Kendall, Lucy Daisy

Kendall, Lucy Daisy

Unique reference number (URN): EY462796 Address: 71 Buckingham Road, Morecambe, Lancashire, LA3 1BE Type: Childminder Registered with Ofsted: 21/10/2013 Registers: EYR, CCR Registered person: Kendall, Lucy Daisy

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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 thrive, making strong progress in their learning and development. They meet their expected targets and beyond. This is true for all children, including those with special educational needs and/or disabilities or who face barriers to their learning. Children are highly engaged in the range of activities on offer to them. They are curious and spend time thinking about how to solve problems, which helps them to excel in their learning.

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Achievement Strong standard

Children are very well prepared and supported for their transition to school or future settings. They become independent, confident and maintain high levels of concentration. They speak with clarity and express their needs and wishes, showing they feel valued and respected.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently encourages children to be kind, and they display the best possible behaviour throughout the day. Children are caring and listen with intent to the childminder when she is teaching and during routines. They know what to do at certain times and how to follow instructions with ease and positivity. This helps them be prepared for their life and future relationships. The childminder is fair and consistent with her behavioural support. She shares these expectations with parents and keeps them informed about children's learning and development. This helps parents to be fully part of children's progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder monitors children's attendance closely and is aware of barriers to engagement. She uses her knowledge of this to ensure that children regularly attend her setting and help continue their learning. Children seek cuddles when they need reassurance and have developed warm, secure relationships with the childminder. They express their needs and wishes and confidently make choices during play. Children share and take turns from a young age and warmly accept children into their games if they wish to join. They are excited to play together and make high levels of progress throughout their day.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is a priority for the childminder. She ensures that they are and feel safe in her setting, and her policies are adapted to suit the needs of all children and their families. The childminder works closely with the local authority and support agencies to ensure that she knows how to meet all children's needs consistently. She has a secure knowledge of the facilities and resources available in her local community. This helps her prepare and plan for all children to get the best possible start.

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Children's welfare and wellbeing Strong standard

The childminder responds quickly to any gaps or barriers to children's learning or wellbeing. Children learn habits to support a healthy lifestyle from a young age, such as making healthy food choices, handwashing and physical exercise. Additionally, parents are encouraged to bring nutritious food options for children to enjoy at the setting. Children have ample opportunities to visit the local area where they can learn through first-hand experiences as well as broaden their understanding of the diverse community they belong to. This helps them to value other people and respect differences. Children learn how to play safely. They know not to throw the harder balls and only the soft snowballs. Furthermore, they learn to pick up items from the floor to reduce the risk of tripping over.

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Curriculum and teaching Strong standard

Children have secure relationships and engage well with teaching and interactions they receive from the childminder. They develop communication skills through play as they throw and explore fluffy snowballs. Children confidently and clearly use description words such as 'squeeze' and 'squash'. Furthermore, children explore books and recall stories they have been told. They enjoy using props to re-enact traditional tales, such as the Christmas nativity, helping them develop and use a wide range of vocabulary and imagination.

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Curriculum and teaching Strong standard

The childminder has carefully planned and tailored her curriculum to meet the needs of all children and ensure that they receive a broad range of experiences. She assesses children closely from the start, especially to highlight any gaps in their learning as they start to emerge. This allows her to swiftly target their learning. The childminder teaches mathematical contexts to children as they reach up high and compare distances as they throw balls. Children count how many penguins they knock over. Additionally, they build tall houses using magnetic blocks. The childminder understands how to emphasise physical and emotional development in all children. Children enjoy sensory experiences, and the childminder enhances their play through music and songs. Children quickly feel safe and secure with the childminder.

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Inclusion Strong standard

The childminder knows how to consistently meet all children's needs. She seeks additional support quickly from external agencies to ensure children continue to make progress within and above the realms of their varying abilities. The childminder uses this support to address barriers to learning and strives to increase children's wellbeing and education throughout her work. She uses funding carefully to enhance and adjust her provision, ensuring that all children receive a high level of care and a broad range of opportunities for learning. The childminder consistently provides inclusive care for all children, particularly those who may face barriers to their learning. She has high expectations for all children in her care and ensures that they can participate in all learning experiences, using her extensive knowledge and training. The childminder knows children well and how to make a positive difference to

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Inclusion Strong standard

their lives. Working alongside their parents, she assesses children from the start to gain a clear picture of their needs. Children with special education needs and/or disabilities (SEND), or those with barriers to learning, are extremely well integrated in the setting. The childminder's ongoing training about SEND helps children thrive in her care as they receive gradual and tailored support.

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Leadership and governance Strong standard

The childminder has a clear oversight of her setting and the impact she has on children and their families. She consistently strives to increase her knowledge and skills to meet all children's needs. The childminder works closely with her co-childminder to evaluate her practice and highlight areas to improve. She values parents' feedback and thoughts, ensuring that they are involved in their children's learning from the start. Parents are invited to take learning home for their children to practise their new skills. Additionally, the childminder shares relevant information with parents relating to local and topical issues, such as oral hygiene and car safety. This helps children's care and progress continue even more at home.

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Leadership and governance Strong standard

The childminder knows that some children face barriers to their learning and has identified areas she wishes to focus on even more to help support each child. For example, she recognises that communication and language delays are more prevalent in children with special educational needs and/or disabilities or those from socially disadvantaged backgrounds. Therefore, she is taking action to learn sign language to help her deliver the curriculum thoroughly to all children.

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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 extremely settled and content in the childminder's home. They make choices during the day with ease and confidence. Children understand how to play safely together and show positive attitudes towards new tasks they approach. The childminder helps children benefit from the support and experiences they need the most to thrive, despite potential barriers to their learning. They are happy and keen to explore, knowing their views are consistently valued by the childminder. Children love to spend time interacting with the childminder, and they become engrossed in what she teaches them. She skilfully plays alongside children, adding challenges and probing their thinking where appropriate, according to their stages and individual needs in development. This helps children build on prior knowledge and continue to make high levels of progress.

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

Children and their families are welcomed warmly into the setting and are closely monitored and supported by the childminder from the start. She helps close gaps in children's development through gentle encouragement to parents, helping them continue their child's learning at home. Additionally, the childminder utilises funding to help children to attend her care consistently. Children share their stories from home, and the childminder encourages them to take their learning home. For example, children create and take unique Christmas decorations home to add to their trees. This link with home helps conversation to carry on and helps children recall what they have done during the day. Children are proud of their pieces of work and independently choose different media to get creative with. The childminder has formed close, secure bonds with children, and they know how to seek support if they need it. Children are kind and cooperative during play and giggle together as

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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Address:

71 Buckingham Road Morecambe Lancashire LA3 1BE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this inspection

The inspector spoke with the childminder, her co-childminder and the 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

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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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