Briody, Bethany Hanna Mai Tuesday

Childminder

Unique reference number (URN): 2816838 Registered with Ofsted: 26/02/2025 Registers: EYR, CCR

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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 progress extremely well through the curriculum. They enjoy a wide range of interesting activities that help them to explore, investigate and establish new skills. Children show that they are independent and active learners. For example, they access water in the garden and choose to clean the floor before pouring the water into different vessels and pretending to make a cup of tea. This helps children to build their imagination and become confident in their physical capabilities. They benefit from a curriculum that thoughtfully designed and differentiated to meet their individual needs.

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Achievement Strong standard

Children make their needs known and express themselves. Younger children giggle with delight as they bang a wooden spoon on a tin bowl, and older children use a pestle and mortar to crush blackberries collected from a walk in the local woods. Children enjoy a range of sensory activities as they explore and develop an understanding of the natural world.

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Achievement Strong standard

The childminder has cared for children with special educational needs and/or disabilities in the past and understands the importance of supporting all children to have the opportunity to explore and establish new skills. Children demonstrate that they are confident and have high levels of independence for their age. All children are developing the age- and stage- appropriate skills and knowledge they need as they progress to the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children have developed strong attachments with the childminder and demonstrate that they are happy and settled in her care. Even children who have only recently started show that they have built a secure relationship with her. Children independently go to her for reassurance and lay their head on her knee as they look for a nurturing cuddle. Older children are excited to share their achievements with her. They shout out 'ta da' when they achieve something for the first time, and enjoy the praise that is given to them.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an extremely positive role model for children and has the highest expectations and aspirations for every child in her care. She supports all children to understand boundaries. For example, she talks with older children about sitting properly on a chair as they eat lunch, explaining that they may fall off. She then praises children as they remember to do this by themselves. This approach allows children to build a strong understanding of rules and boundaries. Children consistently exhibit extremely positive behaviour for their age and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive on being given small tasks and enjoy taking part in routines. For example, they wash their hands and face, observing their reflection in a mirror. They then place their flannel in the washing machine, before eating lunch. Children have consistently positive attitudes to learning. The childminder understands the importance of attendance and works with parents to share the benefits of regular attendance for children's overall learning and development.

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Children's welfare and wellbeing Strong standard

The childminder places children's wellbeing at the heart of her setting. She understands that children need to feel secure and happy before they can engage in learning. Children's emotional wellbeing is given a high priority and she supports children well as they go through change. For example, she supports older children to feel confident about starting school by helping them to identify their emotions and talk about their feelings.

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Children's welfare and wellbeing Strong standard

The childminder considers accessibility and inclusivity for all children to support their emotional welfare. She teaches children how to use sign language to support with their communication, and adapts activities. She has recently changed the way that she supports children to self-register, and now uses small wooden people. Children choose which person they would like to be and place this is in a wooden house on arrival. This helps children to feel secure and know that they are staying with the childminder until it is time for them to go home. The childminder is extremely responsive to the changing needs of children in her care and adapts her practice to consistently support their unique needs.

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Children's welfare and wellbeing Strong standard

Children have built secure attachments with the childminder. They feel confident to try new things in her care, and show high levels of security. For example, they attempt steep flights of steps at the local park. They attempt to use knives, under supervision, to cut pieces of fruit. Children are beginning to explore healthy lifestyles. They access the outdoors everyday, visit local woods to hunt for conkers, enjoy fresh fruit at snack time and grow herbs and vegetables in the garden. The childminder works with parents to promote all children signing up to a dentist so they can work together to promote good oral health.

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Curriculum and teaching Strong standard

The childminder has developed a curriculum that supports every child to thrive and achieve. She understands that children do not learn in one set way in every area and that they may need more support mastering one skill than another. Her planning is responsive and she continually reflects on what children are interested in and how can she extend their thinking. She identifies that every part of the day can be a learning opportunity and encourages all children to be curious about the world and eager to explore. Children demonstrate this in the garden as they crush forest fruits to make a paste before using it on their hands to make patterns on the floor. Children excitedly shout 'I did it!' as they achieve something in their play. Children take pride in their achievements and have high levels of self-esteem.

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Curriculum and teaching Strong standard

The childminder consistently offers high-quality teaching opportunities. She sequences activities, models how to use resources, uses vocabulary in context and revisits activities so that children build and establish their knowledge over time. She creates awe and wonder for younger children as she throws leaves in the air and they observe them fluttering to the ground. Children as young as 2 years of age can count to 5 independently and identify different shapes as they use a shape sorter. The childminder supports older children through using repetitive vocabulary, using words in context and asking questions to engage children in learning. Mathematics is incorporated throughout the day. Children learn about capacity as they play in water, count out loud as they sing number songs and use positional language in their play, such as 'on' and 'under'. The curriculum is extremely responsive to children's

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Inclusion Strong standard

The childminder completes regular observations of children as they play and accurately identifies their next steps in learning through processes of assessment. She continually reviews the curriculum to ensure that it is meeting the needs of children and reduces any gaps in learning they may have. Older children enjoy independent mark making on a blackboard, and even children who are not yet 12 months old beam with delight as she places her hand over theirs so that they can make marks too. The childminder has carefully considered the environment and the way she presents activities so that every child, regardless of their age, can access a wide range of learning opportunities.

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Inclusion Strong standard

The childminder has built strong partnerships with parents, and there is a continual flow of information about children's needs between the setting and home. She involves parents and carers in processes of assessment and promotes home learning. Over holiday periods, children are given activity packs to take home, and they regularly enjoy borrowing stories to read at bedtime, which improves their early literacy skills. Children who have potential barriers to their learning are supported very well. For example, the childminder teaches children some sign language to support their communication. The childminder has made close links with local providers in the area so that when children move to pre-school or school, their development needs have been thoroughly shared and actively considered.

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Inclusion Strong standard

The childminder is not currently caring for children with special educational needs and/or disabilities. However, she has a wealth of experience in this area and is very aware of the importance of early support and working closely with parents. She understands the need to liaise with other professionals and ensure any funding is spent to have maximum benefit for each individual child.

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Leadership and governance Strong standard

The childminder evaluates her practice, environment and provision continuously. She identifies areas that would benefit from improvements and ensures that she adapts to meet the needs of children in her care. Training is purposeful and targeted to ensure that outcomes for children are constantly improving. The childminder has recently attended training on theories of development, which has supported her knowledge of child development and the different ways that children play. Any new strategies she employs are extremely well considered. For example, she completes detailed assessments of children's language to support their communication needs. She completes annual audits to highlight any areas for improvement and identify particular strengths.

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Leadership and governance Strong standard

The childminder has built meaningful partnerships with other professionals. She receives support from the local authority, shares information with other providers at times of transition and meets regularly with other childminding professionals. In addition, children engage with the community through attending different playgroups and going on walks in the local area. The childminder welcomes the views of parents and shares useful information to support children's needs. She has recently shared information from the child accident prevention trust with parents, as well as guidelines for sleep. These partnerships help to significantly provide a consistent approach for children from the adults who care for them. The childminder is extremely evaluative and takes decisions in the best interests of children. This vision helps children to have a consistent approach and helps to reduce barriers to children's learning and wellbeing.

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

Children are active and exploratory learners at this setting. They demonstrate that they have a 'can-do' attitude, are confident for their age and stage of development and have high levels of resilience. They listen carefully to the childminder and are able to carry out instructions with ease. Children who have just turned 2 years of age are able to wash their own faces, put items in the bin and place dirty items in the washing machine. They show high levels of confidence and self-esteem. For example, they use the bathroom for the first time and proudly announce, 'I did it!' Children are very independent in managing everyday tasks and are resilient when faced with challenges.

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

The curriculum enriches children's learning. Younger children enjoy a wide range of sensory activities and approach new experiences with curiosity, while older children have opportunities to build their communication, explore mathematical concepts, make new friends and build their confidence. As children prepare to leave for school, the childminder helps them to be independent in their self-care, regulate their emotions and be confident and excited to start school. These opportunities help to reduce the barriers to learning that some children may face. Children are extremely well prepared for the next stage in their learning.

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About this setting

Register(s): EYR, CCR Children demonstrate that they are extremely happy and settled. Older children show concern for younger children and help them to learn routines, such as by giving them a drink of water at lunchtime. The childminder is vigilant in supporting children's care needs. She instinctively knows when children need to eat or sleep. She tries to follow children's routines from home. For example, she helps children to fall asleep by stroking the bridge of their nose, just as their parents do. Children demonstrate that they have the highest levels of security and have made positive relationships with the childminder and their peers. Children independently involve the childminder in their play. Laughter fills the air as they make beds for 'baby dolls', read stories together, explore making patterns with crushed blackberries and take part in imaginative play. The childminder values every unique child and supports them

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About this setting

to enjoy learning and thrive in her care.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and children and took account of written parent testimonials 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. 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

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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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