Leeming, Emma Louise

Childminder

Unique reference number (URN): 2780218 Registered with Ofsted: 20/03/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children are happy and prepared for the next stage of learning. They make progress across the curriculum and experience a wide range of activities that generally promote all 7 areas of learning well. Curiosity is shown as children explore their environment and use resources imaginatively. Independence is developing. Children choose activities they want to play with and attempt tasks, such as putting on their shoes before going outdoors.

p.2

Achievement Expected standard

Children are developing their social skills. Sharing and turn-taking are emerging. They show kindness and respect at times, and early empathy is beginning to form. Children focus on tasks for sustained periods. Collaborative play is increasingly shown, with children working alongside each other with growing confidence, especially as they play on the slide and through the tunnel.

p.2

Achievement Expected standard

Children are developing perseverance. They celebrate when they master new skills. For example, when walking down slopes, they clap and cheer together with the childminder. Resilience is built through trying new challenges. Children attempt new tasks, such as using pipettes to transport water and tweezers to move pom-poms. These experiences support confidence and encourage children to keep trying.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of monitoring and recording children's attendance and encourages this to help children feel settled and confident in daily routine. Children move through the day with confidence because they know what to expect.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well overall, and they respond to praise, which supports their emotional wellbeing. They show warm relationships with each other. They share toys and space, laugh together and take part in collaborative play, showing early social skills, such as turn-taking and waiting for others. Minor incidents do occur at times, and when this happens, the childminder manages the situation calmly. However, children do not always receive clear explanations about why certain rules are in place, which slightly limits their understanding of behaviour expectations.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They explore with interest, join activities with enthusiasm and show persistence when trying new tasks. Children listen to, and follow, simple instructions, such as tidying toys, washing hands and preparing for snack time. Children experience calm and steady routines that help them feel secure. The childminder helps children understand what is going to happen next. Children show they feel settled and familiar with daily routines. They know when it is time to play, rest or join group activities. These patterns help children build independence and learn how to manage transitions throughout the day.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through daily experiences that promote development. Children enjoy daily outdoor activities, including local walks, visits to parks and outings to places of interest. Children have many opportunities to develop and extend their physical skills as they visit places of interest. They climb and explore on suitable equipment in the childminder's garden. Children have many opportunities to develop their social skills, as they attend group sessions, such as 'Rhyme time', where they can interact with other children.

p.3

Children's welfare and wellbeing Expected standard

Children play and explore in a clean, welcoming setting. The childminder promotes good health through clear routines. Appropriate nappy changing procedures are followed that support children's privacy and hygiene. The childminder is aware of safe sleep guidance and procedures are in place to maintain safe practice. Snacks and lunches are healthy and nutritious. Fresh fruit and vegetables are offered, and children are encouraged to drink regular fluids throughout the day. These routines contribute to children's overall welfare and wellbeing. However, the childminder does not always explain how the food children are eating affects their bodies, limiting their understanding of healthy choices.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides an environment that supports exploration, conversation and early learning. Opportunities for movement, rest and social interaction are balanced. The childminder ensures that children experience a range of activities that promotes confidence and independence. Through consistent practice, children's welfare is maintained and their wellbeing is supported in all areas of care.

p.3

Curriculum and teaching Expected standard

Children experience a curriculum that supports their learning in a steady and purposeful way. The childminder understands the areas of learning well and plans activities that match each child's needs, interests and stage of development. Children explore bricks and build towers, which helps them develop creative thinking and early ideas about space, shape and measure. The childminder talks about numbers, through discussing the holes in the bricks, and colour. This supports children's early mathematical awareness well overall.

p.3

Curriculum and teaching Expected standard

Children engage well with activities and show interest as they explore. They use musical instruments, explore with programmable resources and take part in water play. Children use tweezers to pick up and move pom-poms. These experiences help children practise fine motor skills and build curiosity.

p.3

Curriculum and teaching Expected standard

Children hear language throughout the day. The childminder communicates clearly and with purpose. She provides a steady narrative as children play. This helps them hear new words and understand language in everyday situations. Children's listening, thinking and attention are generally supported well through simple questioning. The childminder reads books and sings songs, and children join in from a young age and show enjoyment.

p.3

Curriculum and teaching Expected standard

Children have many chances to be creative. They explore ideas through imaginative play. For example, during the teddy bears' picnic, children use a tea set, water, oats and pretend food. They act out simple stories and build early social skills.

p.3

Inclusion Expected standard

The childminder carefully monitors children's development and progress. She has a secure understanding of child development, which helps her identify when children may have emerging gaps in learning. Any concerns are discussed promptly with parents, and the childminder shares appropriate guidance. The childminder understands her role in signposting families to external support when needed.

p.4

Inclusion Expected standard

The childminder does not currently have any early years children in attendance with special educational needs and/or disabilities or other barriers to their learning or wellbeing. However, she fully understands what inclusive practice involves. This includes working with parents and professionals and adapting routines, activities and approaches to ensure that they remain inclusive. The childminder does not have any children currently in attendance that require additional funding. However, she understands the significance of this to support children's learning and development.

p.4

Inclusion Expected standard

The childminder provides an inclusive, well-resourced environment where activities are planned so that all children can participate fully. Inclusive practice is reflected in daily routines. She promotes equality of opportunity and no child is excluded from learning. The childminder understands her responsibilities when working with other professionals. Effective partnerships with parents are maintained through clear communication. Parents value the support provided and describe positive relationships.

p.4

Leadership and governance Expected standard

The childminder works closely with parents to extend children's learning at home. Information is shared daily, and guidance is offered when any gaps in children's development begin to appear. Practical suggestions are provided, creating a collaborative approach to supporting children's learning.

p.4

Leadership and governance Expected standard

The childminder is reflective in her practice. She regularly reviews the provision to ensure that activities match children's stages of development, making adjustments when required so that children's progress is maintained. The childminder has undertaken a range of training since registration, and further courses are planned. Although the childminder completes regular training, she is yet to sharply focus on the areas that would most strengthen her practice and further enhance her teaching skills to benefit all children.

p.4

Leadership and governance Expected standard

The childminder understands her responsibilities for keeping children safe. Safeguarding procedures are followed. Attendance is monitored, and the importance of regular attendance is shared with parents.

p.4

Leadership and governance Expected standard

Work with other professionals is carried out when required and information is shared to ensure that children's needs are met. Transitions to other settings are supported through conversations with children and the sharing of starting points and next steps. The childminder has a sufficient awareness of her role to liaise with other providers when children attend other settings, to promote continuity of care. Partnerships with parents are maintained through consistent communication. Parents describe 'excellent communication' and value the 'support provided'. They express appreciation for the 'commitment shown to their children's learning and development'.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children demonstrate that they feel happy and are settled in this childminder's home. They show they feel safe as they move around with confidence. They explore the space and choose activities that match their interests. They play with toys and materials that support

p.5

Inspector:

Tracy Bartholomew their learning and show curiosity as they try new things. Children enjoy time indoors and outdoors, using resources that help them build early skills across different areas of learning.

p.6

Inspector:

Children behave well overall. They show kindness as they play, begin to form friendships and learn to take turns. They wait patiently when using the slide and tunnel, listen to each other and show early social skills that help them work together. They learn simple rules that help them feel secure. Children's individual needs are met with care. The childminder supports them at the right level and encourages them to try tasks by themselves. They build self-help skills step by step, such as gathering their shoes, attempting to put them on, tidying toys and helping to prepare for snack time. Their confidence grows as they complete small tasks.

p.6

Inspector:

Children have many chances to learn about the wider world. The childminder takes them into the community where they visit parks, walk in the community, and local places. During these adventures, children learn about habitats and wildlife, watch and explore for insects and birds and talk about nature. They visit farms where they meet animals and learn to pet and handle them safely. These experiences help them build confidence and learn to care for living things.

p.6

Inspector:

Children enjoy a warm and calm environment. They feel listened to and valued. They grow in confidence each day and learn through play, exploration and real experiences. Their time with the childminder supports their early development in a steady and positive way.

p.6

Next steps

The childminder should provide more consistent support to children to help them build on their understanding of how to manage their feelings and behaviours. The childminder should undertake further professional development to ensure that teaching is consistently high quality.

p.6

About this inspection

The inspector spoke with the childminder, her assistants and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8