Brown, Samantha Joyce

Brown, Samantha Joyce

Unique reference number (URN): EY357836 Address: 78 Marsh Lane, Wolverhampton, West Midlands, WV10 6RX Type: Childminder Registered with Ofsted: 11/09/2007 Registers: EYR, CCR, VCR Registered person: Brown, Samantha Joyce

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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, including those that face barriers to learning and/or wellbeing, achieve well across all areas of learning. They follow daily routines and respond well to planned activities that build on what they already know and can do. Children are intrigued and persevere as they enjoy the challenge of threading cotton reels with laces and using tweezers to pick up pom- poms.

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Achievement Expected standard

Children's communication and language development is enhanced because they enjoy singing simple, turn-taking songs and rhymes. They sway together from side to side happily as they watch the rain outside and sing 'rain, rain, go away'. They relish story time as they repeat familiar words in a book or name characters as they add them to a storyboard to help retell the story. Children would benefit further from more focused intervention techniques to better support more rapid progress in communication and language development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder successfully establishes clear, age-appropriate routines that provide children with a sense of security. She considers carefully the age and understanding of the children as she uses simple prompts to encourage routines. For example, the childminder makes the task of tidying toys before story time a fun activity by singing a song. This helps young children understand expectations and engage positively with boundaries. The childminder's relationships with children are a significant strength. She is warm and affectionate and successfully fosters secure attachments that help make sure that children are keen to attend. The childminder maintains an open, professional partnership with parents, ensuring consistent communication regarding children's progress and any potential absence.

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Behaviour, attitudes and establishing routines Expected standard

Children show highly positive attitudes to learning. They behave very well and are busily occupied throughout the day. Children are inquisitive, persistent and capable of following their own interests. For example, during a threading activity, children show great focus and perseverance as they try hard to thread the cotton reels. Children seek help when they need it, and this demonstrates a strong drive to succeed. The childminder's inclusive approach ensures that she remains alert to the individual needs of all children, including those where there may be development concerns.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm, welcoming and friendly 'home-from-home' environment that prioritises her family-focused vision. She sensitively notices the feelings and physical needs of the young children in her care. For example, the childminder offers affectionate hugs to children when they are showing signs of being tired. She maintains safe and secure premises through daily risk assessments. This means children can play, explore and investigate safely. The childminder follows clear hygiene practices and considers the privacy needs of children during nappy changing.

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Children's welfare and wellbeing Expected standard

The childminder supports all children well, including those who face barriers to learning and/or wellbeing. She creates responsive routines that are adapted to the children's immediate needs. For instance, she brings lunch forward when she notices a child is becoming tired, ensuring their care is synchronised with their natural rhythms. Physical health and oral hygiene are seamlessly woven into daily life. For example, she mentions healthy food choices during imaginary play and encourages personal hygiene, such as wiping noses and washing hands.

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Children's welfare and wellbeing Expected standard

The childminder's inclusive approach fosters emotional wellbeing and empathy. This helps children learn to care for and be kind to one another. She establishes secure, affectionate attachments with all children. This enables children to feel safe, happy and able to thrive. Furthermore, the childminder works closely with parents to support children's care needs, such as discussing safe eating guidelines. This ensures a consistent approach to each child's good health.

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Curriculum and teaching Expected standard

The childminder implements a relaxed, purposeful curriculum that is rooted in play-based learning. She provides a well-designed curriculum that covers all areas of learning, with a specific focus on prime areas for younger children. The childminder accurately assesses children's progress using recommended guidance. This means that activities are tailored to children's individual starting points and interests. The balanced curriculum and clear routine mean that children have excellent opportunities to practise their skills, consolidate what they have learned and experiment with ideas as they play and explore. The childminder facilitates this well by providing activities that reflect children's interests.

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Curriculum and teaching Expected standard

The childminder has a natural and relaxed way with the children, and they involve her in their explorations all the time. She expertly introduces new ideas and concepts. For example, she shows children how to balance cotton reels on top of each other to build a tower. Children observe, have a go and successfully build a tall tower of cotton reels before it collapses. Simple mathematical ideas are threaded through play activities, such as counting in songs and using words like 'above' and 'below'.

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Curriculum and teaching Expected standard

The curriculum is inclusive and adaptable. The childminder quickly adjusts her teaching to suit each child's focus and interests. However, she does not always focus sharply enough on developmentally informed practice to better support the children.

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Inclusion Expected standard

The childminder demonstrates a proactive and open approach to inclusion. She identifies and assesses children's individual needs and development effectively through regular observations and the use of development guidance. She maintains close, professional partnerships with parents and fosters an open path of communication to address any concerns early, such as potential issues with attendance.

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Inclusion Expected standard

Although the childminder does not currently care for children with special educational needs and/or disabilities or those facing disadvantage, she has a clear understanding of her responsibilities. The childminder has previously collaborated with professionals to support children's individual needs and expresses a strong commitment to seeking further advice and training as she needs to.

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Inclusion Expected standard

The childminder reduces any barriers to learning effectively by adapting her curriculum to meet the unique interests and developmental stages of each child. She remains alert to potential development gaps, such as speech and language concerns. The childminder is keen to further enhance her knowledge of focused intervention tools to ensure all children make the best possible progress.

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Leadership and governance Expected standard

The childminder has a clear overview of her provision and accurately identifies strengths and areas for improvement. She considers the impact of any changes she makes. This commitment ensures that she reflects on effectiveness in teaching. To further enhance this, she should extend and broaden her knowledge of a wider range of child development theories. Furthermore, children's communication and language development would be even better supported through a greater understanding of specific communication and language intervention tools.

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Leadership and governance Expected standard

The childminder is proactive in her professional learning and regularly accesses a range of training. For example, she maintains an up-to-date understanding of the early years foundation stage requirements, including attending regular safeguarding training. Leadership is further evidenced by her ability to confidently and sympathetically change the learning environment and routines daily to best suit the specific needs of all children attending.

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Leadership and governance Expected standard

Partnerships with parents are a significant strength in this setting. The childminder nurtures secure, professional and friendly relationships. This helps ensure that families are kept well informed about their child's progress and where there are any developmental concerns. She maintains working partnerships with other professionals and shows commitment to supporting all children to make progress in all areas of learning. This helps to ensure a collaborative approach to every child's care and learning.

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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 and are valued and safe in this nurturing, homely environment. They benefit greatly from the gentle way the childminder establishes affectionate relationships. Children know that she is there for them as they play and explore and seek her out for help and reassurance as needed. The childminder skilfully notices subtle cues and adapts the rhythm of the day to suit each child's needs. Learning is adventurous and inquisitive. Children confidently lead their own play and follow their own interests. For example, they choose to meticulously stack cotton reels and explore 'touch and feel' pages in a favourite book. The childminder expertly supports their play by narrating their actions or introducing simple

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Inspector:

Juliette Freeman mathematical language like 'big' and 'small'. Children delight in singing songs and naming characters during story time, which builds their confidence and vocabulary in a relaxed way.

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Inspector:

Children learn about the world around them because the childminder takes them on outings to the local library and walks along the canal or to nearby parks. This helps children feel connected to their diverse community and develop a sense of belonging. Children develop physically and explore the outdoors on nature walks and in the secure rear garden. Children understand how to keep themselves healthy, for example as they engage in imaginary play with the childminder about shopping for nutritious food. Children learn about the importance of oral hygiene and personal care as part of established daily routines.

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Inspector:

Children make good progress in all areas of learning. The childminder gathers information from parents alongside her own ongoing assessments to help her decide where children are in their development journey. Using this information, she makes plans to support children's next steps. This helps them make purposeful progress over time.The childminder understands the importance of regular attendance, which helps children develop good habits for future learning.

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Next steps

The childminder should develop her knowledge of intervention techniques and programmes to further enhance the support of children's language development. The childminder should focus her own professional development more sharply on how she can best understand a wide range of child development theories.

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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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Address:

78 Marsh Lane Wolverhampton West Midlands WV10 6RX

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Address:

Registered person: Brown, Samantha Joyce

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

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