Hobdell, Kirsty Ann

Childminder

Unique reference number (URN): EY399259 Registered with Ofsted: 18/09/2009 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 excellent progress from their starting points, including children with special educational needs and/or disabilities and children who face barriers to learning and/or wellbeing. This is due to the high-level support and rich learning that takes place. Children feel secure and settled, as the childminder creates learning experiences for them. Children stay engaged in activities for prolonged periods due to the stimulating nature and extensions of learning. They approach learning with positive attitudes and are keen to learn more. Children grow massively in confidence in the language-rich environments, as the childminder is a positive role model when introducing words, repeating them and giving children the space to practice and extend their vocabulary. Children quickly become competent at expressing their wants, needs and opinions.

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Achievement Strong standard

Children acquire skills that will prepare them for future learning. This includes early writing skills and a love of reading. Children develop early mathematical knowledge, as well as creative skills, such as painting and singing. They develop self-care skills in washing hands, peeling and chopping fruit, and pouring drinks and drinking from open cups. Children take pride in their achievements and in managing to complete tasks for themselves. They love the extra responsibility and challenge.

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Behaviour, attitudes and establishing routines Strong standard

Children behave brilliantly. They want to be like the childminder, who is a positive role model for kindness, sharing and turn-taking. Children rarely need reminding of the behavioural expectations, as these are embedded daily. The childminder instils clear routines, so children know what is happening now and next. Children feel secure in these routines. They look forward to each part of their day. Children help tidy up, clean tables and prepare for the next activities as they want to be helpful. They approach activities with positive attitudes as they want to have fun with friends. Children form close bonds with the childminder and firm friendships, as they learn the skills of how to be a considerate friend. They learn about their own emotions and those of others and want to share and be kind. This includes children with special educational needs and/or disabilities and children who face barriers to learning

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages and supports attendance at both her setting and at other local childminder settings that children also attend. Due to her own working relationships with other childminders, she is able to work collaboratively to support the children they support. The childminder regularly takes children to visit the other childminders and their children, encouraging friendships. Working with the children's parents, she encourages parental participation by sharing the exciting activities that she carefully plans for children.

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Children's welfare and wellbeing Strong standard

The childminder gets to know children and families well. She creates learning experiences based on interests and developmental needs. The childminder adapts activities to support all stages of learning. Therefore, children feel secure and settled. They know they can approach the childminder for support, encouragement, challenge or praise. The childminder follows all guidance for supporting children's sleeping, weaning and feeding, supporting individual needs and journeys effectively. This includes children with special educational needs and/or disabilities and children who face barriers to learning and/or wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder implements practices for supporting children's safety, wellbeing and welfare. She encourages older children to look out for younger children, who may be prone to putting toys in their mouths or falling over when learning to walk. Older children quickly develop care and concern for younger children. They support them to access activities safely.

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Children's welfare and wellbeing Strong standard

When learning about emotions, children think about how others are feeling, as well as recognising their own emotions. Therefore, children become self-aware and respectful, building deep friendships. The childminder embeds consistent routines for children, who behave excellently. She promotes good hygiene, as well as teaching children to develop healthy lifestyles. This includes healthy eating and daily outdoor activities. The childminder regularly takes children to places, such as farms and parks. Children also enjoy playing in the garden. They explore fruit using their senses and pour water, watching it flow down pipes. Children develop respect for nature and a feeling of belonging in their local community.

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Curriculum and teaching Strong standard

The childminder has incredible knowledge of how children learn. She uses her experience and understanding to create a highly ambitious curriculum. The childminder uses every opportunity to teach children. She challenges children to think deeper on topics, predict and find out answers for themselves. The childminder adapts activities and teaching to reach children at all stages of development. Children, therefore, make stunning progress in all areas of learning.

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Curriculum and teaching Strong standard

Children are given ample opportunities to develop expressive skills. Whether they increase their early writing skills through making marks or role play being construction workers, children are constantly evolving confidence and individuality. The childminder embeds mathematics into her curriculum. Children enjoy counting animals and objects into a jar. They learn the concepts big and little to talk about shapes and sizes. Children adore story time, engaging in interactive stories. The childminder uses simplified versions for younger children, so that they can interact too. Older children make animal noises and talk about characters in the story. They listen with wonder, make guesses about what happens next and enjoy pulling levers and opening flaps to find out.

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Curriculum and teaching Strong standard

Children develop self-care and independence. They set up activities and tidy away after use. Children love the challenges to peel and cut fruit, pour drinks and put rubbish into bins. They take a lead in their toileting and handwashing, as well as dressing. These abundance of skills are highly beneficial for their next stages of learning. All children, therefore, make excellent progress from their starting points, including children with special educational needs and/or disabilities and children who face barriers to learning and/or wellbeing.

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Inclusion Strong standard

The childminder has excellent processes for settling children into the setting. She gets to know children and families incredibly well. The childminder uses her superb knowledge of how children learn, as well as their individual interests and developmental needs to create achievable learning targets. She then works hard to create high-level learning opportunities for children.

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Inclusion Strong standard

The childminder is incredibly receptive to children. She recognises quickly when they face barriers to learning, or changing family situations, and quickly offers support. The childminder has recently completed training in becoming a special educational needs coordinator and has gained further confidence and knowledge in recognising, assessing and supporting children with additional needs. She uses this to take on lead roles in supporting identification and referral process for children. In working closely with families and professionals, she ensures that swift action is taken and the right support is in place, following guidance and reports, as well as sharing her own information.

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Inclusion Strong standard

The childminder seamlessly adapts her activities, language, challenge and ways of teaching to support all stages of development. She simplifies her language to include younger children and challenges older children with questions, such as, 'What do you think will happen?' This supports children to think deeper on topics. These strategies ensure that all children are able to access learning and make the maximum progress from their starting points. This is true for all children, including children with special educational needs and/or disabilities and children who face barriers to learning and/or wellbeing.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice, with plans for development. This includes her recent qualification as a special educational needs coordinator, gaining skills and knowledge that help support the children and families that she works with. The childminder gets to know children and their families well and is thoughtful of their individual circumstances. When making decisions, she acts with their best interests at heart to support and reduce barriers for children. For example, she offers support and flexibility for children and their families when they face challenging and changing circumstances. The childminder takes a lead in supporting the identification and support of additional needs. This involves working with families and other professionals. She confidently shares information as well as following appropriate guidance.

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Leadership and governance Strong standard

The childminder has taken part in an extensive range of projects and leads in local community outreach programmes for childminders and families. She feels passionately about supporting her community and has trained and supported many early years professionals to become high-level practitioners. The childminder makes a huge impact on local families, as she shares important information and helps generate resources for families in need. She sets an excellent example of how to be a supportive and leading member of her community.

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Leadership and governance Strong standard

The childminder has successfully built secure partnerships with parents. Parents praise the childminder for how comfortable, safe and happy their children are. The childminder works hard to accommodate each child's individual needs, and this is recognised by parents. They appreciate the range of experiences that children experience, including in the local community. Parents note the excellent progress their children make across all areas of learning, including the childminder's brilliant communication in sharing the fun activities that children take part in each day.

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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 adore attending this homely and supportive setting. They delight in exploring stimulating environments both indoors and outdoors. Children find the childminder warm and encouraging. She offers guidance, extended learning, support and praise in abundance. Children, therefore, settle quickly and build strong bonds with the childminder. They feel valued and quickly build the confidence to become independent explorers. Children seek others out for friendships, as they want to be kind and caring like the childminder. They approach activities with positive attitudes, as they are keen to find out what fun awaits them. Whether practising early writing skills by making marks with paint and cars or balancing and navigating spaces in the garden, children thrive on the range of experiences.

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

Children develop an abundance of skills that will prepare them for future learning. They thrive on the challenge, encouragement and praise from the childminder to make predictions and find out answers to questions for themselves. This takes their problem-solving skills to the highest levels. Children also develop self-care skills, such as washing their hands, cutting up fruit and pouring drinks. Children hugely benefit from the language-rich environments provided. The childminder acts as an incredible model for introducing, repeating and reinforcing new words, giving children the time and space to express themselves. Children quickly become confident communicators as a result. All children, therefore, make excellent progress from their starting points. This includes children with special educational needs and/or disabilities and children who face barriers to learning and/or wellbeing.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing, that they may care for in the future.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from parents 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.

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About this setting

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

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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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