to develop their physical skills with increasing control. Children enjoy being active as they ride, climb and move about in a spacious, stimulating environment that is exciting and consistently meets their interests.

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About this setting

Type: Childminder The carefully planned curriculum provides a wide range of opportunities for children to investigate, explore and discover. For instance, children eagerly explore the weighing scales, mix coloured water and use a variety of utensils to fill and empty containers to investigate how to balance them. The childminder and assistants join in children's play with thoughtful questions and comments that encourage curiosity, introduce new vocabulary and extend conversations. These experiences encourage cooperation, mathematical thinking and communication.

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About this setting

Sensitive interactions from the childminder support children's language development, sustain their concentration and deepen their involvement in play. Parents and carers describe the setting positively. They appreciate the warm relationships that their children form. Parents report that their children look forward to attending. The childminder promotes regular attendance. This helps children to continue to benefit from consistent routines, secure relationships and meaningful learning experiences.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities 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, assistants and children 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. Registration date: 05/06/2024

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About this inspection

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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