Clark, Michelle Louise

Clark, Michelle Louise

Unique reference number (URN): EY399415 Address: 54 Halstock Crescent, Poole, BH17 9BA Type: Childminder Registered with Ofsted: 03/09/2009 Registers: EYR, CCR, VCR Registered person: Clark, Michelle Louise

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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 great progress across all areas of learning, particularly in communication and language. Children confidently express their ideas, take part in conversations and join in enthusiastically with songs, stories and group activities.

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Achievement Strong standard

Disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care achieve well. Children develop secure foundations in early mathematics, physical development and personal, social and emotional skills. They show resilience, independence and curiosity as they explore their learning.

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Achievement Strong standard

Children are very well prepared for their next stage of learning, including school. They confidently manage routines, make choices and demonstrate positive attitudes to learning. As a result, children leave the setting with the knowledge, skills and confidence they need to succeed in the future.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, positive and inclusive environment where expectations for behaviour are clear and consistently understood. Relationships between practitioners and children are warm, respectful and secure. Children feel confident to express their ideas and seek help when needed, and they take pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Children are well supported to learn how to collaborate, share and resolve minor disagreements independently. Practitioners model positive behaviour and calmly guide children to reflect on their actions, enabling learning to continue with minimal disruption. As a result, children demonstrate kindness, patience and respect for others. Practitioners consistently reinforce positive behaviour through praise and encouragement, helping children to develop confidence and a strong sense of self-worth.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well embedded and carefully adapted to reflect children's ages, stages of development and individual needs. Attendance and punctuality are promoted effectively through close communication with families, ensuring children benefit from continuity in their learning. Daily routines, including snack and lunchtime arrangements, help children to develop independence, responsibility and positive attitudes to learning, ensuring they feel secure, settled and motivated throughout the day.

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Children's welfare and well-being Strong standard

Children's welfare and wellbeing are central to the setting's work. Care practices are highly effective and tailored to meet children's individual needs. Strong, secure and responsive relationships between practitioners and children help children to feel safe, emotionally secure and confident to explore their environment.

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Children's welfare and well-being Strong standard

Children are supported to recognise, express and manage their emotions through sensitive adult guidance, stories and discussion. Practitioners know children well and respond promptly to changes in behaviour or emotional needs, ensuring children feel understood and valued.

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Children's welfare and well-being Strong standard

Healthy lifestyles are promoted consistently. Children learn about nutrition, oral health, hygiene and physical activity through daily routines and purposeful conversations. Sleeping, feeding and personal care routines are adapted to meet individual needs, including for disadvantaged children, those with special educational needs and/or disabilities and those known to children's social care. Children develop resilience, independence and a strong sense of wellbeing.

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Curriculum and teaching Strong standard

The childminder has a clear understanding of the quality of the curriculum and teaching and makes well-informed decisions to continually refine practice. The curriculum is ambitious, well sequenced and meets all the learning and development requirements of the early years foundation stage. It is designed to help children build secure foundations for future learning, with a strong focus on communication, language, mathematics and personal development.

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Curriculum and teaching Strong standard

Practitioners skilfully weave language and mathematical concepts into daily routines, play and group activities. They model vocabulary well, encourage conversation and repetition, and use practical experiences to develop children's understanding of number, problem- solving and reasoning. Assessment is used effectively to check what children know and can do, enabling practitioners to tailor teaching to children's different starting points and stages of development.

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Curriculum and teaching Strong standard

Teaching is adapted thoughtfully for disadvantaged children, those with special educational needs and/or disabilities and those who face additional barriers. Practitioners demonstrate strong knowledge of child development and use professional guidance to ensure children receive the right level of support. As a result, teaching is consistently responsive and enables all children to make robust progress.

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Inclusion Strong standard

The childminder has established an inclusive culture that makes a demonstrable difference to children's experiences and outcomes. Children's individual needs are identified swiftly through ongoing assessment and close communication with families, previous settings and professionals. This ensures that support is well matched to children's needs from the outset.

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Inclusion Strong standard

Practitioners take effective action to reduce barriers to learning and wellbeing. Reasonable adjustments and adaptations are embedded across the setting, enabling all children to access activities alongside their peers. Practitioners work closely with families, social workers and external professionals to review support and assess its impact. As a result, children with special educational needs and/or disabilities, those in receipt of early years pupil premium and those known to children's social care make impressive progress from their starting points.

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Inclusion Strong standard

Practitioners are well trained and regularly reflect on the effectiveness of support strategies. Early years pupil premium funding is used thoughtfully to enhance children's experiences and access additional resources and opportunities. The childminder carefully monitors the impact of their inclusive practice and adapts provision as needed, ensuring that every child is supported to achieve and thrive.

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Leadership and governance Strong standard

The childminder demonstrates robust and evaluative leadership through reflective, informed and purposeful decision-making. The childminder has an accurate understanding of the setting's strengths and priorities and uses this insight to make well-judged improvements that enhance children's experiences and outcomes over time.

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Leadership and governance Strong standard

The childminder evaluates the quality of education and care systematically, drawing on feedback from families and external professionals. This ensures that decisions are evidence-based and focused on securing consistently strong practice. Decisions are made in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care. Partnership working with families and agencies is well established and has a positive impact on children's learning, welfare and transitions.

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Leadership and governance Strong standard

Wellbeing and workload are managed thoughtfully. Professional development is prioritised and closely aligned to the setting's priorities, including inclusion, communication and children's health. The childminder regularly reviews the impact of training and changes to practice, ensuring leadership and governance have a sustained and positive effect on the quality of education and care.

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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 flourish at this warm, nurturing and highly inclusive setting. They are confident, curious and eager to learn, benefiting from strong relationships with practitioners who know them extremely well. Children feel safe, welcomed and valued, and this is reflected in their positive behaviour, willingness to try new experiences and growing independence.

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

Children enjoy a rich variety of learning opportunities that reflect the setting's context and the wider community. Regular outings, visits to community groups and intergenerational experiences help children develop social skills, confidence and a strong sense of belonging. Practitioners place a strong emphasis on communication and language. Children join enthusiastically in songs, stories and conversations, with practitioners skilfully modelling

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Inspector:

Chris Langdon-Casey vocabulary, repeating key words and using visual prompts, signing and home-language support where appropriate. As a result, children make strong progress from their starting points, including those with special educational needs and/or disabilities and those who may face barriers to learning.

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Inspector:

Daily routines are purposeful and carefully thought through to prepare children for their next stage of learning, including school. Children confidently manage self-care tasks such as handwashing, using tissues and managing snack and lunchtime routines independently. Healthy eating, oral health and personal care are woven naturally into everyday practice, helping children to develop confidence, resilience and positive attitudes to learning. Children thrive in an environment that consistently supports their safety, wellbeing and ability to flourish.

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Next steps

Leaders should sustain their strong practice to ensure continued improvement and high standards. They should deepen the transformational impact of their work for children who are disadvantaged and those who are known (or previously known) to children's social care, as well as children with emerging special educational needs and/or disabilities and communication needs. This includes continuing to strengthen partnership working with families and external professionals so that barriers to learning, emotional wellbeing and confidence are reduced at the earliest opportunity.

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About this inspection

The inspector spoke with the childminder and her assistant 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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Address:

Registered person: Clark, Michelle Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 06:30 - 18:00,Friday : 06:30 - 14:30

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Address:

Local authority: Bournemouth, Christchurch & Poole

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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 standards 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 standards 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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