Clark Laura

Clark Laura

Unique reference number (URN): EY272331 Address: 2 Mendip Court, DAVENTRY, Northamptonshire, NN11 8SR Type: Childminder Registered with Ofsted: 15/10/2003 Registers: EYR, CCR, VCR Registered person: Clark, Laura

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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

The childminder's well-designed curriculum, along with her high-quality teaching, ensures children make secure progress through all areas of learning. Children make particularly good progress in their communication and language development, demonstrating a wide range of vocabulary as they play. Children with special educational needs and/or disabilities make progress from their starting points. This is due to the effective adaptations made and additional support offered by the childminder.

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Achievement Strong standard

Young children gain essential skills for their next stage in learning, growing more independent and managing self-care with guidance from the childminder. Older children show they have developed key skills to support their transition to school, showing confidence, independence and the social skills they need to interact with new children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports positive behaviour in a highly successful way. She encourages children to discuss their needs and feelings, and models excellent expressive language. She ensures that as children play, she is on hand to support them to manage disagreements. For example, she supports children in taking turns with resources and provides enough resources to encourage children to play alongside each other. The childminder uses sensitive explanations to support children who struggle with the concept of sharing. This helps children to recognise the impact of their actions on others and contributes positively to their social and emotional development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is very intuitive to children's needs and builds strong bonds with them. Children consistently show high levels of emotional wellbeing and very positive attitudes towards learning. For example, children are excited to get ready to go outside. Young children find their hats and gloves as they are helped to dress for the cold weather. This is supported well by the childminder's warm and positive interactions, which boost children's confidence and engagement levels. This supports children's positive attitudes towards learning. The childminder promotes the importance of regular attendance. She highlights the benefits of following a daily routine in helping to prepare children for school.

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Curriculum and teaching Strong standard

The childminder has an effective approach to curriculum planning, carefully building on children's existing knowledge and skills across all areas of learning. She thoughtfully organises experiences that are both engaging and developmentally appropriate, ensuring that activities are enticing for children of different ages and stages. For instance, when older children use trucks to dig in the sand, she adapts the same experience for babies by providing them with small spoons to scoop, helping to support hand strength in younger children. This considered approach ensures that every child can actively participate and benefit from the planned activities.

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Curriculum and teaching Strong standard

There is a sharp focus on developing children's communication, social and physical skills. The childminder plays alongside children, narrating play and extending their vocabulary. For example, she describes textures and encourages children to repeat unfamiliar words. She weaves early mathematical language into children's play. She counts aloud as children line up cars and helps them identify the tallest and compare them to the shortest.

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Curriculum and teaching Strong standard

The childminder's extensive knowledge and experience in early years are clearly reflected in the way she plans purposeful learning opportunities. She offers ideas to parents on how they can continue learning at home to ensure a consistent approach to learning. Children benefit from high-quality teaching and meaningful interactions with the childminder.

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Inclusion Strong standard

The childminder gathers valuable information from parents when children first start, to identify their developmental starting points. She continues to monitor children's progress, carefully completing regular assessments. She is quick to identify gaps in learning and will sensitively discuss any concerns with parents. The childminder works closely with parents to offer additional support for children with special educational needs and/or disabilities. She collaborates with other professionals to ensure she provides activities and adaptations to meet the individual needs of children. For example, she ensures that the physical environment is adapted to allow all children to access learning through play. In addition, she sets individual support plans using the advice of other professionals, such as physiotherapists and health visitors. This ensures that children's individual needs are met and that they feel fully included in the setting.

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Inclusion Strong standard

The childminder carefully considers how to use any additional funding, consulting with parents on what is best for the child. Her consistent methods, shared targets and effective communication help all children progress well in their learning and development.

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Leadership and governance Strong standard

The childminder is dedicated to professional growth and consistently seeks to improve her high standards of practice. She regularly refreshes her knowledge and maintains a highly

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Expected standard

positive attitude towards development. She engages with childminder networks, participates in local authority training and takes advantage of webinars to further expand her expertise. She reflects on everything she learns and is proactive in making changes, which increases the opportunities for children in her care. For example, she has recently completed training in supporting children's speech and language development. The childminder supports children with special educational needs and/or disabilities by liaising with other professionals to enhance the support offered and ensure they make swift progress.

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Expected standard

Parents report that they are extremely satisfied with the childminder's care. They highlight the close relationships their children form with the childminder, as well as the excellent communication and feedback they receive. They praise her professionalism and observe that their children flourish under her care. They highlight the support offered when additional support is needed.

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Children's welfare and well-being Expected standard

The childminder creates a safe and welcoming space where children enjoy spending time playing and exploring. The childminder carefully considers the environment to meet the needs of those children who attend, including those with special educational needs and/or disabilities. For example, she uses furniture and sets up activities on high trays to encourage children to stand, helping them to develop core strength and balance.

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Children's welfare and well-being Expected standard

The childminder learns about each child's care needs from parents and maintains consistency with home routines like weaning, feeding and sleeping.

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Children's welfare and well-being Expected standard

The childminder encourages children to adopt healthy habits, such as washing their hands after playing outdoors and before eating. She offers a variety of nutritious foods, often involving the children in meal preparation to help them understand the importance of maintaining a balanced diet. They get daily exercise and fresh air while also learning about road safety and safe practices during outings.

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Children's welfare and well-being Expected standard

The childminder is beginning to develop self-care routines. For example, she encourages children to find their hats and gloves before helping them to put them on. However, she has not yet fully embedded routines to motivate healthy habits. Sometimes, children are not encouraged to do things for themselves, such as wiping their own noses and learning to put on their coats.

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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 content in this nurturing childminder's safe home. The childminder has a deep understanding of each child and builds strong relationships that help them feel safe and secure. Children settle quickly and explore the available resources on offer, independently making choices in their play.

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

Children benefit from the many opportunities to learn outdoors. They frequently take walks to local woodlands where they follow nature trails and learn about the natural world around them. They also enjoy attending playgroups where they meet new people, helping them to strengthen their social skills and understand the community in which they live. These

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Inspector:

Charmaine Cayton opportunities support children to play alongside others, build friendships and gain confidence.

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Inspector:

Children are consistently engaged in learning because the childminder tailors activities to their needs and interests, making sure they are fun and enjoyable. For instance, the childminder sings songs and reads books about animals, linking to children's interest in farm animals. This helps to build on their language and communication skills. The childminder thoughtfully plans activities that build on what the children already know and can do. Sensitive adaptations are made to ensure all children, including those with special educational needs and/or disabilities, stay engaged and focused. For instance, the childminder provides different ways to make marks. Babies use paintbrushes in sand, and older children make marks with pens on boards. This helps develop hand strength and hand–eye coordination. All children make good progress and are well prepared for the next stage in their learning.

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Inspector:

Children demonstrate positive behaviour under the attentive supervision of the childminder. She carefully encourages sharing and turn-taking and clearly communicates the value of kindness towards each other. The childminder provides positive reinforcement for children's achievements, which contributes to their confidence and self-esteem.

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Next steps

embed a well-structured routine to motivate children to be independent in their self-care needs.

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About this inspection

The inspectors spoke with the childminder 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 inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

2 Mendip Court DAVENTRY Northamptonshire NN11 8SR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:15

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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

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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