Flatt, Joanna Louise

Flatt, Joanna Louise

Unique reference number (URN): EY399443 Address: 41 Beaconfield Road, Epping, Essex, CM16 5AR Type: Childminder Registered with Ofsted: 25/01/2010 Registers: EYR, CCR, VCR Registered person: Flatt, Joanna 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

All children, including those who face barriers to their learning, make secure progress from their starting points across all areas of learning. They enjoy participating in a rich selection of activities and experiences. This enables them to build on what they already know and can do and prepares them well for their next stage of education.

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Achievement Expected standard

Children take pride in their achievements and enjoy revisiting their learning through individual photo books. They confidently share these with their peers, recalling past experiences and describing what they have learned. Children are articulate and communicate their ideas clearly, using complex sentences to express their thoughts and experiences. They show enjoyment in discussing their learning, which helps them to deepen their understanding and embed new knowledge.

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Behaviour, attitudes and establishing routines Expected standard

The childminder implements clear boundaries so that children understand what is expected of them. For instance, she clearly explains to children the reason they must remain seated at the table while eating. The childminder is a positive role model. She consistently uses good manners when speaking with children. This motivates them to do the same. The childminder takes children to organised groups. This helps them to develop relationships with larger groups of children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to look at photos of other children expressing different emotions through their facial expressions. She talks to them about how the children in the photos may be feeling and supports them to think of times when they may have felt the same. This helps children understand and talk about their feelings in real situations and supports them to develop positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses her secure knowledge of each child's stage of development to know when it is appropriate to provide children with time to independently resolve minor disagreements. Children demonstrate warm, positive relationships as they collaborate and make joint decisions about their play. The childminder actively promotes the importance of regular attendance. She consistently takes appropriate action should children not attend when expected.

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Children's welfare and wellbeing Expected standard

The childminder builds warm, nurturing relationships with children. Children thoroughly enjoy snuggling up to the childminder as she reads them their chosen stories. The childminder promotes children's awareness of a healthy lifestyle. Frequent access to the childminder's inviting garden enables children to build on their physical skills. They run at speed and build core strength as they propel themselves back and forth in suspended tyres. The childminder teaches children to remain safe during frequent walks in the community.

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Children's welfare and wellbeing Expected standard

The childminder extends children's range of tastes. Children carefully handle small tools, such as a peeler to prepare fresh vegetables in readiness for the childminder to include in the nutritious meals she provides. Children swiftly learn to manage their own care needs. They know to follow a good hygiene routine. The childminder ensures that children have the autonomy to make decisions when they would like to rest. The childminder teaches children the importance of good oral health. Discussions reinforce the importance of brushing teeth twice a day. She highlights how some cereal bars contain hidden sugars. This deepens children's awareness of a healthy lifestyle and supports them to make healthier choices. The childminder reads books that help children to recognise their own and others' feelings.

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Curriculum and teaching Expected standard

The childminder knows the children she cares for very well. She implements an ambitious curriculum that consistently includes all children's needs and evolving interests. This supports children to have a positive attitude and eagerness to learn. The childminder carries out regular observations and assessments to identify children's next steps in learning, and she implements these through a sequenced approach. The childminder prioritises children's communication and language skills and adapts her practice for children who face barriers to enable them to develop a secure understanding of English. She understands the importance of developing children's love of books. The childminder enrols children at the local library, where they regularly visit to build on their social skills through participation in organised groups and to select their preferred books. The childminder extends children's vocabulary as

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Curriculum and teaching Expected standard

she introduces them to new words, such as 'meteorites', and reads to children with great intonation.

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Curriculum and teaching Expected standard

The childminder's mathematics curriculum focuses on helping children develop a secure understanding of number and solve mathematical problems, including addition and subtraction. She has not yet considered how to enrich the mathematics curriculum for the most able children to expand their knowledge of capacity and weight. The childminder supports children to develop control and coordination. Children work together to transfer a ball through open drainpipes, adjusting the angle to succeed.

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Inclusion Expected standard

The childminder values children as unique individuals. She swiftly uses her early observations and assessments of children, along with information from parents, to identify how to precisely meet the individual needs of children. She is very mindful that, for children who are new to her setting, this may be their first experience of separation from their main carer or parents. The childminder ensures that she spends valuable time with children who find this transition challenging. The childminder draws on her experience and secure understanding of child development to implement effective interventions. For example, she remains patient and calm, validates children's feelings and offers flexible settling-in arrangements to support children's emotional wellbeing. This has a positive impact on helping children to feel secure. They show a sense of belonging and are ready to engage in activities with their peers.

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Inclusion Expected standard

The childminder carefully monitors all children's progress and adapts her teaching when needed. This enables all children to make progress from their starting points. The childminder learns key words in children's home language for those children who speak English as an additional language. This supports children to understand instructions and participate in activities, creating a fully inclusive culture.

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Leadership and governance Expected standard

The childminder regularly reflects on the effectiveness of the provision she offers children. She has clear plans in place to continue to enhance her provision. However, the childminder has not yet built successful partnerships with staff at other settings that children attend to fully support children's continuity of learning.

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Leadership and governance Expected standard

The childminder shares photos of children's achievements with parents and keeps them well informed about children's next steps in learning. Parents regularly contribute updates about their children's achievements and experiences at home. The childminder uses this information effectively to strengthen her assessments and ensure they remain accurate. Parents praise the childminder for her professionalism. They appreciate the robust arrangements the childminder has in place to ensure children with food allergies or intolerances feel fully included. She adapts meal ingredients to meet children's individual needs.

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Leadership and governance Expected standard

The childminder regularly builds on her knowledge and skills. She reads professional publications and regularly meets with a close network of other childminders. This enables her to share practice and gain new ideas. Recent knowledge supports her to include new creative ideas into her curriculum that help children develop their critical thinking skills. The childminder has effective arrangements in place to support her wellbeing and manage her workload.

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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

The childminder invests time with parents to find out what children know and can do. She uses this information along with her own observations and assessments of children to establish what each child needs to learn next. The childminder fully considers children's unique interests and needs. She builds on these through an ambitious curriculum that prepares children for their next stage in learning and introduces them to new meaningful experiences. The childminder makes any necessary adaptations to her teaching to ensure all children, including those who face barriers to their learning, are able to fully participate. Children visit a Christmas tree festival at the local church. This sparks their curiosity and fills them with awe and wonder as they explore the lights, colours and decorations. The

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Inspector:

Lorraine Pike childminder skilfully builds on this experience in her setting, sharing the children's excitement to strengthen their social bonds. Children beam with happiness and amazement as they look through special glasses that make the lights on the childminder's Christmas trees appear as reindeers and Santas.

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Inspector:

Children confidently carry out responsibilities. They relish the opportunity to fill the chicken feeder with food for the childminder's pet chickens. They confidently release the chickens from their enclosure before carefully positioning the feeder. Children enjoy searching for eggs in the chicken coop. The childminder uses the eggs children collect within the healthy meals she provides. These experiences help children flourish as they take on age- appropriate responsibilities and develop an awareness of where food comes from.

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Inspector:

The childminder shares detailed information with parents from the outset about the provision she offers, including the importance of regular attendance so children can fully benefit from the experiences she provides. Children show that they feel safe and comfortable in the childminder's home-from-home setting. They thoroughly enjoy the childminder's and their peers' interactions in their chosen play.

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Next steps

The childminder should enrich the curriculum for mathematics to enhance the most able children's understanding of weight and capacity. The childminder should build partnerships with other settings that children attend to fully support children's continuity of learning.

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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:

41 Beaconfield Road Epping Essex CM16 5AR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 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

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