Revill, Debbie

Childminder

Unique reference number (URN): 2777832 Registered with Ofsted: 15/03/2024 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 excellent progress across all 7 areas of their learning.

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Achievement Strong standard

Children demonstrate they are able to recite previous learning experiences and transfer the skills they learned to develop in other areas of their learning. For example, they demonstrate how they have learned to use a range of tools and use these in different ways to complete activities. They use tools such as stamps and cutters to create caterpillars, commenting on the various shapes they are able to make. Children demonstrate they have the motivation and confidence to give things a try and keep trying if they do not get it right the first time. They build resilience and develop perseverance to complete tasks and support them with future learning. For example, children problem-solve to work out how to make the ice melt to release the objects hidden inside.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a consistent routine, which supports all children to know what is coming next. This helps them to feel safe, secure and involved. Children anticipate what is happening next and support their peers to follow the routine. For example, children encourage each other to put their shoes on when going into the garden. They give verbal praise and role model what to do when required.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to recognise and understand their emotions to help them learn to self-regulate. During a circle time activity, children discuss how they feel. They explore what has made them feel that way and what they can do to change their emotion to a more positive one when required. Children are extremely kind, respectful and caring towards each other and the childminder. They listen to each other and work together to problem-solve and complete tasks.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment where children feel confident to give things a try, keep going when they face challenges and celebrate their achievements. As a result, children demonstrate remarkably positive attitudes to learning. They demonstrate enjoyment in spending time in the childminder's care. Parents state that their children love attending the setting and ask to go on days they do not attend, which promotes good attendance.

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Children's welfare and wellbeing Strong standard

The childminder has established secure relationships with all children. These relationships are respectful, positive and effective in promoting children's wellbeing and supporting them to have a strong sense of belonging. For example, when a child arrives at the setting feeling 'sad', the childminder sensitively comforts them to separate from their parent and enter the setting. The child then confidently talks to the childminder about what can be done to make them feel 'happy'.

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Children's welfare and wellbeing Strong standard

The childminder is developing children's understanding of how to keep physically healthy and maintain an active lifestyle. She provides children with ample opportunities to be active during the day and promotes a healthy lifestyle. She talks to children about healthy food choices and how to keep themselves safe. For example, she explains why they should wear sun hats and sun cream in hot weather. The childminder encourages children to take appropriate risks and meet challenges as they play and learn. For example, children work out how to climb the steps and go down the slide in the garden safely. They talk to their peers about the importance of taking turns and waiting until the bottom of the slide is clear before going down. This demonstrates their understanding of what they have previously been taught by the childminder.

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Curriculum and teaching Strong standard

The childminder has carefully planned a rich and broad curriculum that gives children the opportunity to learn through hands-on experiences inside, outside in the garden and in the local community. This supports children to be independent, curious learners who are deeply involved in their own learning. The childminder plans activities with the aim to build upon what children know and can do to support them in each stage of their learning.

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Curriculum and teaching Strong standard

The childminder particularly prioritises children's communication and language development. She understands how this underpins all areas in a child's learning and development. She uses a variety of teaching methods to create a language-rich environment to teach children new words. She narrates what she is doing, asks children effective questions and encourages them to repeat language back to her.

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Curriculum and teaching Strong standard

The childminder recognises that physical activity is vital in children's all-round development and provides them with hands-on experiences to enable them to pursue happy, healthy and active lives. For example, she encourages children to recognise when they need to rest or have a drink to keep hydrated in hot weather.

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Inclusion Strong standard

The childminder supports all children, including children with special educational needs and/or disabilities and those who may face barriers to their learning, extremely well. She has an excellent knowledge of the individual needs, skills, learning and development of all the children in her care and carefully plans and implements learning opportunities to support all children to make excellent progress.

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Inclusion Strong standard

The childminder regularly reviews children's learning and development to identify any gaps or areas of concern. She uses this information to inform her practice and makes changes and adaptions as required. The childminder has built strong parent partnership and uses this to support children and their wider families. For example, she signposts parents to other professionals as required, completes referrals, and shares courses and learning material with parents to support their understanding how to meet their child's needs at home. Parents state that this support makes a huge difference to their lives.

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Inclusion Strong standard

The childminder makes sure all children receive effective support. She consults with external specialists and invites them to visit children in the setting. She takes on board any information she receives and implements their advice as necessary.

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Leadership and governance Strong standard

The childminder has a clear understanding of her setting's strengths and areas for development. She is highly reflective and looks for ways to continually improve. She puts the children at the centre of everything she does and this enables her to make decisions with the children's best interests at heart. The childminder understands her role and responsibilities and prioritises children's safety and wellbeing, both in the setting and when out in the local community.

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Leadership and governance Strong standard

The childminder uses training and research to keep her knowledge up to date. This supports her to make any necessary changes to meet new guidance and the needs of the children in her care. For example, she recently completed training on autism to enhance her knowledge of this subject. She uses this updated knowledge to best support children and their families. The childminder has built excellent relationships with parents and uses this partnership to support both children's learning at home and the wider family. Parents state that the childminder goes above and beyond to offer a flexible service that best meets the needs of the children and their family life. The childminder works in partnership with other professionals and local schools to give children the best start in life and prepare them for the next step in their learning.

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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 demonstrate that a warm greeting from the childminder supports them to feel welcomed and safe. They happily say goodbye to their parents and enter the setting eager to explore what activities are on offer. Children understand the embedded routine of the setting. They complete tasks and independently take care of their needs. For example, when children need a tissue, they find the tissue box, wipe their nose and then place the tissue in the bin. They tell the childminder what they have done and smile when she praises them.

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

Children demonstrate a love of books and singing. They are highly engaged in a circle time activity where they listen intently to a story the childminder reads them and join in with the actions and words of familiar songs. The childminder expertly supports children to acquire and use language. She introduces new words and encourages children to recite previous learning experiences. For example, children talk about the life cycle of a butterfly. They use photos and their memory of the previous hands-on experience to use technical language associated with life cycles. They talk about the 'egg', 'caterpillar' and 'cocoon' and name the alternative word 'chrysalis'.

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

Children are highly engaged in the activities on offer and spend long periods at each activity. They fully engage in the task and show motivation and perseverance to complete it. For example, children use different tools to mould and shape dough to create their own caterpillars. Children follow instructions given by the childminder but also show confidence to express their own ideas. The childminder expertly follows children's lead and adapts the activity to meet their individual interests and extend their learning further. Children use mathematical language to discuss the quantity, shape and size of their creations and proudly show the childminder what they have made.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents 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

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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