Swabey, Claire Elizabeth

Childminder

Unique reference number (URN): 2802907 Registered with Ofsted: 07/10/2024 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

Achievement Expected standard

All children make typical progress in their learning and development from their individual starting points. Children enjoy the company of others and begin to form friendships. They join in with imaginative play, such as when they pretend to make ice creams, sharing ideas of favourite flavours. Children's understanding of mathematical concepts helps them count in sequence, identify whether objects are heavy or light and use language such as 'big' and 'small' when comparing the sizes of characters in stories.

p.2

Achievement Expected standard

Children develop confidence in choosing toys and resources that interest them and persevere in new routines that build on their skills. For instance, children chose ride-on cars and scoot along, navigating around their friends with care. Babies gain confidence in standing, as the childminder helps and supports them in practising these new skills.

p.2

Achievement Expected standard

Children gain a range of skills that helps them to be ready for their next stage in their education, including school or pre-school, when the time comes.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model for children. She treats children with kindness and courtesy, and this is evident in all that she does. Children learn about the childminder's high expectations for their behaviours. She is sensitive to the differing ages and stages of children's development and the impact this has for them in recognising and responding to their differing wants and needs. When children need gentle reminders about sharing and turn-taking, the childminder does this gently and with care, while promoting consistency in her expectations. Children listen and respond to the childminder, as she is consistent in her approach to supporting children's social skills. This helps to ensure that children learn about valuing and respecting their differing needs of their friends.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, children maintain attention in activities that interest them. At times, when children need additional support to help them persist in more challenging learning, the childminder encourages and praises them to help them learn the importance of trying new things. The childminder promotes positive attendance in her setting, working closely with parents. This helps to ensure that children attend regularly and benefit from the time they spend with the childminder.

p.2

Children's welfare and wellbeing Expected standard

The childminder takes the time to get to know the children she cares for. She recognise the unique personalities of each child and understands how individual children like to learn. For instance, she recognises that some children prefer more active play and ensures that they benefit from opportunities for outdoor play. Children develop their large-muscle movement skills as they learn how to climb steps to the slide and safely slide down. Children learn how to kick balls into the goal, adjusting their bodies and developing coordination of their feet and legs to successfully score. The childminder works with parents to help children receive healthy meals. She understands the importance of safe sleeping and eating routines, including ensuring that foods provided are served in such a way as to reduce any risks of choking. She is fully aware of children's allergies and how to work in partnership with parents and other professionals to meet

p.2

Children's welfare and wellbeing Expected standard

children's needs. The childminder teaches children routines to support their physical health, such as washing their hands before they sit to eat. Children develop independence in doing this, alongside feeding themselves and using cups to drink from. However, sometimes the childminder does not fully extend these opportunities, such as helping children learn how to wipe their own noses.

p.3

Curriculum and teaching Expected standard

The childminder plans a curriculum that promotes the 7 areas of learning, adapting this for the differing ages of children she cares for. Opportunities for children to develop a love of books are provided. For instance, children visit libraries to choose new books and join in with 'Rhyme time' sessions.

p.3

Curriculum and teaching Expected standard

The childminder uses a range of opportunities to model language, through conversations, story telling and narrating children's play. For instance, as children act out parts of stories, the childminder teaches new words such as 'scoop' and 'fill' to help children connect words to actions they make. Children repeat back new words they hear, as the childminder helps them sound them out. However, at times, the precise planning for children's next steps is not fully refined. The childminder does not identify and target specific aspects of children's speaking skills where teaching can be enhanced to maximise their progress.

p.3

Curriculum and teaching Expected standard

Children enjoy learning. The childminder supports children's emerging mathematical skills. She helps them count and learn about volumes and weight as children empty and fill containers. As children take part in active play, the childminder helps them count the number of steps they take. She gives children time to think and answer, 'What number comes next?'

p.3

Inclusion Expected standard

The childminder offers an inclusive approach in her setting. She gains information from parents, including during the settling-in period. Overall, this helps her to understand each child's background, learning needs and experiences. The childminder uses this information to identify any areas where children may need further support in their learning and development. Through conversation, the childminder demonstrates how she uses any extra funding to bridge learning gaps for children, such as buying resources or adapting her provision to meet their needs.

p.3

Inclusion Expected standard

The childminder understands the statutory progress check at the age of 2 years and what information to include. This helps her to identify any areas where children may need extra support. Where children have some barriers to their learning, the childminder works collaboratively with parents to support shared approaches to children's learning and care. She ensures that advice and support from other professionals is shared to help her understand and support strategies in place that can be mirrored in her day-to-day routines. This supports children to continue to make typical progress towards their individual milestones. All children are welcomed and fully included in the childminder's setting.

p.3

Leadership and governance Expected standard

The childminder is qualified and experienced in her role. She is dedicated to ensuring that children receive positive learning experiences and care routines that promote children's physical health and emotional wellbeing. She regularly meets with other childminders to share ideas and good practices. This helps her to plan and provide a variety of interesting activities and experiences that help to enhance children's outcomes.

p.4

Leadership and governance Expected standard

Parents speak positively about their children's experiences. They say that children are more confident and self-assured since being in the childminder's care. Regular and meaningful exchanges of information between the childminder and parents promote consistency in children's care and learning. For example, children enjoy sharing the stories they learn about at the childminder's setting with their parents at home. This helps to foster a love of reading for children, in readiness for their next stage in learning.

p.4

Leadership and governance Expected standard

The childminder regularly reflects on her practice and professional development to enhance her knowledge and skills. For example, she has adapted children's sleep routines, taking into consideration the recent changes to sleep advice for children in early years settings, to maintain children' safety and welfare. However, there is scope for professional development to focus more specifically on enhancing her teaching skills in response to the individual needs of the children in her care.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

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 show that they feel relaxed and at home in the childminder's care. Babies form secure attachments with the childminder, and their peers, from the outset. They confidently seek comfort when needed and explore the environment with increasing independence. Children enjoy opportunities to share play with each other, developing confidence in the early friendships they make. For instance, toddlers offer babies turns with toys and resources. They recognise that playing together is an enjoyable experience, as they develop their social skills. Children show pride in their achievements and enjoy positive relationships with the childminder. This helps children build foundations that support them in being ready for their next stage in learning.

p.5

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

Children benefit from a rich and varied curriculum that is carefully matched to their differing ages and stages of development. They explore their environment with confidence, taking part in activities that ignite their curiosity and build on their learning. For example, children sit to explore 'Gruffalo soup' as they develop their hand-eye coordination skills, exploring the textures of cereal and filling pots. They recognise and name some familiar characters from stories they share, as the childminder models new language for younger children, and those who are less confident communicators, to hear in their conversations.

p.5

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

Where children need additional support, the childminder works closely with parents, and a shared approach to children's care and development is supported. This helps to ensure that children make progress from their starting points. Children benefit from activities that help to give them an awareness of their community and the wider world. For instance, children enjoy trips to parks, the library and toddler groups where they meet with peers to build on their friendships groups and social skills. Parents comment on how these opportunities build on children's confidence in new social situations, including outside of the childminder's

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

p.6

About this setting

Local authority: Bracknell Forest setting. Children's attendance is positively promoted through successful parent partnership working.

p.6

Next steps

The childminder should refine children's next steps in learning, ensuring a sharper focus on developing children's expressive language and promoting greater clarity in their communication skills. The childminder should reflect on her continued professional development even more precisely to further enhance the quality of teaching, based on the individual needs of children in her care. The childminder should embed daily practices to support children to develop their independence to manage hygiene routines and their own self-care.

p.6

About this inspection

The inspector spoke with the childminder and children and read feedback from parents 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 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.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.7

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8