Taylor, Claire

Taylor, Claire

Unique reference number (URN): EY461966 Address: 6 Lingfield Close, LANCASTER, LA1 4NH Type: Childminder Registered with Ofsted: 12/04/2013 Registers: EYR, CCR, VCR Registered person: Taylor, Claire

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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 Expected standard

Children make effective progress through the curriculum and are developing well in their communication and language skills. They make their needs known, express their ideas, hold conversations and use vocabulary in context. This supports children to understand that their opinions matter and gives them the confidence they need for future learning. The childminder reads lots of stories, sings songs and uses interactive radios to play music for children. These opportunities help children to become confident communicators. Children access a curriculum that is tailored to support their developing skills. For example, older children attempt to write their name on artwork and demonstrate a love of stories and books, which will help with their future literacy skills. Children are given lots of opportunities to be independent, confident and develop a curiosity about the world.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and has high expectations for all children in her care. She models good behaviour, talks with children about unwanted behaviour and has clear boundaries in place. Children demonstrate that they understand these expectations. They listen carefully to instructions, share resources with their peers and enjoy being given small responsibilities. The childminder builds warm relationships with children, listening attentively to them, joining in their play and nurturing their needs. Children are supported to collaborate with one another and work as a team. For example, they excitedly work together to tidy away resources, identifying when something is in the wrong place and eagerly find the correct storage box where it should be. The childminder is aware of promoting attendance. If children do not arrive as expected, she will telephone the child's home or emergency contacts to ensure that everything is well. The childminder considers children's

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Behaviour, attitudes and establishing routines Expected standard

age and stage of development when supporting them to understand expectations. For example, she encourages children to understand their feelings and emotions and the effect that their behaviour can have on others. Children listen carefully, enjoy engaging in routines and demonstrate lovely behaviour.

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Children's welfare and wellbeing Expected standard

The childminder is very attentive to children's care needs and supports children to develop an understanding of healthy lifestyles. For example, she encourages children to wipe their nose, place the tissue in the bin and wash their hands before returning to play. She is alert to when children are a little tired and need to rest. Children make secure attachments with the childminder and demonstrate they are happy in her care. The childminder plays alongside children on the floor, joins in when they are dancing and laughs as they use a range of different voices. Children are supported to understand their personal safety. They pull sticky tape from a roll holder, carefully avoiding the sharp edge. Children enjoy a range of healthy snacks, incorporating fresh fruit and milk. Children are supported to recognise their own emotions and express their feelings through play, stories and songs. The childminder helps children to understand change, such as when a new sibling is born, which

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Children's welfare and wellbeing Expected standard

helps to overcome potential barriers to learning. Routines support children's individual needs. For example, children sit together as they eat snack, wait their turn as they make choices, listen to their peers and say 'please' and 'thank you'.

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Curriculum and teaching Expected standard

The childminder plans a curriculum and learning opportunities for children that incorporate their natural interests. Through assessing children's progress, she identifies if the curriculum is helping children in their learning and development. The childminder offers opportunities for children to learn through all areas of the early years foundation stage. The childminder effectively supports children with their communication and language skills. She models language, uses words in context and sensitively corrects children if they need support with clarity. The childminder considers children's development stage when supporting children's mathematical knowledge. She offers opportunities to count and identify colours. At times, she introduces new concepts, such as three-dimensional shapes, but does not always consider the best use of language to explain this for children. Developing the way that she evaluates the curriculum will support this. The childminder places children's physical,

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Curriculum and teaching Expected standard

personal, social and emotional development at the centre of her practice, recognising that these areas support children with further learning in all areas. The childminder adapts activities to support the needs of all children and uses assessment to focus her teaching on developing children's individual needs.

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Inclusion Expected standard

The childminder understands children's needs well. She identifies and assesses their needs regularly so that she can adapt her practice and support children's individual needs. For example, if children are not engaged in an activity, she will offer a different experience so that children can explore and practise new skills. She invites parents to be part of processes of assessment and share things from home. The childminder supports children with special educational needs and/or disabilities well and adapts her practice to ensure it is inclusive for all children, such as through modelling her vocabulary and speaking slowly. The childminder reviews children's progress to ensure that activities and the curriculum are making a positive impact on children's care and learning. The childminder works closely alongside families and follows advice from other professionals to support children as they establish new skills. The

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Inclusion Expected standard

childminder ensures that any funding received for children is appropriately spent on the things they need to help them in their development.

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Leadership and governance Expected standard

The childminder is committed to provide high-quality care and education for the children in her care. She understands the importance of working in partnership with parents to understand children's needs and shares pertinent information so that parents can help children at home. She has recently shared information about healthy diets to support children's overall health and care. The childminder undertakes some evaluation. She identifies strengths, such as how she helps children to settle and how she builds warm attachments with children. However, she does not consistently identify focused areas to further improve her practice and provision, such as training to support her continued professional development. The childminder takes decisions in the interests of children. For example, she works with other professionals to support children's needs with an intent of removing barriers to children's learning. These partnerships help to provide a consistent

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Leadership and governance Expected standard

approach for children from all of their carers. The childminder meets with other childminding professionals and undertakes reading to help to develop her knowledge. The childminder supports children's care and learning needs well.

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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 active learners at this setting and enjoy learning. They enthusiastically wrap presents and use scissors to cut lengths of paper as they develop their physical skills. The childminder understands children's needs well. She recognises starting points, observes children as they play and identifies their individual next steps in learning. Children are given lots of opportunities to be independent and build their confidence in age-appropriate ways. For example, she supports children to make their needs known. All children develop well at this setting and develop the skills they need for future learning.

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

Children gain a sense of belonging through playing cooperatively with their peers and making choices. Children enjoy choosing songs that they would like to dance to and encourage each other to dance to the music in the same way. The childminder encourages children to contribute to ideas of activities they would like to do and shows that she values the opinions of children. The childminder welcomes families into the setting and values their contributions. She regularly communicates with parents about their child's progress and parents share information from home. This helps to provide a consistent approach for children.

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

Children demonstrate that they feel safe and secure at this setting. Children and their families develop positive relationships with the childminder. Children independently go to her for a reassuring hug as needed. The childminder understands the importance of attendance and will make contact with parents if children do not arrive as expected. The childminder understands that every child is unique and skilfully supports their individual needs. For example, she encourages younger children to identify different colours, while the most-able children sort colours into groups. The childminder considers the care and development needs of all children and helps them to flourish and thrive.

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Address:

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

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Next steps

The childminder should undertake more precise evaluation to identify professional development opportunities and develop key priorities in order to further improve outcomes for children's learning and development.

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About this inspection

The inspector 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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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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