Earley, Claire Louise

Earley, Claire Louise

Unique reference number (URN): 2746496 Address: 56 Oak Drive, Sowerby, Thirsk, YO7 3RF Type: Childminder Registered with Ofsted: 24/08/2023 Registers: EYR, CCR, VCR Registered person: Earley, Claire Louise

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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 progress from their starting points as a result of the quality of the childminder's curriculum and teaching. Children, including those with special educational needs and/or disabilities, develop a positive sense of self and feel like they belong. For example, children interact well together when they play and show a sense of pride in their achievements. Older children adapt their communication with younger children to share and take turns, demonstrating kindness and tolerance.

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Achievement Expected standard

Children enjoy playing and exploring. They develop confidence to persevere with tasks and develop their resilience. Children make effective progress in communication and language development from their starting points. They develop their comprehension, vocabulary and social communication. This strong foundation equips children with the attributes for learning in all areas despite some limitations identified in the curriculum for mathematics and physical development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of behaviour and attitudes to learning for all children. When children start at the setting, she prioritises her relationship with the children, understanding the importance of secure attachments. She demonstrates in-depth knowledge of children's individual differences. As a result, children feel happy, valued and cherished and engage quickly in their learning and the setting's routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder fosters a positive, inclusive and respectful culture through which families feel supported. She makes adaptations to meet the changing needs of families. For example, by offering care during the school holidays, the childminder promotes attendance and provides continuity for those children who face barriers to their learning. She knows how to get more specialist support for children; signposting to other services and making referrals. As a result, children thrive in her care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder tunes in to individual children's needs and takes action to support them. For example, she supports children to regulate their behaviours through the teaching of emotional awareness using books and flash cards. This engages children in conversation about how they are feeling and helps them to process their emotions in order to deal with challenges they face. Children build skills in self-regulation, cooperation and listening to manage conflicts and make sense of how they feel.

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Children's welfare and wellbeing Expected standard

The childminder works closely with families to support children's welfare and wellbeing. When children start at her setting, the childminder gathers information about their care routines, experiences and diet so that she can ensure continuity. The childminder gives particular regard to children's sleep routines and weaning. This helps young children settle into the setting with their emotional and physical needs being met. The childminder shares information about nutrition with parents through examples of a healthy lunch box, and parents report they are supported through the weaning process. During snack times and mealtimes, the childminder talks about healthy foods and encourages children to develop preferences by introducing new foods to taste.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's emotional and physical wellbeing through her curriculum. She places value on outdoor learning in nature and reports on the benefits it has on mental health. She encourages children to take appropriate risks during outdoor learning and challenges them to have a go. This supports children to develop their confidence and sense of pride in achievement. Through the daily routines, the childminder successfully promotes children's independence. Children learn to use the toilet, wash their hands and communicate their needs with regards to sleep and rest. The childminder promotes safer sleep practice effectively and considers risks and supervision of children.

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Curriculum and teaching Expected standard

The childminder considers research to plan her curriculum and prioritises children's communication and language development in light of this. She promotes children's enjoyment of rhymes, songs and books through the activities she provides. Children enjoy daily movement sessions and love to share stories. During book sharing, the childminder skilfully interacts with children individually to question, comment and label. This differentiated interaction helps to extend all children's communication, particularly for those with additional needs. Children listen and attend to what is being said. They respond appropriately with comments, questions and by making links between what they read and what they already know. The childminder adopts a child-led curriculum, interacting responsively to children and extending their learning in the moment. However, the childminder does not always prioritise supporting children's mathematical skills. For

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Curriculum and teaching Expected standard

example, opportunities are missed to count and use mathematical language during the daily routines and when playing with shapes and puzzles.

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Curriculum and teaching Expected standard

The childminder identifies what knowledge and skills children need next and provides activities that support this. For example, to develop children's hand strength and dexterity, the childminder offers play with play dough, self-preparation of snack and mark-making activities. This helps individual children to make progress in their learning. However, the childminder does not always consider how children build skills cumulatively in their physical development. For example, during a mark-making activity, some children were unable to use the tools provided due to their age and stage of physical development. This means some children cannot access learning opportunities as intended and build on their skills.

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Inclusion Expected standard

The childminder creates an inclusive setting where children feel happy and safe to play and explore. Her experience and engagement with training such as Dingley's Promise contributes to this. The childminder takes time to get to know children when they start at her setting. She prioritises establishing positive relationships with children and their families to find out children's starting points and any potential barriers to learning. The childminder identifies effectively any extra support that children may need and plans how to implement this. For example, the childminder has focused her teaching on communication and language and particularly social communication. She shares this priority and, because of this, children are well supported to make progress in their learning and development. When appropriate, the childminder identifies more specialist support that children need. She understands referral processes and works with other professionals to shape the support that

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Inclusion Expected standard

children receive. The childminder models respect and tolerance through her interactions with children, supporting them to take turns and understand the needs of others. This contributes greatly to children's feeling of wellbeing and sense of belonging.

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Leadership and governance Expected standard

The childminder is committed to providing quality care and education for all children. She reflects regularly on the strengths of her curriculum and identifies areas that she wants to develop. For example, the focus on the curriculum for communication and language is successful in equipping children with the language, communication and interaction skills they require to access the full curriculum. The childminder's passion and ambition for all children, including children with special educational needs and/or disabilities, mean that they thrive in her care. She works closely with parents and other professionals to ensure that children make successful transitions into the setting and that their ongoing learning and development needs remain a shared priority. The childminder liaises with the local school to share information pertinent to children's transition. This supports children to move successfully to their next place of education, and the school can build on what they already

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Leadership and governance Expected standard

The childminder fosters a culture of continual improvement and pursues her own professional development. She reflects on the impact of the professional development she undertakes and evaluates the impact it has on practice. For example, the childminder's Hygge accreditation allowed her to reflect on the pace of her teaching and adjust it to meet the children's learning and development needs. This reflective practice helps inform future learning priorities for the childminder.

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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 thrive in this nurturing home-from-home setting. Their wellbeing and happiness are priorities and this impacts positively on their attitudes towards learning. Children settle quickly into the routines of the setting and engage confidently with the childminder and their peers. They enjoy time sharing stories before they move on to choose what toys they want to play with. Children are happy and invite others into their play, sharing their joy in their achievements.

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

Children develop their communication and interaction skills. They listen to each other respectfully and negotiate taking turns. Older children adapt their social communication to involve younger children in their games, which contributes to their sense of belonging.

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Inspector:

Leah Selfridge Children are independent. They confidently persist with challenge and think critically to fit shapes into an inset puzzle. Children thrive as the childminder wholeheartedly celebrates their achievements. Children enjoy stories, songs and dance, which contributes greatly to their language development.

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Inspector:

Children enjoy their learning. They learn about a variety of subjects, including the changing seasons, celebrations and how to care for the childminder's pets. Children have lots of opportunity to follow their own interests. For example, children with an interest in building towers are supported to engage in this with a range of construction materials. Children spend lots of time learning outdoors and they develop their resilience through this. They take managed risks to climb, negotiate space and learn to move in different ways.

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Inspector:

The provision for children with special educational needs and/or disabilities is a strength of the setting. The childminder provides personalised support and has high aspirations for all children. For example, children learn about their emotions and how to manage them. As a result, all children feel supported and gain the knowledge and skills they need to make progress in their learning.

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Next steps

The childminder should consider how to consistently interweave mathematical ideas into the curriculum. The childminder should sequence learning to help all children progress in their physical 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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Address:

Registered person: Earley, Claire Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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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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