Hill Teresa

Childminder

Unique reference number (URN): 405327 Registered with Ofsted: 13/08/2001 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 Expected standard

All children typically make positive progress from their various starting points. They develop key-life skills. For example, they use their growing fine motor skills to pull down the peel of their bananas and can feed themselves. Children learn about differences and similarities between themselves and others through stories. They develop their listening skills and communication and language as they sit and enjoy stories and show understanding of when to turn the pages. They learn new language and develop their vocabulary as they explore pictures of different fruits and vegetables and show curiosity as to their names. However, children are not given consistent positive instructions to support their behaviour. This can sometimes impact their behaviour and distract from the planned learning opportunities. All children independently make choices about what they would like to play with and explore. This supports the development of their self-confidence and independence. However, at

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Achievement Expected standard

times, children are not provided with consistent opportunities to develop their independence through being provided with opportunities to manage their own self-care. This means that they may not make progress as swiftly as they could.

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Behaviour, attitudes and establishing routines Expected standard

Children are confident, settled and motivated to learn. They demonstrate positive and trusting relationships with the childminder. For example, they are comfortable to ask for help when needed and feel assured that they are going to receive support. Children demonstrate their understanding of well-embedded routines. For example, they know to wash their hands before eating and to take their shoes off before going for a sleep. This means that children feel safe and reassured as they know what is coming next. Children are generally well behaved, and the childminder has high expectations of all children. However, at times where there may be instances of poor behaviour, the childminder does not consistently use positive language to communicate what is expected of children. Children play collaboratively with each other and develop key social play skills, such as taking turns to balance on the stepping blocks. The childminder typically uses positive praise to commend children's efforts

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Behaviour, attitudes and establishing routines Expected standard

when they have had a go at an activity or task. This promotes kindness and respect within the setting. The childminder promotes and explains the importance of regular attendance with parents. She communicates the benefits and how regular attendance will support school readiness.

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Children's welfare and wellbeing Expected standard

The childminder has built a warm, welcoming environment where children are settled and demonstrate their trust in her. For example, children show confidence to ask for help, which impacts positively on their welfare and wellbeing. Warm and trusting relationships are built upon, and children are happy and comfortable within the setting. There is a calm and focused atmosphere that has been created. Children enjoy the fresh air and spending time in the outdoor environment. For example, they engage in sensory play in the sandpit and develop the muscles in their legs as they sit and make the play car move. Children follow suitable hygiene routines. They wash their hands before eating and after playing outside, and the childminder wipes their hands after messy play. However, the childminder does not provide additional, consistent opportunities for children to manage their own self-care routines, such as wiping their own hands and faces after meals. This means that children do

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Children's welfare and wellbeing Expected standard

not always have the opportunity to further develop their independence.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about the importance of regular tooth brushing. She checks with parents if children have visited the dentist and encourages parents to do this. Children enjoy healthy snacks and balanced lunches. They are encouraged to develop skills, such as pulling down the peel of their bananas. The childminder ensures that all children can access this by providing differentiated support where necessary. Mealtimes are typically used well to converse with children as they eat. This develops children's social skills and social awareness. The childminder closely supervises children to ensure that they remain safe during play, meals and sleep. The childminder shares regular reviews and key policies with parents to ensure that children are kept safe throughout the setting.

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Curriculum and teaching Expected standard

The childminder provides a broad and engaging curriculum that supports children's learning across all areas of development and has some focus on children's interests. The childminder ensures that an inclusive curriculum is accessible through providing a range of adapted learning opportunities. Children develop their mathematical knowledge and skills. For example, the childminder exposes children to mathematical language. They are encouraged to count beads and to see how many more they can fit onto their string. The childminder teaches children about size as they compare the big and little bears. There is a focus on developing children's physical skills. For example, the childminder provides opportunities for children to develop their balance and hand-eye coordination as they carefully step from one stepping block to another. The childminder ensures that children benefit from regular access to fresh air outdoors. The childminder encourages children to

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Curriculum and teaching Expected standard

develop their gross motor skills as they use the strength in their arms to pull themselves up onto climbing equipment and enjoy sliding down the slide. The childminder typically uses praise, questioning and a range of vocabulary to extend learning and keep children engaged.

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Curriculum and teaching Expected standard

The childminder encourages children to experiment with mixing paint, so they can see how colours change and develop their understanding of the world around them. However, at times, the childminder does not provide opportunities for children to further develop their independence consistently throughout the setting. This means that children do not always learn the different ways they can build on their independent skills.

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Inclusion Expected standard

The childminder provides an inclusive environment for all children, including those with special educational needs and/or disabilities (SEND) and those with additional barriers to learning. Although no children with SEND currently attend, she demonstrates sound knowledge of how she would support children effectively and adapt to meet their needs. For example, she is able to explain how she would initially assess children's skills and knowledge. The childminder is able to explain how she would then implement tailored target plans to ensure that children were supported to meet and achieve suitable milestones for their development stage. The childminder provides ongoing support for all children from different family backgrounds. She works collaboratively with families and makes adaptations to suit their individual circumstances. The childminder is dedicated to further developing her knowledge and skills to support children with SEND by attending regular, recent training.

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Inclusion Expected standard

The childminder has professional working relationships with external professionals, such as health visitors. This ensures that her setting will provide tailored support for children and that parents will receive relevant support and guidance.

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Leadership and governance Expected standard

The childminder is passionate about her roles and responsibilities. For example, she ensures that she provides a range of experiences in and out of the setting during outings to enhance children's learning opportunities. She ensures that all mandatory training is kept fully up to date. She also regularly attends further training to continue her professional development in areas she is less confident in. This demonstrates the childminder's reflective practice and dedication to providing a high-quality provision for all children to benefit from. The childminder has a well-rounded understanding of the context of her setting and the children and families that she cares for. For example, she is able to provide flexible support for busy families who may need additional care due to other commitments. The childminder has contacts with the local health visitor and the area special educational needs coordinator.

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Leadership and governance Expected standard

This means when children require further support, she is able to work alongside other professionals to ensure that appropriate adaptations are in place.

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Leadership and governance Expected standard

The childminder places an emphasis on building positive relationships with parents and carers. She shares information regularly through communication books that provide individualised information about each child. This helps parents to remain informed about their child's experiences, learning and development. This has supported the childminder to develop positive partnerships with parents. Parents and carers report that their children are happy, settled and enjoy attending. They value the childminder's flexibility and clear communication and feel their children have made good progress through the care and learning opportunities provided. Parents describe the childminder as dedicated and attentive to each child's individual needs, praising her for going above and beyond to provide additional care and a wide range of enriching activities and outings.

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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 benefit from a warm, welcoming and nurturing environment where they feel safe, secure and valued. Positive and trusting relationships with the childminder help children to feel confident and settled, enabling them to engage fully in play and learning. Children demonstrate a sense of belonging and are comfortable seeking support when needed.

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

Children's communication and language skills are promoted well through meaningful conversations, stories and everyday experiences. Children regularly hear new vocabulary during play and daily routines, helping them build the language they need to talk confidently about what they see, do and experience. Children develop their listening and attention skills as they enjoy sharing books together. Mealtimes provide valuable opportunities for conversation, helping children to build their language, social skills and confidence in communicating with others. Children are supported to develop their physical skills through a range of well-planned activities both indoors and outdoors. They enjoy regular access to fresh air and opportunities to challenge themselves physically. For example, children strengthen their balance and coordination as they move across stepping blocks and develop their gross motor skills when climbing, sliding and exploring outdoor equipment.

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

Children enjoy a broad range of experiences that promote creativity and curiosity. They explore different materials and resources, including paint, where they experiment with colour mixing and discover how colours can change. Sensory experiences, such as playing in the sand, encourage children to investigate, explore and learn about the world around them. Children generally develop their thinking and extend their learning through the positive interactions and questioning they experience. Children develop independence through

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About this setting

Register(s): EYR, CCR, VCR opportunities to make choices about their play and learning. They freely select resources and activities that interest them. Children learn and follow familiar routines, such as washing their hands before meals and preparing for sleep times. They develop important life skills that prepare them for future learning.

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About this setting

Children also benefit from regular outings within the local community, particularly visits to the local coffee shop. These experiences help children develop confidence in new environments, practise their social and communication skills, and learn about the world beyond the setting. Overall, children are happy, motivated and engaged learners who enjoy a range of experiences. Through caring relationships, planned learning opportunities and regular community experiences, children make positive progress and develop key skills for their future learning.

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Next steps

The childminder should use more frequent, positive language to help children understand what is expected of them. The childminder should strengthen opportunities for children to develop independence consistently throughout the setting.

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About this inspection

The inspector spoke with the childminder and children 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 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

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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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