Tinnion, Kate

Childminder

Unique reference number (URN): 2805156 Registered with Ofsted: 21/10/2024 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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Behaviour, attitudes and establishing routines Strong standard

The atmosphere in the childminder's home is lively and purposeful. Children delight in leading their own play and extending their own ideas. This is owing to their high levels of confidence, resulting from the highly positive relationships they have with the childminder and her assistants. The childminder shows genuine interest and affection towards the children, which is deeply reciprocated. For example, children are keen to invite the childminder into their play or ask her questions about her day. This warm and friendly rapport greatly supports children in their self-esteem and readiness to learn. Routines are very well established as a result of the smooth running of the day and clear expectations of what is happening now and next. This extends to supporting children's regular attendance and encouraging parents and carers to maintain good timeliness in readiness for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adopts a consistent approach to supporting children's behaviour. Gentle reminders and opportunities to explore their emotions help children to gain the skills they need to self-regulate, be tolerant and patient. As a result, children are extremely well behaved, including when there are changes to the usual routine.

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Achievement Expected standard

All children are enthused in their learning and demonstrate their curiosity as they navigate the environment and many learning opportunities. Children who the childminder is closely monitoring and those with other barriers to their learning progress well.

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Achievement Expected standard

Children are supported to make connections in their learning through linked activities. For example, children enjoy exploring the story of 'The Very Hungry Caterpillar'. Effective use of props, such as the different food items from the story, helps to build children's vocabulary as they connect abstract words to physical objects. Children use their small muscles and creative skills as they use pens and crayons to add colour to their butterfly pictures. Then later in the garden, they explore with real fruits they have heard about from the story. They develop their knowledge of the natural world as they squeeze the juice from the fruits and taste them. Overall, children receive the necessary support to reach developmental milestones and are suitably prepared for the next stage of their learning.

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Children's welfare and wellbeing Expected standard

Children are well cared for and they consistently demonstrate they are happy, secure and confident. The childminder typically meets children's needs effectively. Her priority on creating a cohesive team to benefit children means their welfare and wellbeing are prioritised. Care practices promote children's good health and wellbeing. Children learn about sun safety and how they can keep themselves safe. For example, they remind one another that they need to wear a hat so they do not burn from the sun. During the many outings children enjoy, they learn important rules, such as road safety and keeping hold of the pram along the road. The childminder adapts her teaching and care practices so that all children are supported. For example, she takes care to acknowledge and act on the needs of children who are not yet speaking as they communicate through noises, gestures and facial expressions.

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Curriculum and teaching Expected standard

The curriculum is designed to offer children a wide range of opportunities across all areas of learning. The inviting and attractive dedicated play spaces and well-equipped garden area provide children with a wealth of engaging activities and experiences. The childminder uses assessment to check what children know and can do, helping her to identify their next steps in learning. While the childminder uses this information well to inform her interactions and planning for activities, she does not ensure that all those working with the children have the same clear understanding. As a result, children are not always supported as precisely during interactions and opportunities for learning.

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Curriculum and teaching Expected standard

The childminder creates a language-rich environment. There is much conversation between the childminder and children. The childminder offers a narrative as she interacts with children, introducing new vocabulary or asking questions about children's play. For children whose language skills she is currently monitoring more closely, she uses single words and checks for understanding, paying attention to nonverbal cues. In this way, the childminder ensures her curriculum and teaching are inclusive. The childminder prioritises children's physical, personal, social and emotional development. Her well-designed outside space means children have many opportunities to explore their large-muscle skills, in good preparation for their more refined skills needed for early writing. The childminder plans daily outings and trips within the local area. These provide opportunities for children to socialise outside of their peer group and familiar adults.

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Inclusion Expected standard

The childminder knows all children well and takes a holistic approach to knowing and meeting children's needs. For example, she ensures that she understands each child's family dynamics and wider experiences from home both when they first start and on an ongoing basis. As a result, the childminder understands children's individual needs and any possible barriers to their learning.

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Inclusion Expected standard

The childminder uses her knowledge of each child, along with information from parents and carers, to inform assessments of children's learning. This enables the childminder to identify any emerging gaps and use her planning to support progress, including targeted strategies or specific activities within the curriculum. For example, to support children's emerging language skills, the childminder focuses closely on sounds, new vocabulary and clear narration during play. The childminder monitors the progress children make to measure the impact of her practice. Typically, this helps all children, including those with special educational needs and/or disabilities, to make progress and close gaps in their learning. Where appropriate, the childminder works closely with other involved professionals to meet children's needs, for example to ensure children's health-related needs are well known and met.

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Leadership and governance Expected standard

The childminder has worked hard to establish the care and education provided for children, since her registration. Following a period of rapid growth, resulting in the expansion of both the number of children attending and those employed to work alongside the childminder, she has accurately identified aspects of her provision to prioritise. For example, the childminder has focused on ensuring her assistants work well as a team and understand the daily routine and expectations, ensuring the day runs smoothly and children are well cared for. This has had a positive impact on children. The childminder is aware there is further improvement to be made within her team through precise monitoring to ensure all those responsible for children's learning are aware of the identified next steps and what this means for their teaching.

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Leadership and governance Expected standard

The childminder recognises opportunities to extend her professional development. She undertakes all mandatory training and seizes opportunities to strengthen her knowledge and skills, for example by drawing on the knowledge and experience of her assistants to strengthen her own skills. The childminder works closely with parents and carers, who value the childminder and the care provided for their children. They feel involved in their children's learning and praise the childminder for supporting the secure progress their children make.

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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 show they thoroughly enjoy their time in the childminder's welcoming home. They show an eagerness to explore and navigate the fun and engaging environment. Children use their critical thinking skills as they explore with water and different vessels during outdoor play. They use their investigative skills to test out filling and emptying the water with jugs, pots and the long tubes on the water wall. They confidently explain how the water travels through the tubes and how you can catch it as it comes out. Children show a keen interest in books and stories. They independently select books and sit to enjoy them both individually and with their peers. They thoroughly enjoy exploring the pictures and talking about what they can see. Children are supported according to their individual needs. For example, they enjoy regular outings to different venues, which provides them with a wealth of experiences they might otherwise not be able to access. All children achieve well from

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

their individual starting points and develop the knowledge they need to move forward to the next stage of their learning.

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

Children are brimming with confidence and are entirely at ease with new visitors to the childminder's home. This is testament to the secure and trusting relationships established between children and those caring for them. Children show a sense of belonging as they happily participate in all aspects of the daily routine. For example, after a gentle reminder to help tidy away, children quickly get to work, giggling and chatting as they discuss where the different items go. All families are valued and included from the outset. Parents and carers value being included in their children's care and education. Children's regular attendance is promoted and managed well, in good support of children's eventual move to school. Children's safety is given high priority. Thorough risk assessments keep children from harm, including when eating and sleeping.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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 strengthen the implementation of the curriculum so that children's next steps are well known and used to inform interactions during play. The childminder should monitor and support the teaching of assistants to create consistency in teaching of children's learning.

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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.

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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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