Brotherton, Yasmin Jade Rose

Childminder

Unique reference number (URN): 2815073 Registered with Ofsted: 31/12/2024 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 constantly achieve as they develop their independence and confidence. They are equipped and well prepared for future transitions, such as starting school, as they make healthy choices and follow hygiene practices independently. During mealtimes, children enjoy discussing different foods, such as 'yummy peppers', to make them 'healthy and grow big and strong'. As children receive consistent praise for their achievements, such as putting their comforters in their bags or for helping to tidy up, children feel proud and validated. As a result, their behaviour is positive as they want to learn and engage to further achieve.

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Achievement Strong standard

Children with special educational needs and/or disabilities, or those who may face barriers to their learning, are supported to maintain appropriate development as they develop skills and confidence. For example, children who face barriers to their learning are equipped with specific interventions to use single words to communicate effectively, as the childminder provides a patient listening ear. When exploring mirrors, babies respond with delight as they stick out their tongues and laugh at how they look. As a result, children learn about how they are feeling and are able to recognise their different emotions, giving them a meaning.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind and caring as they play alongside one another with genuine respect. They share resources as they initiate playful experiences, engaging with each other as they discuss how fast their cars drive. Children confidently express their feelings as they explain how sharing makes them feel happy. As a result, they play within a harmonious and calm environment, which allows children to enhance their learning further. The childminder continues to prioritise her training to develop her knowledge, so that she can further support children to manage their emotions and improve behaviour further.

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Behaviour, attitudes and establishing routines Strong standard

Children love to learn as they focus with intent on the different experiences that the childminder offers. They listen and repeat new words as the childminder models vocabulary when discussing the different sizes of vehicles. As a result, children experience a range of words and apply this within their own interactions during play. Children respond well to the embedded routines. They are confident to help the childminder tidy up when they hear the 'tidy-up song', and they know where to place all the resources. This enables children to take responsibility and feel a sense of belonging within this home-from-home environment. Children are keen to attend this setting. The childminder works closely with parents and families to promote regular attendance. As a result, children make steady progress as their opportunities for learning are consistent.

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Children's welfare and wellbeing Strong standard

Children are clearly central to this provision, as they are celebrated as the unique individuals they are. They are encouraged to make their own choices within play, as they learn based on their own interests. Children develop the knowledge to make healthy choices to support healthy eating and exercise, as they enjoy lots of physical activity. They confidently discuss the benefits of eating fruit and vegetables to grow big and strong. Children are consistently supported with warmth and nurturing care as their needs are met swiftly. They are confident in seeking support and enjoy playful interactions with each other and the childminder, maintaining a positive mindset. The childminder is knowledgeable of each child's experiences. For example, she talks to children about where parents work. As a result, children feel a true sense of belonging as they are listened to and take pride in talking about their own families.

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Children's welfare and wellbeing Strong standard

Children feel secure and safe within this caring environment, as embedded routines and boundaries provide a consistent foundation for children to learn and develop from. New children settle into the provision naturally and easily, as they are met with warmth, care and carefully considered activities to meet their current interests. As a result, children are motivated to form secure and solid relationships, supporting the ethos of the home-from- home environment.

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Curriculum and teaching Strong standard

The childminder uses her high-quality teaching skills to promote independence and confidence. She uses every opportunity to teach and for children to learn new skills. The childminder knows each child's individual progression and is able to swiftly adapt in-the- moment to meet their varying stages of development. As a result, teaching is specific to each child, and any emerging gaps are swiftly identified. For example, as children enjoy looking at their own reflections in the mirror, the childminder asks them to make 'happy' and 'sad' faces. The childminder enhances learning further as they learn about their different emotions. The childminder adapts her teaching to explore facial expressions with younger children. This promotes a sense of belonging and teaches children the confidence to express themselves. Children are encouraged to develop their skills as the childminder promotes a 'can-do' approach to all learning and play. This positive mindset towards trying

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Curriculum and teaching Strong standard

new things and taking safe risks allows children to feel in control of their achievements.

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Curriculum and teaching Strong standard

The childminder promotes physical development during outdoor play, such as by encouraging children to throw and dance. For example, as children enjoy a 'throwing and posting game' with balls and a tub, the childminder supports older children to throw balls in a smaller tub. She develops their fine-motor skills and hand–eye coordination. Younger children enjoy exploring the textures of the balls. As the childminder discusses the different properties of the balls, children learn new words, such as 'soft', 'bumpy' and 'spiky'. The childminder maintains a consistent, high-quality approach to teaching, as children enjoy reading a variety of stories. As the childminder reads a story about kind hands, she teaches children how to use their hands to 'be kind', to brush their teeth and to give hugs.

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Inclusion Strong standard

The childminder makes a demonstrable difference to children's opportunities as she consistently works swiftly to meet children's needs. She has a secure understanding of all children. The childminder robustly monitors and tracks children's progress, and identifies any gaps within their learning and progress. She is then quick to seek additional support when required and works collaboratively with other professionals. As a result, the childminder provides specific and effective interventions tailored to individual needs. She identifies next steps to close gaps in learning. For example, she provides additional speech and language support, such as using simple word instructions, encouraging children to identify objects and the use of visual aids. As a result, children develop their language and become confident communicators in expressing their wants and needs.

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Inclusion Strong standard

The childminder provides an environment where inclusion is celebrated and prioritised. For example, the childminder carefully considers the resources and furniture to ensure that children of all ages can benefit. Younger children can support themselves as they pull themselves up to cruise and stand independently. Older children develop their independence to sit at the table to identify and sort different shapes. The childminder has high expectations for all children to develop and learn. She consistently provides support to reduce barriers to children's learning. The childminder ensures that all partnerships and interventions used have a positive impact on children.

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Leadership and governance Strong standard

The childminder priorities her own professional development as she completes regular self- reflections. As a result, she identifies her strengths and areas for improvement as she strives to improve her practice consistently, to offer exceptionally high standards that are sustained over time. The childminder is proactive in seeking training opportunities and working with other professionals to develop her knowledge. She maintains a consistent focus on securing excellence for all children. For example, the childminder completes additional training to further develop her knowledge in supporting speech and language. The childminder acts swiftly to implement new strategies into practice and shares these with parents and families. As a result, children receive a consistent approach to their learning. For example, the childminder and parents work together to encourage children to name the objects they want.

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Leadership and governance Strong standard

The childminder ensures her setting is professional, nurturing and welcoming for children and their families. She prioritises forming close and supportive attachments with parents. Parents express their gratitude for her effective communication regarding children's progress and how they feel included in their development. The childminder is dedicated to making a significant and positive difference to children's learning and care.

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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 arrive at this warm and nurturing environment with pure excitement to learn and explore. They flourish and feel safe and secure as their unique personalities are celebrated with such warmth and understanding. Children feel valued and their interests and learning are at the centre of all experiences. They are confident and curious learners, as their curiosity and learning is consistently enhanced. Children enjoy playful interactions as they communicate and play together positively. They understand and respect the high expectations for behaviour.

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

Children thrive from a clear structure and embedded routines and know what is expected of them. They develop their independence as they help the childminder to set up activities and prepare for outdoor play, feeling secure and knowing the routines so well. Children use the childminder as a secure base for comfort and reassurance when needed, as they share cuddles and warm interactions. They benefit from an inclusive environment as they use different communication methods, such as carefully considered language and visual aids, for routine. As a result, children are able to communicate effectively with one another, with no barriers, and build meaningful relationships. Children constantly achieve as their confidence and self-esteem flourish, and they learn to be themselves and embrace their unique personalities. Children feel safe and valued as the childminder consistently validates their ideas. Children feel a real sense of belonging and they use their imaginations to

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 reflective practice and use further training to sustain exceptionally high standards of teaching and achievement.

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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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