Poole, Kirsty Margaret

Poole, Kirsty Margaret

Unique reference number (URN): 2840963 Address: Hurst Cricket Club, Wokingham Road, Reading, RG10 0SB Type: Childminder without domestic premises Registered with Ofsted: 26/05/2025 Registers: EYR, CCR, VCR Registered person: Kirsty Poole

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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 Expected standard

The childminder knows the children well and has a secure understanding of their individual needs. She typically has high expectations for children's behaviour, while taking account of their ages, stages of development and individual circumstances. The childminder provides clear reminders about expectations, such as sharing resources and listening to their friends. This helps children to develop social skills, including cooperation and negotiation. Children confidently express their thoughts and feelings. For example, they ask their friends to 'stop' when they are unhappy with aspects of their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically helps children to resolve minor disputes and encourages them to increasingly manage these situations for themselves. She adapts her approach effectively for children with special educational needs and/or disabilities. This enables all children to participate fully and experience success alongside their peers. The childminder is sensitive to quieter children and considers ways to encourage them to engage in activities and interactions with their friends.

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Behaviour, attitudes and establishing routines Expected standard

Children generally play well together and enjoy chatting with one another throughout the day. The childminder supports these positive relationships by consistently engaging children in conversation and joining in with their activities. She also implements effective procedures to monitor children's absence, punctuality and attendance. Children confidently follow well- established routines and typically receive appropriate support throughout the day to develop positive relationships with others.

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Children's welfare and wellbeing Expected standard

The childminder gathers information about children's dietary requirements, allergies and medical needs before they start at the setting. She keeps up to date with the latest legislation and guidance to support children's welfare. For instance, she has robust policies and procedures in place to ensure that individual health needs, including allergies, are managed safely. At the start of each day, the childminder also talks with parents and carers about any changes. This helps her to provide appropriate care throughout the day.

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Children's welfare and wellbeing Expected standard

The childminder embeds clear and familiar routines throughout the setting. She adapts these to reflect children's individual needs. For example, children who have spent time building constructions are reassured that they can return to these after snack time. This supports children's emotional wellbeing. Routines also help children to manage their personal care needs and develop independence. Children wash their hands independently. They show consideration for one another as they help to bring their water bottles to the table.

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Children's welfare and wellbeing Expected standard

Generally, the childminder supports children's health and wellbeing effectively. Mealtimes are sociable experiences, and children are encouraged to talk about the healthy foods they have brought from home. The childminder extends these conversations by discussing different food groups. Children delight in showing their muscles to their friends and talk enthusiastically about being 'strong'. The childminder provides daily opportunities for children to access fresh air. However, she does not build on these outdoor opportunities to extend their understanding of healthy lifestyles further. For example, when children make up their own racing games, she does not help them to understand how regular physical activity and exercise also strengthen their bodies. In addition, not all the resources provided consistently reflect children's current interests, abilities or stages of development. Consequently, children can quickly lose interest and do not remain engaged for sustained

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Inclusion Expected standard

The childminder works closely with parents and carers to develop a thorough understanding of children's individual needs. She has access to relevant education, health and care plans, and typically provides carefully considered and individualised support. The childminder adapts her interactions, and generally uses effective strategies to help children with special educational needs and/or disabilities (SEND) participate in the setting. Through consistent reassurance and encouragement, children feel safe, valued and included. The childminder typically builds on the knowledge and skills she needs to support children with SEND. For example, recent research has strengthened her understanding of how to support children's communication and interactions with others. Secure, ongoing partnerships with parents and carers help to provide a consistent approach to meeting children's individual needs.

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Inclusion Expected standard

The childminder understands how to use additional funding appropriately to support children's individual needs. She also signposts parents to information about early years pupil premium funding where appropriate. The childminder promotes an inclusive environment, where diversity is valued and celebrated. Children have opportunities to learn about a range of festivals, cultures and beliefs. This helps them develop an awareness and appreciation of the similarities and differences between themselves and others.

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Leadership and governance Expected standard

The childminder generally reflects on her provision to drive improvement and ensures she is aware of latest guidance and legislation. She typically considers the individual needs and interests of the children in her care and generally makes appropriate adaptations to the resources she provides. However, outdoor activities are not consistently planned to reflect the different ages and abilities of the children present. For example, resources such as ride- on toys are not appropriately sized for older children, and some activities available do not spark their interests. At times, this limits some children's engagement and reduces opportunities for them to develop and build on their skills.

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Leadership and governance Expected standard

The childminder recognises the importance of keeping her knowledge up to date and staying informed about relevant changes in legislation. For example, she has recently refreshed her safeguarding training and implements secure procedures in practice. Parents and carers share detailed information about their children before they start. The childminder uses this information effectively to help children settle quickly. The childminder keeps parents well informed about their children's daily achievements through digital platforms and regular conversations. This supports children's welfare and wellbeing.

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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

The childminder takes time to get to know each child well. Settling-in sessions are adapted to meet the needs of children and their families. For example, children who need it are given additional time to help build on their confidence. This supports children's wellbeing, particularly those children with special educational needs and/or disabilities. Children benefit from regular attendance and quickly become familiar and confident within the setting. They greet their friends enthusiastically and are eager to explore new resources, such as the role- play pirate ship.

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Inspector:

Jane Franks Children swiftly become engaged in their activities. They show curiosity and enthusiasm as they hunt for pretend minibeasts during messy play. They practise using a range of tools and develop their language as they name what they discover. Children laugh and giggle together and use words, such as 'tickle', to describe how different materials feel. As they investigate further with magnifying glasses, children complement their learning at the main settings they attend. For example, they use mathematical language, including 'bigger' and 'smaller'. Children ask questions and discover how different creatures crawl and fly. This helps to broaden their understanding of the world around them. Children also develop their problem- solving and creative skills. They work together to construct a bug hotel for the insects they find.

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Inspector:

Children enjoy fresh air daily. They are showing growing social skills and engage in games with their friends, such as 'What's the Time Mr Wolf?' This builds on their understanding of number and counting. Children take turns to take on different roles, which supports their understanding of negotiation. Children are developing independence skills. At lunchtime, they have a go at opening their lunch boxes and food packages. They persevere as they try to remove lids from containers. Children are polite and use good manners during their play and everyday routines. They listen carefully to the childminder and respond positively to reminders to sit safely while eating. This helps children to develop their understanding of how to keep themselves safe.

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Next steps

The childminder should strengthen the planning of outdoor provision to ensure that activities and resources are appropriately matched to the ages and interests of all children, so that they remain engaged and can build on their skills. The childminder should strengthen her approach to helping children understand the importance of leading a healthy lifestyle, including how regular physical activity contributes to their health and wellbeing.

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About this inspection

The inspector spoke with the children and childminder 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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Address:

Hurst Cricket Club Wokingham Road Reading RG10 0SB

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Address:

Type: Childminder without domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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