Barthorp, Lauren Jay

Childminder

Unique reference number (URN): 2822111 Registered with Ofsted: 13/02/2025 Registers: EYR, CCR

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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 demonstrate a range of skills, which evidences the secure progress they are making from their starting points. For example, children use a range of tools to develop their fine motor skills with precision, such as knives to cut fruit, scissors and paintbrushes. All children, including those who need some additional support or who may have barriers to their learning, achieve well due to the carefully planned and targeted support they receive.

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Achievement Strong standard

Children are highly motivated to become confident and independent learners. They enjoy sharing books and focus as they recap on their favourite stories. This encourages a love of reading and develops early literacy skills for future learning. Children actively express their views and become confident communicators. They use new vocabulary to engage in purposeful conversations with adults and their peers. Children develop positive attitudes to their learning and show resilience as they complete tasks. The childminder proactively helps children to develop the essential knowledge and skills to prepare them for their future education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm and nurturing environment where children build strong attachments. This enables them to feel calm, secure and ready to learn. The childminder and assistant are excellent role models. They demonstrate consistent supportive interactions and promote positive behaviour. In turn, this supports all children to understand how to interact with their peers and know what is expected of them. Children develop a secure understanding of their emotions and learn vocabulary to explain how they are feeling. This enables them to use good manners and say 'no thank you' if they choose. Children are encouraged to sort any minor conflicts and begin to recognise how sharing and being kind affects their own and others' feelings. Children demonstrate their understanding as they work together collaboratively and offer to help their peers. This strengthens children's social interactions and emotional wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has fair and consistent routines, which support children's understanding of what is happening next and encourage them to practise new skills. Children benefit from clear instructions that reflect their age and stage of development. They develop their self- help skills, washing hands, serving food and attending to their personal hygiene needs. Children show a positive attitude and listen extremely well. They willingly help with tasks, such as tidying up in the garden and clearing their plates from the table after eating lunch. Children enjoy receiving praise, which boosts their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works effectively with parents and carers to promote the importance of regular attendance. She checks on children's wellbeing during absences and offers support to minimise any barriers to their learning.

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Children's welfare and wellbeing Strong standard

The childminder gets to know children exceptionally well from the start and has an extremely effective key-person system in place. She consistently works with parents and carers to gather detailed information, which supports children to settle quickly and build strong attachments. The childminder and assistant are very attentive to children's changing needs in a sensitive manner. They exchange information with parents on arrival, so they can actively support children's wellbeing throughout the day. This ensures that children are happy, settled and engaged in their learning. Children are treated with kindness and respect. They enjoy cuddles when needed and receive reassurance, which positively enhances their confidence.

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Children's welfare and wellbeing Strong standard

All children, including those with special educational needs and/or disabilities or those who may have barriers to their learning, are fully supported to develop their physical skills. They regularly play outside, visit parks and places in the local community where they are skilfully taught to manage risks, build their confidence and resilience. Children actively learn about the benefits of healthy lifestyles, eating nutritious meals and drinking water. They practise cleaning models of teeth to enhance their understanding of oral health routines. The childminder ensures that her routines are fully embedded to follow safer eating and sleeping requirements to keep all children safe. The childminder maintains supervision at all times, which supports children to make their own choices and decisions within a safe environment.

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Curriculum and teaching Strong standard

The childminder has a clear vision and high expectations for children's learning and development. She builds on her previous knowledge and experience to plan and provide a well-sequenced curriculum that covers all areas of learning. The childminder places a high priority on children's wellbeing and language skills. She understands the importance of children feeling safe and secure, in order to build strong foundations for their learning.

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Curriculum and teaching Strong standard

The childminder skilfully adapts her teaching skills to enhance children's learning at their level of understanding. She positively interacts as they play, asking questions that challenge their thinking effectively and giving children time to think and respond. New vocabulary is woven through conversations, and commentary is provided. The childminder and assistant encourage children to speak clearly, repeat words and extend their sentences. Children learn new words as they make smoothies and learn about different fruits being ripe and ready to eat. They gain a wealth of knowledge about other cultures and fruits grown across the globe as they share stories to enhance their understanding. The childminder expertly promotes mathematics through play and routines. Children learn the names of different shapes and count how many sides they have. They transport water and understand concepts of heavy and light and learn some positional language as they stretch their bodies

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Curriculum and teaching Strong standard

during physical play. The childminder increases children's understanding of time as they hold the blender and count for 10 seconds each.

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Inclusion Strong standard

The childminder is fully committed to embedding a culture of diversity and inclusion throughout the service she provides. She is dedicated to ensuring that every child benefits from a meaningful experience during their time in her care. This means that she has enhanced her knowledge of supporting children with special educational needs and/or disabilities and those who may have barriers to their learning and/or wellbeing to provide for their individual needs. The childminder gets to know children well from the start. She uses observations and completes detailed progress checks to help identify any gaps in their learning. This enables the childminder to carefully assess and plan any targeted support that helps children to make strong progress from their starting points. She is proactive in following procedures to seek advice from professionals and make referrals when needed.

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Inclusion Strong standard

The childminder makes skilful adaptations to her strong teaching skills and established routines to support children's needs and their individual levels of development. She proactively works with parents and carers and keeps them updated on any changes. The childminder is insightful. She signposts to local organisations and supports parents with advice on toilet training, speech and language groups and e-safety. The childminder assists children who are late walkers to develop their core strength and complete exercises from the physiotherapist. She also encourages children to try new foods and benefit from a more balanced and nutritious diet. The childminder shares her knowledge of how to use funding to benefit the children and enhance their learning.

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Leadership and governance Strong standard

The childminder is dedicated, enthusiastic and passionate about her role. She strives to provide high-quality care and education for all children and ensures that they are fully prepared for their next stage of learning. The childminder is fully supportive of her assistant and ensures that she regularly checks on her wellbeing and managing her workload. The childminder and her assistant are proactive in increasing their continued professional development. Recent training has enhanced their knowledge around extending planning for outdoor play opportunities for all children. In turn, this has increased all children's physical and emotional wellbeing.

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Leadership and governance Strong standard

The childminder has a strong and clear vision for ensuring that she maintains her high standards. She regularly reflects on her practice in detail and reviews where changes can be made to benefit children further. She values views from children, parents and carers to further support areas for development. The childminder is currently developing her practice further to be more sustainable. She is teaching children how they can reuse, reduce and recycle to support the environment.

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Leadership and governance Strong standard

The childminder works proactively with parents. She shares children's next steps in learning and ideas to extend learning at home. Parents speak highly of the childminder and acknowledge the excellent care and learning their children receive. Partnership working is effective with other professionals to ensure that any additional support is accessed when needed to support children with special educational needs and/or disabilities and those who may face barriers to 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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What it's like to be a child at this setting

All children flourish and enjoy spending time with the nurturing childminder and her assistant. They benefit from her welcoming and well-organised environment where they feel safe, secure and valued. This has a positive impact on children's emotional security and increases their confidence. Children settle quickly and assuredly make choices as they start their day. They select resources that capture their interests and have been thoughtfully provided to meet their age and stage of development. This enables children to lead their own play.

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

Children engage in a wide range of purposeful play activities that strengthen their thinking and allow them time to practise their skills in an inclusive environment. For example, children use scissors to cut cooked spaghetti and hunt for a familiar giraffe toy. They recap on their previous learning of sharing a story and practise their dancing. Children develop a strong sense of belonging as they discuss the moral of the story with the childminder and begin to understand that everyone has unique strengths and can achieve in their own way. Children learn that their voices are important and feel listened to as they share their views.

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

All children, including those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing, build strong attachments with their peers. They learn to share resources and take turns as they play. Older children use the phrase 'teamwork' as they work together. Children benefit from being active and enjoying the fresh air. They regularly embark on trips in the community to increase their understanding of the wider world and people who help us. Children meet and learn about the role of a postal worker and local gardener to gain first-hand experiences. They learn

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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

about nature, the importance of watering flowers and vegetables and caring for bugs and insects to enhance the environment.

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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 children, parents, the childminder and her assistant 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. 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. 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 .

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Urgent improvement

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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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