Swan-Wood, Lara Johanna Kruger

Swan-Wood, Lara Johanna Kruger

Unique reference number (URN): 2738596 Address: 7 Simons Close, Crowborough, TN6 2XU Type: Childminder Registered with Ofsted: 18/07/2023 Registers: EYR, CCR, VCR Registered person: Swan-Wood, Lara Johanna Kruger

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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 are suitably prepared for their next stage of learning. All children, including those with English as an additional language, are confident communicators. They speak with confidence and meaning in their play. Children show a keen interest in stories and often seek out their favourite books. This supports their love of early literacy. Children have ample opportunities to develop their independence and manage their own care needs. For instance, children learn to pour their own water at mealtimes and use cutlery. Furthermore, they learn how to put their boots and coats on for outside play. Overall, children develop their concentration well when accessing the well-planned activities. They count to 10 as they choose different coloured pom-poms for their Christmas trees. However, younger children do not always benefit from the learning intentions, because they are not always adapted to help them build on what they already know and can do.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has excellent relationships with children and knows each child individually. She is nurturing and promotes kindness in her setting. The childminder sets clear boundaries and has developed routines to help children understand what is happening next. For example, without prompting, children tidy away their toys ready for mealtimes. The childminder promotes good manners and offers children gentle reminders about the behaviour she expects. She adapts her interactions to support younger children to develop their relationships with their friends. The childminder gently shows them how to share the resources and consistently praises older children for their good behaviour. As such, children play well together, developing their early friendships. The childminder helps children develop an awareness of their own and others' emotions. For instance, older children confidently identify a range of emotions by matching facial expressions on character cards, often

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Behaviour, attitudes and establishing routines Expected standard

responding with animated reactions such as pulling a surprised face. The childminder records and monitors the attendance of children to ensure that they are maximising their early years education.

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Children's welfare and wellbeing Expected standard

Children demonstrate they feel extremely safe and have a strong sense of belonging in the childminder's home. From the outset, the childminder works in partnership with children's parents and gathers information about the children's care routines, likes and dislikes. This helps her plan individualised settling-in sessions for the children. Children form strong relationships with the childminder. The childminder teaches children the importance of hygiene by demonstrating the importance of washing their hands before eating. Furthermore, she reinforces messages to children about having regular drinks of water to keep themselves hydrated. This helps children learn healthy habits for the future. The childminder plans ample opportunities for children to develop their physical skills. Children regularly play in the garden and go on frequent trips to local parks and places of interest. For example, children confidently recall trips to a local farm, talking about the different

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Children's welfare and wellbeing Expected standard

pumpkins they have collected. The childminder supports children's understanding of safety. For instance, she helps children understand how to use play equipment safely as they balance on stepping stones. The childminder is sensitive to the children's care and dietary needs and ensures that these are tailored to their individual needs, aligned with their care practice at home. This provides continuity to children's care and supports their wellbeing.

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Curriculum and teaching Expected standard

The childminder's curriculum is typically well planned to help children to develop their knowledge and skills across all areas of learning, including children with special educational needs and/or disabilities. For example, she focuses precisely on helping children to develop their communication and language. The childminder plays alongside children's chosen play and provides a narrative to their play. Furthermore, she introduces new words such as 'sparkly' as children create Christmas trees from pine cones and pom-poms. Children who speak English as an additional language, or are bilingual, are positively encouraged to use both languages while at play. The childminder is multilingual and engages children in stories in their home language. This contributes to children's growing communication skills. The childminder uses her assessments to plan for children's next steps. However, sometimes, this is not as precise for younger children. For instance, some aspects of the curriculum for

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Curriculum and teaching Expected standard

younger children during planned activities are not always as successful. This means that, occasionally, the childminder does not adapt her high-quality interactions to help children build on what they already know and can do. This occasionally impacts younger children's concentration and engagement.

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Curriculum and teaching Expected standard

The childminder plans regular visits within the local area for children to mix with larger groups of children. This helps them develop and practise their social skills. Children interact with others of varying ages and backgrounds as they attend toddler groups and library sessions with the childminder. This helps children to gain experience of the world around them and develop their confidence. The childminder helps children develop their early mathematical skills well. She introduces mathematical language, such as 'circle' and 'triangle', as children use ribbons to make various shapes. This helps children hear mathematical concepts from an early age.

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Inclusion Expected standard

The childminder has high expectations of all children's abilities. She has robust systems in place to monitor children's learning. The childminder completes regular observations and assessments. This enables her to monitor children's progress and quickly identify any emerging needs. The childminder demonstrates a clear understanding of how and when to engage the support of other professionals and external agencies, including additional funding that children may be entitled to. The childminder understands how to make effective use of funding to identify target training or resources to reduce any barriers to children's learning, promoting the individual needs of the children. The childminder accesses training to develop her understanding of how to adapt her curriculum and plan targeted activities to ensure that children with special educational needs and/or disabilities make the best possible progress in their learning and development.

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Leadership and governance Expected standard

The childminder is passionate about and committed to her role. She has established extremely friendly, but professional, partnerships with parents. As such, parents speak incredibly highly of the childminder. The childminder understands the importance of enhancing her professional development. She regularly receives updates from professional organisations and training providers. For instance, she has researched how to support children to understand their emotions. As a result, she provides a calm environment and has strategies to help children develop their positive behaviours. The childminder reflects on her practice. This helps her to identify areas of improvement. For instance, the childminder has recently deepened her knowledge of how children learn and play. This has helped her to enhance her curriculum and strengthen opportunities for children to revisit their previous learning. This helps children to continue to develop and consolidate their knowledge even

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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 in the childminder's warm and nurturing care. The childminder works with parents from the outset, sharing her high expectations of children's attendance. This enables children to make the best possible progress in their learning and development. The childminder gathers information from parents to enable her to plan for their likes and dislikes. She has robust systems to monitor children's progress to swiftly identify any barriers to children's learning.

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

The childminder has a very calm and warm manner with the children. This helps children feel safe and form strong attachments with her. Without prompting from the childminder, children are kind and helpful to each other. For instance, children gather and offer their friends their water bottles at mealtimes. The childminder praises children for their achievements, which helps them feel valued and develop their confidence and self-esteem.

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

Children are motivated in their learning. They engage in a balance of free play and planned activities throughout each day. For instance, children develop the small muscles in their hands as they concentrate and hook different coloured ribbons across wooden tree discs. Younger children have ample opportunities to develop their physical skills as they mark- make with chalk and confidently kick and throw balls. Children thrive and smile with joy as they connect various twisting tubes together.

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

The childminder uses various resources to promote conversations and thinking between children. For instance, children learn the names of different emotions, such as surprise. This helps children develop their vocabulary and later express how they are feeling. Children are independent and confidently gather their shoes and coats ready to go outside. They manage their self-care needs well as they pour their own water and feed themselves at mealtimes. All children achieve from their unique starting points.

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Address:

Registered person: Swan-Wood, Lara Johanna Kruger

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Address:

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

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Next steps

The childminder should consider how to strengthen planned activities to support children's engagement more effectively, with a particular focus on the youngest children. The childminder should strengthen the use of ongoing assessments, in particular for younger children, to focus more precisely on their next steps in learning.

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About this inspection

The inspector spoke with the childminder and children 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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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

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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