Sutton, Kelsea Gillian

Childminder

Unique reference number (URN): 2802812 Registered with Ofsted: 12/11/2024 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 childminder has a highly effective approach to establishing and maintaining routines. Because of this, children thoroughly understand what is expected of them and anticipate what will happen next. As a result, transitions between activities are calm and the learning environment is harmonious. Children understand how they can contribute to the organised and productive environment by caring for their own belongings, such as putting their water bottle away and helping to tidy up.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps parents to understand the importance of healthy routines through promoting attendance. She tackles any instances of poor attendance, encouraging parents to arrive at the beginning of the day so children can fully benefit from what the setting has to offer. Children make a positive start to their day by settling down to breakfast and saying hello to their friends during circle time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and any assistants cultivate warm and trusting relationships with children. Staff offer frequent cuddles, support and encouragement as children play and explore in the setting. They teach children strategies to help them share and cooperate during play. They acknowledge that this is a tricky thing for children to achieve and praise children's patience and self-control as they manage these difficult situations. This highly impactful teaching ensures children are able to achieve high standards of behaviour.

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Achievement Expected standard

All children develop the knowledge and skills they need as they make secure and steady progress from their starting points. Children are empowered to overcome barriers to learning and achieve well, including those with English as an additional language. Children are well prepared for their next stage of learning. The childminder explicitly teaches children the skills they will need such as expressing their feelings, using the toilet independently and using cutlery. Any children who are not making expected progress receive the attention and support they need to secure future achievement.

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Achievement Expected standard

Children learn to focus on what they are being taught. The childminder and any assistants use strategies, such as pointing to their own mouth and removing distractions when they want children to listen carefully. As a result, children are able to understand information clearly and respond appropriately. Children grow in confidence through the close and attentive care of the childminder and any assistants. This gives them the strength to try new things, learn through exploration and keep trying if things are difficult. These skills are vital for success in their future learning.

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Children's welfare and wellbeing Expected standard

The childminder implements an effective key-person system that ensures children feel secure. Children show they feel comfortable as they seek out their key person for comfort and share their feelings when they find things difficult. Staff know each child well and anticipate their needs throughout the day. For example, children are given extra cuddles and attention when they are teething. The childminder anticipates any barriers to children's wellbeing by maintaining effective relationships with parents. For example, children are given extra support when they are expecting a new sibling to ensure they feel happy and secure.

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Children's welfare and wellbeing Expected standard

The childminder and any assistants teach children how to keep themselves healthy. They give consistent positive messages about healthy food, hydration and physical activity. Staff teach children that healthy foods give them energy and being hydrated helps them to think. Mealtimes are relaxed and sociable as children enjoy healthy meals such as chicken casserole. The childminder has effective systems in place to manage dietary requirements to ensure all children can enjoy a healthy diet alongside their friends.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to manage their own personal care and hygiene needs. For example, younger children help to undress and dress themselves at nappy change time in preparation for toilet training. Older children wash their hands independently before settling down to eat.

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Curriculum and teaching Expected standard

The childminder has designed a broad and ambitious curriculum that supports children to gain children the knowledge and skills they need. She ensures that children have a firm foundation of learning in the prime areas which provides an important foundation for future learning. For example, even the youngest babies are given opportunities to communicate during circle time. Their early sounds are responded to, they are helped to do the actions to songs and staff help older children understand that smiles from babies show they are happy.

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Curriculum and teaching Expected standard

Learning through the curriculum is well sequenced. The childminder builds upon what children know and can do and supports children to make progress towards their next steps through effectively planned activities. An effective key-worker system ensures that each child receives the individualised support they need for their age, stage of development and to help them overcome any barriers to learning.

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Curriculum and teaching Expected standard

The childminder has a sharp focus on developing children's communication and language skills. The childminder and any assistants use high-quality interactions throughout the day to encourage children to communicate their ideas, needs and feelings. The curriculum is based on play. Children use new vocabulary as they pretend to visit the fruit and vegetable shop, practise counting as they pay for their shopping and develop their large motor skills as they push a small trolley.

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Inclusion Expected standard

The childminder identifies children's changing needs quickly and accurately. She achieves this by collecting detailed information during settling in periods and communicating with parents effectively. She works with parents to help them understand children's progress and supports them to access and engage with any specialist support if this is needed. The childminder demonstrates a secure understanding of how to meet the needs of disadvantaged children, including those known or previously known to children's social care. The childminder takes a proactive and empathetic approach to supporting families to overcome challenges. She understands how to use funding effectively to promote children's wellbeing and enable them to make effective progress.

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Inclusion Expected standard

The childminder has a clear understanding of how to support children with English as an additional language. She collects additional information about the key words children use to communicate in their home language. This ensures their needs are met and they can fully access the curriculum. Each child's key person ensures that they receive the focused and individualised support they need to make steady progress. The childminder extends this inclusive practice to her communication with parents. She uses translation devices effectively to overcome any barriers to communication.

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Leadership and governance Expected standard

The childminder has a clear and ambitious vision of the high-quality education and care she wants to provide for children. She places children's interests at the centre of all practice and is passionate about ensuring each child has what they need to fulfil their individual potential. She engages with parents in a professional manner helping them to ensure children's learning and development is supported at home.

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Leadership and governance Expected standard

The childminder is professional in her approach to ensuring any assistants meet her high standards. She gives constructive feedback on their practice, provides regular professional development and ensures staff follow all policies and procedures. She ensures any assistants feel valued and appreciates their individual strengths and experience. As a result, the childminder's team share her passion and ambition for the setting.

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Leadership and governance Expected standard

Typically, the childminder has an accurate overview of the quality of practice in her setting. She seeks feedback from parents and works collaboratively with any assistants to improve practice. The childminder has not yet established a strategic approach to improvement. This prevents her from identifying priorities to raise the quality of education and care to the highest level and secure the best possible outcomes for 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 thrive in this setting in the care of the nurturing childminder and any assistants. Children enjoy exploring the purposefully designed learning environment. They discover a wide range of activities to support the broad curriculum. Children make shapes out of dough and shout 'look, I did it!' showing pride in their achievements. They enjoy conversations about a wide range of topics throughout the day. This extends their language skills and children become confident communicators. Babies giggle gleefully as they explore sensory

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Inspector:

Natalie Myatt trays and join in singing time with their friends. All children achieve well through the curriculum which is adapted to meet children's individual needs.

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Inspector:

Children develop independence skills. They are given choices in their play and learning which promotes independence. Children learn to use cutlery at lunchtimes and know the effects of different foods on their bodies. Children know what to expect from the well- established routines of the day. They learn where to keep their water bottle, to wash their hands before lunch and to settle down calmly for a nap after a busy morning. These routines help reassure children and feel well prepared for learning.

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Inspector:

Children learn vital social skills such as sharing and taking turns. They wait patiently for their turn to choose their favourite song at circle time and listen carefully to their friends. Children are thoughtful and kind to each other, particularly towards babies and children younger than themselves. This contributes to a sense of belonging for all children.

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Inspector:

Children learn to express their feelings which in turn helps them manage their emotions. They say they feel happy and loved. They show trust in the childminder and any assistants who are always nearby to support children and keep them safe. When children find things difficult, the childminder helps them resolve problems asking them what they could do next, suggesting solutions and offering cuddles.

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Next steps

Establish systems of evaluation that precisely identify areas for improvement, in order to raise the quality of practice and provision to the highest standard.

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About this inspection

The inspector/inspectors spoke with the children, the childminder, assistants and parents during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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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About this setting

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