Joyce, Katrina

Childminder

Unique reference number (URN): 2814010 Registered with Ofsted: 16/01/2025 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 show a love of books. They choose their favourite ones from a wide selection to look at independently or for the childminder to read to them. They lift the flaps to see what is underneath and talk to themselves, as if reading, while they study the pictures. They clearly name the animals that they see. Young children hum and sway while the childminder sings songs to them about the weather. They demonstrate number recognition as they match the number they are holding with '3' on the clock face. Children make their feelings and intentions known. They gesture and use their blossoming vocabulary to communicate with each other and with adults.

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Achievement Strong standard

Children benefit from a wealth of experiences in the local area. They enjoy feeding horses and exploring nearby fields and forests. They practise their physical skills during outdoor play in the childminder's garden and on large equipment at parks in the neighbourhood. Children socialise with others, for example, at soft play and playgroups. This helps children to prepare for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children's behaviour that are also age appropriate. She breaks these down into simple steps so that all children recognise the boundaries set. For instance, she helps children to learn to share and take turns by repeating clear messages to them while they play and giving gentle reminders about kindness. Parents comment that the childminder ensures a continuity of learning into their home. For example, the childminder shares her behaviour management strategies, such as 'gentle hands,' so that there is a consistent approach. These approaches help ensure that children learn to cooperate and get along with each other. The childminder reviews children's patterns of attendance and takes any action if needed. She works with families to recognise the importance of punctuality and regular attendance for children's development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a wholly positive role model, showing kindness, respect and friendliness. She establishes firm routines, such as ensuring children take part in handwashing before eating, and sitting down while eating and drinking. This helps children to understand about keeping themselves safe. Children's attitudes to learning are extremely positive. For instance, children concentrate for significant periods of time, relative to their age, while they use tools to roll and cut dough. The childminder adapts routines effectively to ensure all children are included and supported. She acknowledges their wishes and makes changes to help them take part fully.

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Children's welfare and wellbeing Strong standard

The childminder develops trusting relationships with children and their families. She provides a homely environment where children thrive and have fun. Children drink water throughout the day, eat healthy snacks, such as bananas and apples, and nutritionally balanced homemade meals. The childminder sits with children while they eat to ensure their safety and wellbeing. Children follow hygiene routines consistently. The childminder reminds children about keeping themselves safe, such as sitting rather than standing on the sofa. She supervises children closely and maintains safe routines, including while children are sleeping. Children enjoy vigorous outdoor play each day and benefit from fresh air and exercise in the garden and on regular outings.

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Children's welfare and wellbeing Strong standard

The childminder is proactive in seeking guidance and support from outside agencies when needed. She adapts her practice, informed by professional advice, to ensure that children meet their milestones. Any gaps in their development narrow significantly as a result. The childminder demonstrates an attentive and thoughtful approach to children's wellbeing and their emotional regulation. She is thoroughly aware of individual children's needs and sensitively meets these during activities and routines. For example, she listens to children's views, observes their responses and offers choices that help them to feel valued. Children are happy in the childminder's home and engage eagerly in activities with her full attention.

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Curriculum and teaching Strong standard

The childminder plans a curriculum that nurtures children's confidence and independence skills and promotes their achievements across the areas of learning. She uses knowledge about children's interests to motivate them to learn. The childminder encourages children to actively explore the environment and to be inquisitive about the world around them. She values daily routines as learning experiences. For example, the childminder promotes children's listening and attention skills through giving simple instructions for them to follow. She repeats key words clearly and with emphasis so that children understand, respond to, and repeat everyday phrases, such as expressing what they want to do next.

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Curriculum and teaching Strong standard

The childminder has thorough knowledge of how children develop. She understands how to build on what children already know and can do. She varies her teaching strategies to ensure all children access the curriculum fully. The childminder provides activities, with ongoing commentary, that engage children effectively. She expertly uses questioning to encourage children to think for themselves and have plenty of time to answer. For instance, she asks children what they will make with dough. She is enthusiastic in response to their answer about making a model 'baby'. The childminder identifies precise next steps in learning for each child and adapts her teaching during activities. For example, she demonstrates skills to children, such as rolling dough with their hands to make spheres or 'balls'. Children are proud of their achievements as they succeed in copying her actions. Mathematical language is woven throughout the day. The childminder helps children to work

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Curriculum and teaching Strong standard

out simple problems, such as how many more to add to make a higher number.

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Inclusion Strong standard

The childminder provides an inclusive environment where all children feel welcome and valued. She gets to know about children's individual characteristics, interests and families in depth. The childminder uses this information to respond sensitively and swiftly to children's emotional and developmental needs. She adapts their experiences appropriately which helps to promote successful outcomes for all children. The childminder tailors children's routines and activities to support their wellbeing. For instance, she knows how to manage nap times so that young children self-regulate and calmly fall asleep. The childminder works closely with families to ensure children's individual care needs are consistently met, for example, when toilet training. The childminder understands how to access and manage the early years pupil premium to benefit children's learning and development. She knows how to seek support for children with special educational needs

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Inclusion Strong standard

and/or disabilities and those known (or previously known) to social care.

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Inclusion Strong standard

The childminder uses observations of children's play and frequent discussions with parents to identify whether or not a child is achieving as expected for their age. She works closely with other professionals to secure advice and support for children where there are other barriers to learning. The childminder helps children to understand more about the similarities and differences between themselves and others during visits to community groups. Children find out about a variety of cultural celebrations while at the childminder's home.

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Leadership and governance Strong standard

The dedicated childminder is committed to providing children with a home-from-home environment where children gain life skills in preparation for future learning. She reflects on the strengths of her setting and identifies any areas for development. She uses feedback from parents and observations of children's play to help shape her plans. The childminder regularly carries out research through reading, and completes relevant courses. For example, she has undergone training in how to support children with special educational needs and/or disabilities and in behaviour management strategies. The childminder applies what she has learned to her practice to continuously improve outcomes for all children. She targets her plans for further professional development to help her meet the needs of all children.

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Leadership and governance Strong standard

The childminder works closely in partnership with parents and ensures that they are updated about children's experiences and progress. She provides parents with guidance that supports continuity of learning at home. Parents speak highly of the care their children receive and the quality of communication from the childminder. They say that they know how well their children are achieving, their identified next steps and what they will be learning about in the coming period. The childminder works effectively with other professionals, such as local authority advisers and speech and language specialists, to benefit 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 show an impressive sense of belonging in the childminder's welcoming home. On arrival, they are greeted warmly by the friendly and caring childminder. They quickly settle to play with a wide range of age-appropriate resources. Children approach the childminder for reassurance and to communicate their needs. They spontaneously hug the childminder to share their joy and affection. Children's voices are listened to carefully by the childminder, who knows them very well and values each child for their unique qualities. Children express their preferences confidently. They make choices in their play and during routines. Children

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About this setting

Unique reference number (URN): 2814010 demonstrate that they feel safe and happy as they smile and giggle during interactions with the childminder. Children wait for their turn, use polite manners and share toys, such as baby dolls, with their friends. The childminder is sensitive to children's needs and their stage of development. She prioritises helping them to recognise and manage their feelings.

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About this setting

Children follow their interests and curiosities and are active, enthusiastic learners who enjoy a wealth of rich experiences, both at the childminder's home and in the local community. For example, they are excited to observe baby snails climbing up the window. They watch as the heavy rain gradually fills up an empty jug. Children ask questions and talk with the childminder about where the rain comes from. These activities help them to find out about the natural world around them. Children explore what they can do with different materials, such as dough, sing familiar songs about the rain, role play with dolls and model cars and concentrate intently as they turn the pages of their favourite books. Activities are carefully planned which helps ensure any potential barriers to learning are addressed. The childminder skilfully intervenes to extend children's learning during their play, while also giving them time and space to investigate resources for themselves. She offers plenty of

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About this setting

praise and encouragement when children are helpful and kind. This supports their respectful and cooperative behaviour. All children consistently make significant progress across the areas of learning.

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Next steps

The childminder 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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