Blakey-Peck, Rachel Anne

Childminder

Unique reference number (URN): 2815186 Registered with Ofsted: 06/01/2025 Registers: EYR

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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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Children's welfare and wellbeing Strong standard

The childminder is very conscientious in her practices. She makes sure that children's physical and emotional needs are closely and consistently supported. The childminder liaises with parents and carers constantly, to ensure she knows children's individual needs and changing routines. She constantly observes children checking on their wellbeing and comfort. The childminder flexibly adjusts her daily routines as children develop, as they move to a single nap in the day for example. She adapts her provision moving resources around to ensure she can support all children. For example, the childminder provides a basket of interesting resources for younger children to explore, keeping them busy and happy, as older children have more snack and the group stay in the kitchen longer.

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Children's welfare and wellbeing Strong standard

The childminder focuses closely on children's emotional wellbeing. She appreciates the importance of keeping this high to provide children with an environment in which they can thrive and learn. The childminder builds close trusting relationships with children. This helps young children to settle in very quickly and securely. The childminder promptly helps children to share and take turns. She gives them lots of explanations to help minimise any frustrations.

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Children's welfare and wellbeing Strong standard

The childminder fosters children's healthy lifestyles, offering them healthy snacks. Children show they know about these healthy habits as they choose juicy watermelon, which helps them keep hydrated on a hot day. Children love being active outside in the fresh air, exploring the wealth of opportunities out in the childminder's garden. The childminder stays close by to offer reassurance and support, while allowing young children to explore independently and take on physical activities, building their strength and coordination. Young children follow the childminder's lead, taking things slow, stopping to adjust their approach and they achieve amazing results.

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Leadership and governance Strong standard

The childminder is dedicated to working in the best interests of children. She has useful experience and knows how children learn and develop. The childminder is reflective and appreciates her strengths and areas for improvement. She has developed her practice considerably since starting to childmind and returning after her recent maternity leave. The childminder has links with local authority advisers and takes changes on board, assessing all aspects and adapting her procedures. She has conscientiously implemented these, such as safe sleeping and eating practices in line with new guidance. The childminder is continuing to adjust her practice to meet the changing needs of the children she cares for. She appreciates the different mix of children that she has in the school holidays and the need to adapt her routines further. She is conscientiously using varied approaches to help her engage them in learning and ensure she can meet all their needs, and is working to

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Leadership and governance Strong standard

embed this successfully across all activities.

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Leadership and governance Strong standard

The childminder ensures children are exceptionally well prepared for their transition into her provision. She forges highly effective partnerships with parents and carers, right from the start. She gets to know children thoroughly helping them to settle in very quickly and effectively. Parents are very thankful for the work she does. They praise her excellent

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Expected standard

communication. The childminder shares precise assessments of children's development and learning intentions. She builds a clear two-way flow of information so they can work together to support children consistently and give children the best start in their education. Parents comment on the considerable progress their children are making after a relatively short time at the childminder's provision.

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Expected standard

The childminder makes effective use of her local community for beneficial services. She takes children to useful play-based groups for social opportunities. The childminder links with other professionals, such as other childminders, to sharing ideas and practice. She liaises with speech and language therapists to gain advice and tips on children's communication support.

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Achievement Expected standard

Children effectively gain a range of skills in readiness for their next stage of learning and eventual move on to school. They benefit from the social aspects of being at the childminder's setting. Children learn to mix with other children, take turns and share resources. Young children show their understanding, following the childminder's instructions and joining in with tasks, such as getting ready to go in the garden. They begin to develop their expressive language and form words as they copy the childminder's speech. Children generally listen and attend to activities and the childminder's teaching well. They enjoy songs and copy actions with increasing skill.

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Achievement Expected standard

Young children develop their physical skills very well. They show confidence and a willingness to have a go and try again when things get difficult. Children enjoy the freedom to explore the childminder's garden. hey toddle around eagerly investigating different equipment, such as the slide and small trampoline. Children repeat their actions, progressing their approach and skills more effectively. They beam with pride as the childminder praises them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shows children respect and instils confidence in them. She is kind and considerate of their needs. The childminder forms close and trusting relationships with children. She generally implements her routines well. Care routines are particularly well established. This develops children's sense of belonging in the setting, helping them to know they will have their needs met. The childminder appreciates the importance of promoting children's attendance. She works with parents and carers to make sure children can regularly benefit from the social opportunities and learning experiences that she provides.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children how to share resources and take turns in activities. She is attentive to the younger children as they start learning these skills. The childminder patiently takes the time to explain boundaries for their own and other's safety. She is quick to minimise any frustrations and models to them how to interact with each other appropriately. At times, the childminder is skilled at developing children's attitudes to learning. She helps them to persevere with tasks, offering them tips for their success. The childminder gives young children time to try, think and then work out their approach to challenges. This works well and younger children at times show emerging skills above their age in this area, particularly with their physical skills. However, occasionally the childminder does not implement her adult-led routine activities fully, to successfully foster children's engagement

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Behaviour, attitudes and establishing routines Expected standard

and learning. At times, children's focus and confidence in these routines is affected, and then their consistent positive attitudes to learning.

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Curriculum and teaching Expected standard

The childminder undertakes regular assessments of children's development, charting their achievements and outlining the skills they need to learn next. She feeds these into her curriculum, carefully planning activities and resources that she can provide to help children to practise these skills. Young children explore the sand in the garden, developing their dexterity and hand strength as they use tools to dig.

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Curriculum and teaching Expected standard

The childminder develops children's communication well. She patiently explains things to young children to help their understanding. The childminder offers them new words and repeats these helping them learn and use these to develop their vocabulary. The childminder offers young children age-appropriate relevant and manageable terms and concepts. She uses mathematical language to describe early quantity and capacity, such as 'lots', 'more', 'big' or 'small'. The childminder encourages them to notice details and learn about different concepts, such as adding colour to water and changes to the sand when water is added.

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Curriculum and teaching Expected standard

The childminder offers children useful group activities, encouraging them to come together to learn, teaching them to take turns in games and learn new words. Children enjoy joining in with song time, listening well and following actions. Although the childminder adapts some of her activities successfully this is not embedded consistently. At times, children do not consistently focus during adult-led routines and activities and develop their skills further.

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Inclusion Expected standard

The childminder knows children well, their interests and capabilities. She carefully charts their development, gaining plenty of information from parents and carers and undertaking observations of children when they are with her. The childminder uses this information to outline next steps in their learning. She works with parents to help support children to achieve these.

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Inclusion Expected standard

The childminder sets out varied activities and resources. She makes sure these are down at young children's level so they can access these easily and be included. Children appreciate this, enjoy exploring and do so confidently. The childminder notices children's interests as they move around her home and joins them offering suitable support. She forms appropriate curriculum routines and offers interesting adult-led activities and generally adapts these effectively for the differing needs of the children attending.

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Inclusion Expected standard

The childminder knows to be vigilant to any persistent gaps in children's development and any emerging special educational needs and/or disabilities. She discusses liaising with parents and seeking the advice and support of outside professionals to help children reach their potential. The childminder appreciates the importance of valuing children's differences and supporting children who speak English as an additional language. She knows to use any additional funding wisely to bridge gaps in children's experiences and their learning.

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

Children have close and trusting relationships with the childminder. They enjoy her company. Children show considerable confidence in the setting, even children that have only been attending for a relatively short time show a sense of belonging. They independently explore, selecting resources they are interested in. Children bring things to the childminder to share these with her and rewarded with lots of attention, which they thrive on. The childminder chats to children offering new words, such as to label pictures on cards and in books. This helps to develop children's speech and vocabulary.

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

Children generally develop their attention skills well. Young children listen respectfully to the childminder's clear explanations and instructions. They build their understanding effectively and then cooperate with routines, such as washing their hands and getting ready to go outside. They generally join in effectively during activities and overall develop their engagement and interest in learning. Children enjoy song time and follow actions, such as lying down like sleeping bunnies then jumping when they 'wake up'. Children benefit from the childminder's social mealtimes. They enjoy sitting with her and the other children at the table, listening to conversations and learning new words as the childminder names their food.

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

Young children build their physical skills, confidence in their own abilities and start to understand risks as they play. They manage the different levels and steps in the childminder's garden carefully. Children toddle about and show great skill for their age on the equipment in the garden. They bounce on the little low trampoline, climbing up and then going down the slide. Young children start to learn to interact with other children and form early friendships with the childminder's close support. The take turns on the slide, and on the ride-on car. They push their younger friends around on the car, fascinated with their reaction and enjoyment.

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 08:30 - 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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Next steps

The childminder should continue to embed her routine activities, consistently extending children's attention, engagement and attitudes to learning further.

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About this inspection

The inspector spoke with the childminder and children during the inspection and considered parents' and carers' written views.

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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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