Cheryl Christine Linda Brinkworth

Childminder

Unique reference number (URN): EY561628 Registered with Ofsted: 27/06/2018 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

Children's welfare and wellbeing Strong standard

The childminder provides highly effective care that meets children's individual needs and promotes their welfare and wellbeing. She and assistants know all the children very well and work closely with parents to ensure continuity of care and support. The childminder establishes secure relationships with all children. Babies seek and enjoy cuddles with them for comfort and support, demonstrating positive attachments and a sense of security. Babies who have recently started at the setting settle extremely quickly. They separate from their parents with ease, confidently explore the environment and readily engage in and enjoy activities and interactions.

p.2

Children's welfare and wellbeing Strong standard

The childminder supports children to develop healthy lifestyles, independence and an understanding of personal safety. Children independently access their lunchboxes and open food packets, remove and replace their own shoes, and wash hands before meals. They benefit from daily opportunities for fresh air and physical activity. They access the garden space, take trips to local woodlands and places of interest in the local community, supporting their health and physical development. Children also learn to respect and care for other living creatures. For example, they interact gently with the family pets, learning how to handle them appropriately and help care for them. The childminder helps children recognise and express their emotions sensitively. She acknowledges children's feelings and helps them develop strategies to manage emotions appropriately. As a result, children develop a positive sense of emotional wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder works closely with parents to adhere to safer sleeping, feeding and care routines that reflect children's individual needs. These well-managed routines help children feel secure, settled and ready to learn, supporting their overall wellbeing and development.

p.2

Achievement Expected standard

Children make progress that is typical for their age and stage of development. They develop a growing vocabulary and use language with increasing confidence to share their ideas, thoughts and experiences. Children benefit from positive role models and an environment that is rich with language, where they have time to listen, think and respond at their own pace. They enjoy joining in with songs, rhymes and stories, confidently participating in familiar actions, words and repeated phrases. Babies explore their environment with curiosity and confidence and take part in activities alongside older children. Older children show kindness and respect as they include and support younger children in their play.

p.2

Achievement Expected standard

Children, including those with barriers to learning, develop confidence, resilience and independence as they engage purposefully in a wide range of learning experiences. For example, children make choices about their play and select resources that interest them. They confidently access their own water bottles when they need a drink, helping them learn to manage their own needs and develop self-care skills. As a result, they are generally prepared for their next stage of learning, including their move to school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm, home-from-home environment where children understand and follow clear expectations for behaviour. She models respectful behaviour and uses praise, explanations and gentle reminders to reinforce these expectations. Nurturing relationships help children feel safe, secure and valued. As a result, children behave well, respond positively to guidance and show respect for others.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively and build positive relationships with their peers. They take turns, share resources and actively include younger children in their play. For example, when babies join an activity, older children offer them resources, encourage them to have a go and help them participate alongside the group. Children demonstrate kindness, patience and consideration for others.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder adapts support to meet the children's age, stage of development and individual needs, helping them understand expectations and develop self-regulation skills. For example, when children want the same toy, the childminder calmly explains the importance of taking turns and supports children to wait patiently until it becomes available. However, the childminder does not consistently use effective strategies to encourage all children to engage in routine tasks, such as tidying up, which limits using these times as learning opportunities.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality through ongoing communication with parents, she understands family circumstances can change and is accommodating where possible to ensure that children access their funding entitlement. This helps children settle quickly, engage positively in learning and access the full curriculum.

p.3

Curriculum and teaching Expected standard

The childminder typically plans and delivers a broad, well-sequenced curriculum that supports all children, including those with barriers to learning. She places a high focus on creating a safe, secure and nurturing environment where children engage confidently in learning. During story times, children listen attentively and eagerly share what they know about familiar stories. Overall, the childminder extends learning by encouraging children to talk about their families and experiences outside the setting. For example, children confidently share where they went on holiday and how they travelled, and they respectfully listen to others when they speak. When babies join the activity, the childminder sits them on her lap and actively includes them in stories and discussions. As a result, children develop good communication skills, confidence and positive relationships.

p.3

Curriculum and teaching Expected standard

The childminder weaves mathematical learning throughout play and daily routines. For example, children use compare bears to count accurately, identify colours and compare sizes using language such as 'bigger' and 'smaller'. They use large tweezers to sort the bears into coloured cups, strengthening their small hand muscles while developing their understanding of number, colour and size. The childminder uses effective questioning to encourage children to compare, sort and solve simple problems. As a result, children gain confidence in early mathematical concepts, develop their counting and reasoning skills, and make good progress from their starting points.

p.3

Inclusion Expected standard

The childminder typically identifies potential barriers to children's learning. She works closely with parents and shares strategies with them to help close the gaps, for example reducing reliance on comforters to enable more opportunities to use language. She considers each child's individual circumstances and identifies appropriate next steps in learning. This helps to ensure that children make steady progress and are ready for their next stage.

p.4

Inclusion Expected standard

The childminder identifies the variety of ages, personalities and abilities of children that she cares for. She is aware that this can create barriers for children's engagement. The childminder ensures that any barriers to learning are minimised by ensuring that activities and resources are accessible for all children. For example, resources are easily accessible in low-level storage for younger children to access. In addition to this, the childminder asks children to choose activities they would like to play with. This enables children of all ages to make choices and access a variety or appropriate resources independently.

p.4

Inclusion Expected standard

The childminder is typically aware of those children who are quieter and, at times, need additional encouragement to participate with the group and have a go. For example, during busier garden games, the childminder is mindful of those children that watch the group. She offers words of encouragement to these children and asks them if they would like support, such as to hold hands, so they can join in, with the childminder's reassurance. Children receive positive support to help ensure that they always feel included and are able to participate in learning at their own pace.

p.4

Leadership and governance Expected standard

The childminder demonstrates a secure understanding of the setting's strengths and areas for development. She reflects on her practice and takes appropriate action to improve outcomes for children.

p.4

Leadership and governance Expected standard

The childminder places children's needs at the centre of her decision-making. She knows children and their families well and works closely with parents and carers to ensure continuity in children's care, learning and development. She is particularly responsive to the needs of families where one parent is away from home for extended periods. Through regular communication and good partnerships, she provides consistency and emotional support, helping children feel secure and settled. She also works with other professionals when required to ensure that children, including those with barriers to learning, receive appropriate support. The childminder deploys any assistants she works with effectively to support children's care, learning and wellbeing.

p.4

Leadership and governance Expected standard

Parents speak highly of the childminder and any assistants she works with. They describe them as kind, trustworthy and approachable, and praise the excellent communication they receive about their children's care and development. Parents report that their children make good progress and love to attend. The childminder values the contribution of any assistants she works with and promotes a positive working environment. She considers workload and wellbeing and provides lots of opportunities for open discussion. They complete mandatory training and keep their knowledge up to date. For example, they are aware of the new safer sleeping guidance and adhere to this. However, the childminder has not fully maximised opportunities to access targeted training for herself and any assistants she works with to enhance professional development, practice and strengthen outcomes for children.

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 are happy, confident and ready to learn in this warm and nurturing setting. They form secure relationships with the childminder and any assistants she works with, who know them well and help them feel safe, valued and included. All children settle well from the moment they start, and the childminder ensures that she has the knowledge from parents to best help children thrive at the setting.

p.6

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

Children enjoy a wide range of active learning experiences that support their physical development and social skills. For example, in the garden, children eagerly take part in races with their friends, competing on trikes and on foot. They cooperate well, wait for one another and show consideration for their friends during play. The childminder provides words of support and encouragement, helping children build confidence, resilience and a positive attitude towards challenges. Children demonstrate determination as they practise new skills and celebrate achievements. These experiences help children develop their physical coordination, self-esteem and ability to work alongside others.

p.6

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

Children develop social skills as they play independently and collaboratively with their friends. They create imaginative narratives of going on holiday during their play, drawing on their own experiences and interests. Children confidently invite others to join their play, asking, 'Would you like to play?'; they negotiate roles and share ideas. They listen to one another's suggestions and work together to extend their play experiences. These opportunities help children develop their communication and language skills, strengthen friendships and build their confidence in expressing their ideas. As a result, children engage in purposeful play, demonstrate creativity and sustain their learning for extended periods.

p.6

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

Children develop increasing independence as they make choices about what foods to eat first from their lunchboxes, remembering to eat savoury first, then have any treats. They confidently communicate any wants and needs, supporting their wellbeing. Children are sufficiently prepared for their next stage of learning.

p.6

Next steps

The childminder should access relevant training for herself and her assistants to enhance professional development, strengthen practice and improve outcomes for children. The childminder should strengthen strategies to help children consistently cooperate with routine tasks, such as tidying up, and maximise these as learning opportunities.

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 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

12

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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. 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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9