Charman, Laura Jane

Charman, Laura Jane

Unique reference number (URN): EY554781 Address: 56 Springfield Road, Trench, Telford, TF2 6QT Type: Childminder Registered with Ofsted: 29/12/2017 Registers: EYR, CCR, VCR Registered person: Charman, Laura Jane

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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 develop independence and are well prepared for their next stage in learning, including school. For example, older children confidently put on their coats and shoes, manage personal hygiene routines, follow familiar routines and engage positively with adults and peers. Older children recognise their names, show an emerging understanding of letter sounds and take turns during group activities.

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Achievement Expected standard

Children sustain concentration during activities, such as block play, balancing and stacking. They respond positively to questioning that encourages their thinking, prediction and problem-solving. Children listen attentively to stories, join in with songs and use emerging words and gestures to express themselves. Older children confidently recall events and create imaginative narratives, such as describing experiences while mixing yoghurt to make colours. However, children could achieve even higher in their mathematical learning with targeted interventions.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and children facing other barriers, make progress through targeted support, consistent routines and encouragement to take appropriate risks.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe and secure in the care of the childminder. They form trusting relationships with the childminder. This confidence enables them to explore their environment independently. For example, toddlers confidently use outdoor physical play equipment, taking appropriate risks and developing their coordination and strength.

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Behaviour, attitudes and establishing routines Expected standard

Children display positive attitudes and engage enthusiastically in activities. They show curiosity, independence and perseverance. For example, children take turns during circle time, selecting and playing musical instruments and contributing ideas during imaginative play. The childminder models positive behaviour, reinforcing manners and encouraging children to consider others. The childminder fosters a calm, cooperative and purposeful learning environment for children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance and punctuality rigorously. She works closely with parents and carers to maintain consistency. The childminder tailors her expectations for children's behaviour to each child's age, stage of development and individual needs. This ensures that all children thrive in a nurturing and inclusive setting.

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Children's welfare and wellbeing Expected standard

Children have a loving relationship with the childminder, showing genuine attachments that give them a sense of security to explore the environment. The childminder gathers detailed information through 'all about me' documents and liaises closely with parents and carers. The childminder tailors care to each child's routines, preferences and individual needs. As a result, children quickly settle.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's physical development, personal safety and health very effectively. Children engage in daily outdoor play, which develops their coordination, strength and confidence. They make informed choices about healthy foods and snacks. The childminder demonstrates a clear understanding of local health issues, such as obesity and tooth decay. She ensures that children benefit from consistent and nutritious options.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is prioritised through sensitive and consistent care and structured routines. The childminder encourages children to recognise, express and manage their emotions in an age-appropriate way through conversations and role-modelling. She uses books, singing and props to help children understand what they are feeling. This helps children to develop resilience, self-confidence and independence. The childminder adapts mealtimes, feeding and sleep routines to meet individual needs. This ensures that all children feel secure, supported and ready to engage fully in learning.

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Curriculum and teaching Expected standard

The childminder designs and implements a curriculum that is based effectively on children's individual interests and developmental needs. She uses children's starting points and ongoing assessment to plan purposeful activities that support each child's learning. As a result, all children make progress from their starting points.

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Curriculum and teaching Expected standard

The curriculum is broad and engaging and successfully promotes children's creativity and imagination. The childminder places an emphasis on outdoor learning and physical development. This enables children to build confidence and develop appropriate risk-taking skills. For example, toddlers independently climb the steps to the slide and carefully negotiate how to position their legs to slide down safely. They show high levels of enjoyment and motivation, squealing with excitement and repeatedly returning to the activity.

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Curriculum and teaching Expected standard

Children make secure progress in communication and language. The childminder skilfully engages children of all ages during lively singing sessions. Younger children enthusiastically copy actions and bounce along to the songs. The childminder consistently narrates children's play, reads stories regularly and models sounds and vocabulary effectively, which supports children's early language development. The childminder supports children to develop their independence and confidence to try new experiences. This enables them to develop their personal, social and emotional skills even further as they become confident learners. The childminder incorporates mathematics into daily routines. She uses counting and comparative language effectively. However, the planning and teaching for older children is not sharply focused on extending their mathematical reasoning.

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Inclusion Expected standard

The childminder demonstrates a strong commitment to inclusive practice. She gathers information about children's starting points in development from parents and carers on enrolment. The childminder uses ongoing assessment to monitor children's development closely. This ensures that any emerging concerns are identified and addressed promptly.

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Inclusion Expected standard

When concerns arise, the childminder discusses these sensitively with parents. She works in partnership with relevant external professionals and agencies to seek further advice, support and assessment. Children with special educational needs and/or disabilities, or who face barriers to learning, receive support through individualised plans. These plans provide targeted support and are implemented swiftly. This includes while children are waiting for appointments or formal diagnoses, so that their learning and development are not delayed.

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Inclusion Expected standard

The childminder supports disadvantaged children, including those in receipt of additional funding, effectively to make appropriate next steps in their learning. She uses funding purposefully to support individual plans and improve outcomes for children.

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Inclusion Expected standard

The childminder has a secure understanding of how to support children who are known, or have been previously known, to children's social care. She ensures she undertakes training to support individual children's needs. She works collaboratively with parents and other professionals to promote children's wellbeing and monitor their progress carefully.

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Leadership and governance Expected standard

The childminder provides a highly effective, welcoming and inclusive environment. She uses information from parents' and carers' questionnaires to improve practice, and she has a clear understanding of the setting's strengths and areas for development. The childminder keeps professional development up to date, including first-aid and safeguarding training. She has also undertaken specific training, such as implementing a language intervention, to enhance children's communication and language outcomes. Further training to support children to develop their mathematical learning would further the childminder's teaching to higher levels. This would ensure high-quality care and responsive support for all children.

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Leadership and governance Expected standard

The childminder makes decisions in the best interests of all children. She promotes equality and diversity through daily routines, discussions of different family structures and participation in cultural celebrations. The childminder monitors children's attendance, wellbeing and safety carefully. She adapts routines, resources and bedding to meet children's individual needs.

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Leadership and governance Expected standard

Parent partnerships are strong. The childminder maintains regular communication and provides ideas to support children's learning at home. She works collaboratively with families to reinforce routines and children's wellbeing. Parents highly value the care and attention children receive. They feel their children have made significant progress in their 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 benefit from a warm, welcoming and inclusive environment where they feel safe, secure and valued. There are secure and positive relationships between children and the childminder. This gives children a positive sense of belonging, enabling them to quickly gain confidence to explore and engage in play. The setting provides a stimulating, home-from-

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Inspector:

Sue Smith home environment. The childminder provides a wide range of exciting activities that support children's development across all areas.

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Inspector:

Parent partnerships are a key strength in this setting. Parents and carers value the care, attention and guidance the childminder provides. The childminder works closely with families to ensure that children's routines, preferences and care needs are respected. She assesses children's development regularly. The childminder identifies and addresses any concerns promptly in collaboration with parents. This ensures that all children make progress.

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Inspector:

Children enjoy a rich variety of experiences inside and outside the home, including trips to the library, post office and local community spaces. The childminder provides daily outdoor play and exercise to promote children's physical health and wellbeing. Overall, she prioritises professional development to have a clear impact on children's outcomes, ensuring that care, learning and emotional support are consistently of high quality. Overall, children thrive in a nurturing, stimulating and responsive setting.

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Next steps

The childminder should enhance the teaching of mathematics to enable children to make more consistent progress in their learning.

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About this inspection

The inspector spoke with the childminder and took into account views of parents 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:

56 Springfield Road Trench Telford TF2 6QT

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Address:

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 17:30,Thursday : 07:30 - 16:30,Friday : 07:30 - 15:30

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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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