Chapman, Charlotte Lavender Phyllis Joanne

Childminder

Unique reference number (URN): 2806152 Registered with Ofsted: 18/10/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's positive behaviour through consistent praise and by engaging children in sensitive discussions about the impact of unwanted actions on others. These strategies are adapted incredibly well for younger children to provide them with an equal understanding. For example, the childminder uses props such as dolls to role model and embed positive behaviours for all children. As a result, all children behave impeccably and show immense consideration and kindness towards others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is committed to promoting children's full attendance at the setting. She works closely with families from the start to identify potential barriers to attendance and skilfully introduces highly effective strategies that help ensure all children receive their full entitlement. For example, during settling-in sessions, the childminder creates welcoming invitations to play at the entrance to her home that are focused on individual children's interests.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly independent and delight in completing tasks because the childminder demonstrates patience and gives them time to develop the required skills. For example, children create their own cosy and safe nap-time area each day. They fetch their individual sleep sacks and make their own beds. In addition, children work together to select their choice of story to listen to while cuddling up to one another and their childminder.

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Children's welfare and wellbeing Strong standard

The childminder places a sharp focus on developing children's emotional wellbeing during all activities and routines. She is incredibly responsive to children's changing circumstances and evolving needs. The childminder embraces every opportunity to explore children's feelings and helps them to understand why they may be experiencing different emotions. As a result, children demonstrate very high levels of empathy towards one another and are keen to support the wellbeing of their peers. For example, prior to nap times, children soothe and comfort their friends with cuddles and reassuring words.

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Children's welfare and wellbeing Strong standard

Children make their own healthy choices throughout the day and demonstrate a deep understanding of the positive impact these choices have on their physical and emotional wellbeing. For example, children look forward to nap time and explain how resting will give them energy for their exciting afternoon of making potions.

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Children's welfare and wellbeing Strong standard

Meal and snack times are highly sociable and safe routines where children enjoy the fruits and vegetables they grow in the garden. In addition, they are learning how to keep themselves safe by exploring when foods may need to be cut up further, and understanding that drinking milk and water will keep their teeth strong. The childminder skilfully links this learning to support the understanding of specific children who will benefit from this knowledge. For example, children learn that newborn babies must only drink milk from their mothers or from bottles, as this is special, safe milk that will help them grow.

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Achievement Expected standard

Children typically demonstrate the skills that they will require for their future learning. They are generally confident communicators who demonstrate age-appropriate language skills, asking for help and expressing their needs verbally and through affectionate gestures.

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Achievement Expected standard

Children demonstrate that they feel secure in their learning environment. They confidently explore activities and select their choice of resources during sessions of free play. Children are familiar with routines and expectations around behaviour and conduct. For example, children independently fetch clothes and a small vacuum cleaner to help clear up after messy play.

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Achievement Expected standard

Children are highly sociable, kind and confident. They willingly share resources with one another and collaborate well during group play, understanding that their needs may not be met immediately. Developing these skills provides particular support for children who may be experiencing changes in their home environments and helps prepare those who may be moving on to school.

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Curriculum and teaching Expected standard

The childminder focuses on children's interests well when planning her curriculum. She understands that this helps to engage children and support their learning. Children all show a deep fascination with outdoor play. The childminder has created an exciting and engaging outdoor play area where children explore physical activities, learn to take turns and share the various equipment available. In addition, children typically develop their language and literacy skills as they explore pertinent books and make marks on chalkboards.

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Curriculum and teaching Expected standard

There is a clear focus on developing children's mathematical skills with resources that encourage measuring, counting and sorting. However, on occasion the childminder does not focus her mathematical teaching on the precise needs of individual children.

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Curriculum and teaching Expected standard

The childminder carefully considers the needs of children who may face barriers to their learning when planning her environment and teaching. For example, during a water play session, young children develop coordination and physical skills by pouring and splashing in the water. The addition of sponges and dolls allows other children to develop these skills alongside gaining an understanding of how to care for babies safely around water.

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Inclusion Expected standard

The childminder works closely with families to gather deep insights into children's early experiences at home. She uses this knowledge to identify possible barriers to children's learning and acts swiftly to minimise their impact on children's learning and development. For example, the childminder is aware that some children may be experiencing changes to their normal home routines. She adapts her routines and activities accordingly to help prepare children for these changes. The childminder typically adapts the learning experiences and teaching that she provides to allow all children to engage. For example, during a farm sensory activity, older children explore the 'crunchy' texture of the cereal and identify different animals while younger children mimic the noises that the animals make.

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Inclusion Expected standard

The childminder monitors children's learning closely to swiftly identify gaps in their learning. Her vast knowledge and experience of supporting children with special educational needs and/or disabilities mean that she puts individual learning plans in place and liaises with her close network of professionals. This swift action provides appropriate support for both children and their families.

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Leadership and governance Expected standard

The childminder evaluates all aspects of her practice well. She reflects on feedback from parents and carers and other professionals as well as careful cohort analysis of children's progress. This highlights areas for improvement and identifies gaps in her teaching. At times, however, she is not swift enough to act on her findings and seek additional training or support to enhance her teaching further.

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Leadership and governance Expected standard

Parent partnerships are collaborative, supportive and respectful. Parents comment on how children feel at home in the childminder's care. Furthermore, they recognise the childminder and her family as an extension of their own. Parents particularly appreciate how the childminder develops a deep understanding of their children and celebrates their unique characters, allowing them to flourish in her care.

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Leadership and governance Expected standard

The childminder develops equally respectful and collaborative relationships with staff and leaders at other settings that children attend. They share appropriate development information that the childminder incorporates into her teaching. This provides a consistent approach to supporting children's development. For example, the childminder attends sessions at other settings to observe children in alternative environments. She uses the information gained to embed their learning back in her own setting.

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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 thoroughly enjoy the time they spend in this exciting learning environment. Throughout the day, they demonstrate enthusiasm in play and a zest for learning, positive attributes that will support them well in their future development. The childminder encourages this positive attitude to learning by creating an environment that focuses on children's needs around their individual interests. For example, she has created extensive outdoor learning experiences in her home that support children's physical and exploratory needs, alongside delivering the broader learning and development requirements.

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

All children are highly sociable and demonstrate deep confidence during interactions with both adults and their peers. Visitors are cordially invited into children's games, helping to bathe dolls and joining in their outdoor tea party. The childminder provides opportunities for children to practise and perfect these skills in the local community. For example, children attend forest school sessions at other local settings and spend time sharing stories, songs and crafts with their elderly friends in organised community events.

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

Children form deeply caring relationships with one another. Older children help their younger friends prepare for outdoor play, allowing them to choose their favourite hat to wear and helping them with their shoes. These kind and nurturing behaviours are well embedded in children's interactions because the childminder is a wonderful role model for children. She consistently displays respectful and kind behaviours and takes every opportunity to explore children's emotions during the day. For example, the childminder encourages children to reflect on why they feel such emotions and the impact that this, and the resulting

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About this setting

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

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Facts and figures used on inspection

behaviours, may have on others. As a result, all children are kind and empathetic and consider the needs of others during play.

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Next steps

The childminder should adapt her mathematical teaching to consider the varied ages of all children who attend. The childminder should consider strategies to enhance her own knowledge and skills to support her in raising the quality of her teaching to a consistently high level, specifically around the curriculum relating to children's mathematical development.

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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. 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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