Mayhew, Rachel

Childminder

Unique reference number (URN): 2807419 Registered with Ofsted: 21/11/2024 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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Achievement Strong standard

Children make rapid progress in their learning and development. They develop as confident communicators who are keen to express their thoughts and ideas. Two-year-old children communicate confidently using simple phrases. Older children begin to develop the ability to talk about their emotions.

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Achievement Strong standard

Children develop an awareness of numbers and counting. For example, as they sing number songs, older children count with numbers in order and begin to show quantities on their fingers. Younger children begin to use numbers and counting.

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Achievement Strong standard

Children gain a range of skills that prepare them for the next stage in their learning. They listen and join in with songs and rhymes. They patiently wait for their turn. Younger children learn to play alongside each other and use familiar experiences to develop their imaginative play. For example, they create scenarios such as bedtime or snack time as they play with play people and houses.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has clear routines and expectations which children follow. As they get ready for song time, children eagerly choose their cushions to sit on. They sit down and wait for the childminder to start the song bag chant.

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Behaviour, attitudes and establishing routines Strong standard

The childminder plans opportunities to help children to share and take turns. For example, as they do a singing activity, the childminder talks about who has already picked something out of the song bag and whose turn it is next. This careful teaching helps children to share and take turns. When conflicts do occur, the childminder supports children to understand that other children want to use the same toys. She teaches them simple phrases that can help them express their needs. For example, as toddlers grab scarves off their friends, she teaches them to wait and say 'please'. This supports children to play harmoniously. Children who face barriers to their learning play alongside other children with ease.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes to their learning. They concentrate for an impressive length of time given their age and stage of development. This is evident as they concentrate and join in with several songs. Children choose activities eagerly and play alongside their friends. For example, they enjoy playing together in the toy kitchen or in the water outside.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works with parents and carers and shares the importance of regular attendance to help children benefit from their time with her.

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Curriculum and teaching Strong standard

The childminder's curriculum is well thought out. She places a high priority on children's communication and language, as well as their physical skills. She observes children regularly and knows what she wants children to learn next. The childminder notices what children are doing and uses these interests to develop learning further. For instance, as

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Expected standard

children play with scarves, she reinforces key phrases, such as 'peek-a-boo'. She supports younger children to grasp the scarf in 2 hands to put on their head.

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Expected standard

She carefully weaves learning opportunities into children's play. For example, as children sing the song 'five little ducks', she carefully demonstrates counting and encourages children to count fingers themselves. Children gain a range of skills to support them in their future learning.

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Expected standard

She provides a wealth of opportunities for climbing, balancing and developing their core strength.

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Expected standard

The childminder uses songs as a valuable resource to develop children's language. Before they sing a song, she reminds children of key words in songs such as 'high', 'low', 'fast' and 'slow'. As she sings a song about spiders, she reinforces the names of different body parts, encouraging children to point to and name their body parts. The childminder places a high priority on books. She plans time in her daily routine for children to enjoy books and rhymes. This helps all children, including those who face barriers to their learning, to expand their vocabulary.

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Inclusion Strong standard

The childminder uses her observations and assessments to identify where children are in their learning. She works with parents and carers exceptionally well to understand children's stage of development. Together, they develop a targeted plan to support children's learning further. The childminder identifies professional development opportunities to support children further. She seeks advice from other professionals, such as speech and language therapists to provide support.

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Inclusion Strong standard

The childminder makes adaptations to her environment to help children to understand and communicate. She uses visual resources to help children understand what is happening. For instance, she uses a song bag and cushions to help children anticipate a change to the routine. They also understand that they need to sit on the cushion to participate. This early support has helped children to thrive in the environment and to make rapid progress.

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Inclusion Strong standard

The childminder goes out of her way to provide support and guidance to families. She recognises when families would benefit from early help. She works with professionals from health to ensure they get the help they need. The childminder knows where she can get further advice for families. She ensures that parents receive any funding they are entitled to. The childminder is aware of how she could use additional funding to support children's progress.

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Children's welfare and wellbeing Expected standard

The childminder typically places a high priority on children's welfare and wellbeing. She knows children incredibly well and goes out of her way to support children. For example, when children struggle with transitions to school and nursery, she researches ways that she can make transitions easier. However, she has not yet explored effective ways of sharing this information with schools. As a result, children do not benefit from a shared approach to supporting their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder makes adaptations to mealtimes to help children with special educational needs and/or disabilities express their needs. For example, she provides visual resources so that children can indicate when they have finished eating.

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Children's welfare and wellbeing Expected standard

The childminder helps children to develop an understanding of healthy lifestyles. She seizes opportunities to talk about healthy foods. For instance, when children play in the kitchen preparing snack, the childminder encourages them to think about foods that are good for them. The childminder provides a range of healthy foods. Children thoroughly enjoy fruit and hummus or soft cheese. They drink water or milk. The childminder reinforces hygiene. She washes her hands and those of children. After they have finished eating, she reminds them to wipe their hands and faces. Children enjoy plenty of fresh air and exercise.

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Leadership and governance Expected standard

The childminder has a very clear understanding of her strengths and areas for priority. She gathers feedback form parents and carers to help her develop her provision further. For instance, she is currently looking at ways for parents to spend time with their children in her home to understand the learning opportunities she provides. The childminder accesses training to help her address her areas for priority. For example, she researches strategies to help children who find transitions difficult. She shares information with parents to develop a consistent approach to supporting children's care and learning.

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Leadership and governance Expected standard

The childminder typically works effectively with schools and nurseries to share information to support children's care and learning. The childminder is aware that this is an area she could develop further. For example, she is not always sufficiently proactive to establish a consistent, shared approach to supporting children's care and learning, particularly when children first start.

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Leadership and governance Expected standard

The childminder has a highly effective relationship with parents. She gathers detailed information when children first start to understand any routines and care needs. She has an incredibly open relationship with parents and works with them consistently well to develop effective strategies to support children's learning and development further. For instance, they develop a consistent approach to help children as they make the transition to nursery or as they begin to use the potty. The childminder shares detailed information about online safety and gives clear messages about screen time to parents.

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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 are happy and confident in the home of this dedicated and caring childminder. They demonstrate an excellent relationship with the childminder and other children. They thoroughly enjoy playing with scarves. They laugh and giggle as they put the scarves on each other's heads and arms, saying 'boo'. Children play alongside each other happily. They talk to each other confidently as they play with cars in the toy garage. They are keen to express their thoughts and ideas because they know the childminder listens. For instance, they suggest what they can do after singing time.

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About this setting

Type: Childminder All children, including those who experience barriers to their learning, enjoy their time with the childminder. They look forward to attending so that they can see the childminder and their friends. Children thrive on the structured routine, where they anticipate what comes next. For example, they know after snack that they play in the well-equipped garden. Both inside and outside, children enjoy a broad and balanced curriculum. They are confident and curious learners who relish the opportunities available to them. For instance, children enjoy collecting painted pebbles outside. They take them to the decked area and sit down and explore them with their friends. Children talk about colours, shape and size as they explore them. They demonstrate positive attitudes to their learning and gain a range of skills to support them in their future learning.

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About this setting

Children behave well. They know the childminder's expectations. They wait patiently for their highchairs. Children tidy up toys when they are asked in anticipation of the next activity. They show impressive self-control for their age. For instance, they wait for a turn on the see saw outside and for their friends to choose a scarf out of the box before choosing one themselves.

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Next steps

The childminder should continue to work with other providers to establish a consistent shared approach to supporting children's care and wellbeing, particularly when they start at school or nursery.

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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. Registration date: 21/11/2024

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About this inspection

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

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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

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 .

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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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