Fraser, Tracy Diane

Fraser, Tracy Diane

Unique reference number (URN): EY395286 Address: 340 Cottingham Road, CORBY, Northamptonshire, NN18 0AB Type: Childminder Registered with Ofsted: 11/08/2009 Registers: EYR, CCR Registered person: Fraser, Tracy Diane

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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

All children, including those who face barriers to their learning, are typically able to engage in their learning and are making secure progress. Children confidently take part in back-and- forth conversations with the childminder that help develop both their social skills and their vocabularies. Younger children who use dummies are encouraged to remove them so they can practise their sounds and emerging words clearly, such as numbers and animal names. When playing with a farm activity, older children are able to copy mathematical language modelled to them, such as 'on top' and 'underneath'. With support, children are able to place single numbers in the correct order. Children practise their fine motor skills as they move felt animals around the farm. When they have finished, they pick them off one by one and start again. Younger children enjoy looking at board books. They lift the flaps and turn the pages

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Achievement Expected standard

as the childminder reads. Together, they point out objects on the page and count them aloud.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows how she wants children to behave. She takes time to explicitly praise children throughout the day. For older children, she offers positive statements such as 'You're so good at this.' Children readily nod in agreement. For younger children, she claps and cheers as they achieve their goals. Children smile and laugh as they welcome her praise.

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Behaviour, attitudes and establishing routines Expected standard

During play, the childminder takes steps to address children's behaviour in an appropriate way for their age and stage of development. Older children are reminded to say 'excuse me' when another child is in their way. Younger children are shown how to share resources. The childminder demonstrates taking some for themselves and giving some to others. The childminder wants children to learn to play collaboratively. However, the systems in place do not consistently support children to manage their own behaviour independently. This means that, at times, children struggle to overcome minor setbacks during play and therefore often choose to play independently rather than with their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of promoting children's attendance to support their development and monitors this effectively. The childminder maintains regular two-way communication with parents during handovers. When children are absent, this is followed up with parents.

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Children's welfare and wellbeing Expected standard

The childminder is in tune with the children she cares for. Children feel safe to express their feelings to her. When children show signs of being tired, she helps them to understand how they are feeling by explaining their emotions to them. She encourages them to take time to rest.

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Children's welfare and wellbeing Expected standard

The childminder has a flexible daily routine, including mealtimes and sleep times. She recognises different factors that may require a change to the daily routine, such as changing home circumstances or children's individual needs. This flexibility allows her to adapt to the needs of all children.

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Children's welfare and wellbeing Expected standard

The childminder understands the need to create a safe environment while eating. Children sit together in sight of the childminder to enjoy their lunch. The childminder encourages children to be physically active and to eat a balanced diet. She provides a range of healthy fruit snacks and explains the benefits of healthy and balanced food in their packed lunches. Children are encouraged to access their drinks bottles throughout the day to keep hydrated. The childminder models this positive habit herself. However, children do not consistently develop their independence when managing their personal needs. For example, children are not taught how to independently wash their hands before lunch.

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Curriculum and teaching Expected standard

The childminder uses assessment and ongoing observation to design individual next steps for each child to support their all-round progress and reduce any barriers to their learning. While children are playing, she purposefully joins in to teach in line with these next steps. The childminder generally adapts her curriculum and teaching to the different ages and stages of development of the children, with a clear focus on supporting their physical, social and emotional development.

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Curriculum and teaching Expected standard

The childminder creates a language-rich environment and provides lots of opportunities for her to model language and support children's communication and social skills. Early mathematics learning is also promoted well. As children play with a number train the childminder models number names. The childminder models positional language such as 'on top' and 'underneath'. She teaches children about ordering numbers and which number comes 'first', 'next' and 'last'. As they look at books together, the childminder points out objects on the page and encourages children to count them aloud. However, sometimes, when children begin to lose interest, the childminder does not act quickly enough to regain their attention and support them effectively back into learning.

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Inclusion Expected standard

The childminder takes time to get to know each child and their family. She finds out if children attend other settings and proactively contacts these to share and gather information. Through ongoing feedback with parents, she learns about children's home life, their individual needs and any barriers they may have to learning. Using this information, the childminder implements a graduated approach to support children. Where children are shy or reserved, she makes changes to provide short-term support with focused next steps. The childminder monitors the impact of this intervention to check it is making a difference. She helps children to build their confidence and continues to adapt her techniques as necessary as they make progress.

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Inclusion Expected standard

Where children speak multiple languages, the childminder uses targeted interventions to help them to settle. By learning and using phrases in the children's home language, the childminder ensures the children feel heard. She then moves on to teach English alongside their home language, giving children the skills to communicate with other adults and their peers.

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Inclusion Expected standard

The childminder knows how to access external support for children to reduce barriers to participation. However, the childminder does not consistently seek support from external specialists to help to develop her practice further. Parents speak highly of the impact the childminder has on their children's progress.

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Leadership and governance Expected standard

The childminder has clear overarching principles for the setting. She puts focus on children developing good manners and respect for one another. She wants all children to feel included in her setting. This supports them not only for their future learning but instils positive skills for life.

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Leadership and governance Expected standard

Through regular self-reflection, the childminder highlights areas of strength in her practice. She recognises the challenges of self-reflection in identifying weaknesses of her own practice, especially as a lone worker. She takes time to network with other childminders through online platforms to keep up to date with relevant changes. Where areas for improvement are identified externally, such as through inspection activities, the childminder takes steps to improve these areas. However, the childminder does not yet have robust systems in place for identifying areas of improvement to her own practice.

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Leadership and governance Expected standard

The childminder understands the importance of ongoing professional development. She accesses regular webinars on topics such as 'inclusion' and 'safer sleeping' to keep her knowledge up to date and to help her reduce barriers to children's learning. This up-to-date knowledge has a positive impact on children. Children enjoy safe sleep spaces and are monitored regularly because the childminder understands the risks when children are sleeping.

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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 demonstrate that they feel safe in the care of this friendly and kind childminder. Children form trusting relationships with her, which support them to settle quickly when visitors arrive. Throughout the day, children seek out the childminder for comfort. She is responsive to their needs. They enjoy cuddles and snuggle into her when they are feeling tired. Interactions are warm and genuine. The childminder supports children to develop a positive sense of self. She speaks positively about children's strengths and regularly highlights to children things that they are good at during play.

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

The childminder takes time to understand and plan for the individual needs of the children she cares for. Where children require additional support, she is proactive in finding ways to accommodate them. She is aware of how to access external support through the local authority. In her own time, the childminder accesses external training courses on topics such as inclusion to further her knowledge in this area.

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

The childminder aims to support families and understand their needs. She regularly reviews her working hours to suit the changing needs of working parents. This provides stability for the children she cares for. Parents speak highly of the care that their children receive. They refer to the childminder as 'a part of the family'. They comment on her ability to make children feel safe and welcome.

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

Children develop an enjoyment of reading books while with this childminder. As she reads, the children sit alongside their friends. They comment on what is happening in the story. When one book is finished, children eagerly choose another for her to read. When reading stories, the childminder challenges the children appropriately. Younger children are encouraged to lift the flaps in board books while older children are encouraged to answer simple questions about the characters.

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Next steps

The childminder should implement strategies to support children to become increasingly independent in managing their behaviour when playing with their peers. The childminder should support children to become increasingly independent in managing their self-care needs. The childminder should strengthen systems for self-evaluation and external support to refine curriculum planning and implementation, ensuring teaching consistently meets children's 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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About this inspection

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

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Address:

340 Cottingham Road CORBY Northamptonshire NN18 0AB

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Address:

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

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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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