Mawson, Anna Elizabeth

Mawson, Anna Elizabeth

Unique reference number (URN): EY330441 Address: 12 Croasdale Close, Carnforth, Lancashire, LA5 9UN Type: Childminder Registered with Ofsted: 07/03/2006 Registers: EYR, CCR, VCR Registered person: Mawson, Anna Elizabeth

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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 progress through the curriculum extremely well, particularly in communication and language. The childminder models language well, sensitively corrects children, asks questions, uses words in context, shares new vocabulary and recaps on prior learning. Younger children are able to express their needs through pointing and non-verbal communication. The childminder also supports children using signing, which further aids children's communication skills.

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Achievement Strong standard

Children as young as 3 years of age identify letters, show a great interest in books and are able to identify missing words in phrases. Children with special educational needs and/or disabilities are supported extremely well as they explore new learning opportunities and establish new skills. Children are very well prepared for their next stage of learning, including school. They demonstrate high levels of independence, are confident communicators and show they have excellent listening and attention skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed a nurturing and positive environment and has the highest expectations for children. She is an excellent role model and is consistent in her approach to help children understand behaviour boundaries. Children have built extremely warm attachments with the childminder and demonstrate they are settled and happy in her care. They independently approach her for a reassuring cuddle, ask for help and confidently make their needs known.

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Behaviour, attitudes and establishing routines Strong standard

Children are consistently very caring towards one another. They demonstrate kindness and concern when role playing as doctors. They are encouraged to share resources, wait their turn when speaking and consider the needs of their peers. The childminder is very attentive to children, and, as a result, children exhibit excellent listening and attention skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of attendance and will telephone parents or emergency contacts to ensure that all is well at home. The childminder understands that children go through different development stages and consistently adapts her practice to ensure that all children understand the expectations of the setting. For example, she talks with older children about the effect their behaviour could have on others, so they begin to understand feelings and emotions.

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Children's welfare and wellbeing Strong standard

The childminder is extremely vigilant in observing children to support them in their care needs. She is very receptive and recognises when a child may need changing or when they are tired and need to sleep. She carefully manages the dietary needs of children with special educational needs and/or disabilities and uses signing to develop children's communication and language skills.

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Children's welfare and wellbeing Strong standard

The childminder is very responsive and always remains calm. For example, she reassures children who spill milk from a jug, sits alongside children and supports them on how to hold the jug properly and pour carefully. This helps children to manage their emotions and build a very secure sense of emotional wellbeing. Children demonstrate they are settled and feel safe in her care.

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Children's welfare and wellbeing Strong standard

Children are supported to understand their personal safety. For example, they are reminded how to hold a knife properly as they cut up pieces of fruit for snack. Children are encouraged to be confident and assess their own risks, such as when they use steps. Children begin to understand healthy lifestyles as they learn about good oral health and eat a variety of healthy snacks. Routines such as sleeping and feeding are facilitated extremely well, which means that children are able to be active learners and explore the world with enthusiasm.

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Curriculum and teaching Strong standard

The childminder has developed a curriculum that is focused on supporting every child to achieve. She is very skilful in knowing children and understanding their development stage. For example, younger children enjoy a painting activity where they are encouraged to name colours, while older children are encouraged to identify shapes, mix colours together and use different tools to support their physical skills. The childminder constantly reviews the curriculum to ensure that it meets the needs of all children and assesses children to maximise their learning in the early years foundation stage.

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Curriculum and teaching Strong standard

The childminder prioritises children's learning in physical, personal, social and emotional development to ensure that they are prepared for other areas of learning. Children progress extremely well through the curriculum. Their natural interests are incorporated into activities, which helps to engage children and support them in becoming active learners. For example, the childminder makes board games for children, incorporating their favourite characters, and builds their knowledge of positional language with words such as 'high' and 'low'. Mathematics is incorporated throughout the day. Children are encouraged to count, recognise how many items are in a group and identify numbers on outings. Children identify shapes in their play and use their fingers to show one-to-one correspondence when they count. The childminder adapts her teaching to support the needs of children with special educational needs and/or disabilities, ensuring that all children can access the curriculum.

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Inclusion Strong standard

Children's individual needs are identified with precision and consistently assessed. The childminder adjusts her teaching and adapts the environment to meet children's individual needs. Her inclusive practice consistently reduces barriers to children's learning and wellbeing. The childminder differentiates learning opportunities according to the age and stage of children and closely monitors children's progress to identify the impact of the curriculum. For example, she identifies if children are deeply engaged, making progress and able to transfer skills to other areas of learning.

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Inclusion Strong standard

Children's starting points are identified in partnership with parents, and there is constant information-sharing with all carers to develop a deep understanding of children's needs. The childminder is always focused on the needs of each child, both within and outside of the setting. Engagement with other professionals is proactive, and in true partnership, to provide every child with consistent individualised care. The childminder fully understands the importance of spending funding, such as the early years pupil premium, wisely to support children's needs and reduce the barriers children may face. The childminder demonstrates that she is very alert to changes in the lives of all children.

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Leadership and governance Strong standard

The childminder has a full understanding of the setting's strengths and regularly identifies areas to develop. She identifies training with a clear focus to develop her practice, and, if she then feels this training did not upskill her enough, she actively seeks other courses to attend. The childminder implements things she has learned. For example, she has reduced the number of resources children access at one time as this can overstimulate some children and impact on their enjoyment and engagement.

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Leadership and governance Strong standard

The childminder welcomes the views of parents and receives support from the local authority to identify areas for further improvement. In addition, she meets regularly with other childminding professionals and undertakes a lot of reading and research about early years to constantly renew and develop her knowledge. The childminder takes decisions that are always in the best interest of children, particularly those children with special educational needs and/or disabilities. For example, she seeks out resources that help children access the curriculum, works extremely closely with parents and attends multi-professional meetings so that all carers can offer consistent levels of care for every child. This proactive approach helps to reduce barriers to children's learning and wellbeing.

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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 extremely active learners and engage with activities, resources and the childminder with enthusiasm and excitement. The childminder helps children to be confident, independent and make their needs known. The curriculum is extremely well thought out and takes into consideration the different ages and stages of development of all children in her care. This reduces the barriers to learning some children may face. Children are extremely well prepared for the next stage in their learning. They are inquisitive about how things work, explore how to use different resources and independently make their needs known.

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

Children are encouraged to be part of the setting and know that their opinion counts. The childminder gives children choices and asks which activities they would like to do. The

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Inspector:

Elisia Lee childminder constantly shares information with parents, and involves them in processes of assessment, so that they can directly contribute to their child's learning and reviews. All children and families are warmly welcomed at the setting and know that their opinions and contributions are valued highly by the childminder.

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Inspector:

Children demonstrate they are happy and feel safe at this setting. They develop positive relationships with their peers and the childminder, as she consistently nurtures their wellbeing at all times. Children show that they are able to express themselves and feel relaxed and happy in the childminder's care. The childminder understands the importance of attendance and works alongside parents to support children's continual attendance. Every child is valued for their individuality and uniqueness. Children are praised as they attempt something for the first time, such as holding a spoon. In addition, they enjoy the celebrations as they accomplish a skill for the first time, such as remembering the words to a favourite story in the correct order. This constant high-quality support enables children to attempt new things and build their resilience. This setting helps children to thrive and flourish.

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Next steps

Leaders and those responsible for governance 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 children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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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:

12 Croasdale Close Carnforth Lancashire LA5 9UN

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Address:

Registered person: Mawson, Anna Elizabeth

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Address:

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

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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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