Jones, Lauren Elizabeth

Jones, Lauren Elizabeth

Unique reference number (URN): EY461731 Address: 84 Bluebell Avenue, Penistone, Sheffield, S36 6LQ Type: Childminder Registered with Ofsted: 21/10/2013 Registers: EYR, CCR, VCR Registered person: Jones, Lauren 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 Expected standard

Children make steady progress from their starting points across all areas of learning to secure foundational knowledge for later success. For example, physical development is sequenced well, children move from mastering locks on activity boards to using scissors with increasing control. Children are becoming confident communicators who enjoy stories and use a wider range of vocabulary to describe their actions and feelings, such as 'happy' and 'sad'.

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Achievement Expected standard

Achievement is inclusive for all, including children who face barriers to their learning. Children build the resilience needed for their next stage of development. They show they are learning well by following simple instructions to make choices about their play. For instance, children work together to tidy away toy cars before moving to a new activity. This progress ensures that children are well prepared for their future education and the transition to school.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is positive. The childminder helps children understand their feelings and follow the daily routine. She uses now and next prompts that help children feel calm and ready for what is happening next. For instance, children show they know the routine by independently swapping their outdoor boots for indoor shoes after playing in the garden.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a positive environment where all children are treated with respect, and the children follow her lead. They are kind to each other. For example, children wait for their friends to come over, so they can all start a game together. Older children are thoughtful and often find toys they know the younger children will enjoy and bring them over to share. The childminder also ensures that children feel in charge of themselves by asking if they would like help with tasks, such as zipping up a coat, rather than just doing it for them. This helps children learn to respect their own personal space and that of others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder does not consistently give children enough time to settle their own small differences. She sometimes offers immediate solutions, meaning children have fewer chances to think of their own ideas or practise taking turns independently. The childminder collaborates with parents to promote high attendance, ensuring that children benefit from consistent routines and continuous learning.

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Children's welfare and wellbeing Expected standard

The childminder focuses on building the physical and emotional independence children need for the future. This begins with gradual settling-in sessions that allow children to form secure bonds at their own pace. As confidence grows, children feel safe enough to leave comforters behind. The childminder helps children to recognise and manage their emotions by validating their feelings. For example, she provides labels for emotions, such as sad or frustrated, helping children build the emotional literacy needed to express themselves.

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Children's welfare and wellbeing Expected standard

Safety and privacy are prioritised throughout the daily routine. During intimate care, the childminder ensures children's dignity by changing nappies in a discreet area away from the main group. Safe sleep practices are strictly followed, with children monitored constantly to ensure their wellbeing. Local outings further help children manage their own safety. For example, children learn to wait for the 'green man' and listen for quiet cars.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are promoted through constant access to water and nutritious meals. Children are encouraged to manage their own hygiene, such as independently washing their hands. The childminder also incorporates conversations about oral health, using playful activities to help children understand the importance of looking after their teeth.

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Curriculum and teaching Expected standard

The childminder provides a responsive and full curriculum that is ambitious, flexible and builds on what children already know. She prioritises personal, social and emotional development by creating a secure environment where children feel confident to explore. The childminder uses a 'now and next' approach to help children manage their feelings by clearly explaining the sequence of the day, which helps them build patience. The childminder uses her assessments of children to plan and deliver targeted activities. Having identified a child's progress in shape recognition, the childminder used a shape sorter to consolidate their knowledge of a star while introducing circle to move learning forward.

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Curriculum and teaching Expected standard

Teaching is effective and brings learning to life. When children showed deeper engagement in the physical process of rolling play dough rather than a planned Christmas theme, the childminder adapted her focus to follow their interests. She builds vocabulary through real- world links, such as introducing pizza wheel, and models motor skills by showing children how to use cutters. The childminder challenges traditional stereotypes by validating genuine interests through role play. For instance, she provides dolls and pushchairs to nurture children's caring instincts regardless of gender expectations.

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Curriculum and teaching Expected standard

However, the environment does not always support the childminder's learning intent. Background music during communication-focused activities occasionally creates a distraction, which prevents children from clearly hearing and absorbing the new vocabulary she introduces.

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Inclusion Expected standard

The childminder establishes an inclusive culture where she identifies and assesses children's individual needs promptly. She engages with families and professionals at the local children's hub to shape support and reduce barriers to learning. For example, the childminder uses a visual tracking system alongside regular observations to pinpoint specific gaps in development. She completes progress checks at age two years to ensure a joined- up approach with health visitors. While no children currently receive early years pupil premium funding, the childminder remains ready to secure this additional support to enhance outcomes for disadvantaged children.

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Inclusion Expected standard

The childminder monitors children's progress carefully to ensure that every child participates fully in all aspects of the setting. She maintains a thorough knowledge of local pathways for children with special educational needs and/or disabilities to help families access specialist services. Additionally, her stable and compassionate care supports the progress of children with previous experience of social care. This respectful environment ensures that the unique qualities of every child are celebrated.

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Leadership and governance Expected standard

The childminder and her co-childminder collaborate closely to sustain a positive environment. Through regular check-ins and mutual support, they provide children with a consistent and calm experience throughout the day. This teamwork enables the childminder to meet all requirements while keeping the children's wellbeing central to her practice.

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Leadership and governance Expected standard

Partnerships with families are a core strength of the setting. The childminder uses learning journals to communicate with parents, sharing observations and photos of their children's achievements. This ensures that parents are well informed about the progress their children are making, particularly in their social and emotional development. Parents appreciate open communication and the childminder's flexibility, which helps them feel confident and involved. Children also express their happiness and speak with warmth about the friends they play with. This highlights the secure and trusting relationships the childminder has created.

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Leadership and governance Expected standard

The childminder is dedicated to her professional growth and stays updated on good practices by engaging with local networks. She attends regular training, such as recent safeguarding updates. By consistently reflecting on her practice, she identifies opportunities to improve the setting. This commitment to learning ensures that the provision continues to develop to meet the specific needs of the children and their families.

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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 flourish in this welcoming, home-from-home environment where they develop trusting attachments. The childminder and her co-childminder act as a reliable base for comfort. Children approach for cuddles and reassurance to refuel their emotional energy before they return to play with confidence. A curriculum that promotes expressive language benefits all children. For instance, younger children progress from simple gestures to repeating words and sharing their ideas with growing clarity. A love for song and role play is evident as children join in with action rhymes or engage in imaginative caregiving. For example, children pretend to feed dolls or show an understanding of social expectations as they gently sooth them to sleep.

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Inspector:

Josie Cumiskey Independence and resilience are central to the daily routine. Children manage self-care tasks, such as when they attempt to put on their own coats or identify specific water bottles at snack time. The childminder promotes this further when she asks for permission during hygiene routines, such as before she wipes a child's nose. This respectful approach helps children feel settled. Physical confidence grows on nature trails where children use magnifying glasses to discover bugs. During pond-dipping excursions, children learn to respect the natural world as they observe insects but do not handle them. These experiences lead into further learning during visits to local shops to buy ingredients and where children look at numbers on scales to weigh and measure, as they grasp mathematical concepts. Regular outings to cafes and libraries ensure that children develop confidence and mutual respect for members in their community. The childminder promotes

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Inspector:

the importance of attendance, which helps children settle quickly, form positive relationships and benefit from the full range of learning opportunities.

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Next steps

The childminder should strengthen her awareness of the impact of background noise on children's learning and engagement. The childminder should refine her practice by allowing children more time to settle minor disagreements and compromise independently.

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About this inspection

The inspector spoke with the childminder and the co-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:

84 Bluebell Avenue Penistone Sheffield S36 6LQ

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Address:

Registered person: Jones, Lauren Elizabeth

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Address:

Operating hours: 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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