Walker, Carole Maria

Childminder

Unique reference number (URN): 316577 Registered with Ofsted: 16/06/1993 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 Strong standard

All children consistently make progress across all areas of learning and development. This includes those children who benefit from adaptations in their learning to support their engagement within activities. Babies and children show advanced confidence with their speech. Older children demonstrate excellent language skills and attempt to join in meaningful conversations with the childminder. Children benefit from sequenced and purposeful learning. They build on their interests and prior knowledge. Children demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. They persevere as they count blocks in sequence and show confidence as they guess what colour might be made from mixing them together.

p.2

Achievement Strong standard

Children receive consistent praise to support their achievements, helping them to develop their self-esteem and confidence rapidly. Young children show huge progress during major transitions, such as when reducing time spent with their dummies. Children learn to be kind and independent during routines, such as snack time and tidying up activities. This supports the development of self-help skills and independence in preparation for their move to nursery or school. All children, including those with barriers to their learning, thrive in the setting and make consistent progress from their starting points in all areas of development.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a very calm and patient manner. She offers children careful, considerate support to help them to understand how to interact with each other and follow safety boundaries with clear expectations. Children build beneficial relationships with her. She is a strong role model, treating all children with respect and encouraging this from them too. She provides children with consistent, clear and age-appropriate explanations. The childminder supports children to interact with each other appropriately, sharing toys and taking turns with resources. The childminder helps the children to focus on interesting activities, such as colour mixing. She thoughtfully considers and links activities to each child's interests to engage them very successfully.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder plans routines to make the most of all opportunities to teach children and encourage them to practise new skills. Children are extremely independent, and they show excellent skills for their age. The childminder is very patient and gives them time to try to do things for themselves. Children persevere as they pour water at breakfast time. They respond well to praise and encouragement, showing pride in their attempts and achievements. As a result, children's confidence grows, including those with barriers to their learning, who benefit from tailored reassurance and consistent routines that help them engage fully. The childminder understands the importance of supporting children's regular attendance.

p.2

Children's welfare and wellbeing Strong standard

The childminder has highly effective, meaningful interactions with all children in her care. This helps to promote their emotional wellbeing extremely well. Children feel at home in the childminder's home and confidently select resources with excitement. The childminder excitedly joins in, and, together, they engage in creative conversations during play.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes highly effective hygiene practices using well-established routines. Children's privacy is maintained during all aspects of personal care, supporting dignity and trust. Children understand that they must wash their hands after using the toilet and before meals. The childminder has developed very secure attachments with the children in her care, which have a positive impact on their wellbeing and sense of belonging.

p.3

Children's welfare and wellbeing Strong standard

The childminder promotes children's understanding of the importance of physical development through regular activities, such as walking in the local community. These opportunities are used thoughtfully to support children's physical development, curiosity and confidence in the wider world. Mealtimes are a sociable experience, and the childminder uses recall to talk to children about the activities they have been doing and what they are eating for lunch. The childminder has a clear focus on children's welfare and wellbeing. The needs of children, including those with barriers to their learning, are identified and responded to without delay through close working relationships with parents and carers.

p.3

Curriculum and teaching Strong standard

The childminder has high expectations for children, including those with barriers to their learning. She has designed an ambitious and well-sequenced curriculum that builds on what children already know and can do. There is a sharp focus on communication and language. The childminder makes highly effective use of all her interactions to extend children's vocabulary and understanding. Children benefit from her clear pronunciation and the introduction of unfamiliar words such as 'trapezium' and 'ostrich'. For instance, she uses explicit language linked to mathematical concepts such as 'quantity' and 'measure'. Additionally, she supports children to investigate through practical experiences. For example, as the children build towers, they measure the size by counting the blocks. This approach helps children to develop a deeper understanding of what is being taught.

p.3

Curriculum and teaching Strong standard

The childminder uses assessment effectively to evaluate children's understanding and to identify gaps in learning. She is committed to supporting children's personal, social and emotional development and physical development. For instance, she incorporates carefully chosen stories to support children's understanding of feelings and painting activities to support children's coordination and fine motor skills. Furthermore, she collaborates with parents and carers to provide a consistent approach between the setting and home to help children manage and regulate their emotions.

p.3

Inclusion Strong standard

The childminder has established a highly nurturing and inclusive environment where children's individual needs are identified quickly and supported extremely well. She collects detailed information from parents and carers about children's starting points and uses this, alongside her own ongoing observations, to assess what children know and can do. This helps her to plan purposeful learning experiences that build on children's interests and identify any gaps in their learning and development.

p.3

Expected standard

Children's progress is meticulously monitored. The childminder uses accurate assessments to review the effectiveness of support children are receiving. She skilfully adapts activities so that all children can join in and experience success. There is a clear and purposeful focus on developing children's communication and language skills. This consistent approach allows children to communicate their needs, follow routines and confidently join in play with others. Although the childminder does not have any children on roll in receipt of additional funding, she has a secure knowledge and understanding of how to use funding to support children from disadvantaged backgrounds.

p.4

Expected standard

The childminder has established strong partnerships with parents. Her communication is highly effective through daily discussions, photos and updates via communication apps. This ensures that parents are fully informed and involved in their children's learning. Additionally, she identifies and signposts parents to additional support, when needed. These secure partnerships provide continuity of care for children.

p.4

Leadership and governance Expected standard

The childminder recognises the need for professional development. For example, she has undertaken all mandatory training and has kept her knowledge up to date with the most current legislation changes. The childminder reflects on her environment to see how she can enhance this for children. For example, she considers how children engage during group activities and how they will be able to express and consider their own ideas within activities. However, the childminder does not use self-evaluation as effectively as she could to target areas for development. This does not support her to raise the quality of practice to the highest level.

p.4

Leadership and governance Expected standard

The childminder builds effective relationships with parents and carers. They praise her warmth and compassion. Parents appreciate the amount of time that children spend out in the community taking part in many outdoor experiences. The childminder has effective communication. For example, she shares what children need to learn so that parents can support them further at home. This ensures that there is consistency in children's care and learning.

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

The childminder provides a warm and nurturing environment in which every child feels supported and valued. Children's individual needs, interests and abilities are recognised and purposefully supported throughout the provision. All children have a secure and caring relationship with the childminder. This has a positive impact on their emotional security, enabling them to learn and play with curiosity as well as developing their growing independence skills.

p.5

About this setting

Type: Childminder Children show high levels of engagement; they are motivated and confident learners. The childminder offers a rich and thoughtfully planned range of activities for children to explore. For example, children beam with excitement as they mix different paints to make a new colour. Both babies and children are confident communicators. The childminder skilfully weaves communication throughout her curriculum. She narrates play, repeats words clearly and asks open-ended questions to older children. Children play positively together and show interest in one another, helping to create a sense of belonging.

p.6

About this setting

Children consistently display positive behaviour and show kindness to each other. Their physical development is actively promoted through well-planned outdoor experiences and visits to the local community. Early mathematical understanding is continuously developed, as children confidently count, recognise shapes and start to sequence numbers during play.

p.6

About this setting

Parents and carers share that the childminder provides highly effective support during settling-in periods and with extending learning at home. The childminder works with families to promote the importance of good attendance. Babies and children feel safe, secure and emotionally ready to learn. All children, including those with barriers to learning, reach age- appropriate milestones and are supported to thrive in the setting.

p.6

Next steps

The childminder should enhance her professional development to support outcomes for children learning to an even higher standard.

p.6

About this inspection

The inspector spoke with the childminder, children and parents 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. Registration date: 16/06/1993

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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.7

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