Warren, Lisa Marie

Warren, Lisa Marie

Unique reference number (URN): EY436226 Address: 26 Hevers Avenue, Horley, Surrey, RH6 8DB Type: Childminder Registered with Ofsted: 11/11/2011 Registers: EYR, CCR, VCR Registered person: Warren, Lisa Marie

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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 are confident, happy and inquisitive learners. They make rapid and sustained progress through a highly ambitious curriculum. Children develop their communication and language in every interaction. They learn to express emotions confidently and ask for help when needed. Pre-school children speak with excitement about their book bags and upcoming transition to school, reflecting their readiness and enthusiasm for learning.

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Achievement Strong standard

Children learn to manage themselves and their emotions in larger environments, such as through visits to parks, libraries and meetings with other childminders. They build very high levels of resilience and independence.

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Achievement Strong standard

Children facing barriers to their learning receive tailored support. This enables them to achieve exceptionally well from their starting points. As a result, all children are very well prepared for the next stage of their education and life in the wider world.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a highly positive culture. She consistently embeds politeness, kindness and consideration as a natural way of life. Children form very secure attachments with the childminder and they look to her for guidance and support. The childminder provides highly effective emotional support when children experience challenges in managing their emotions. She calmly explores options and reasons in a way which is fully age-appropriate and responsive to the individual stages of development of each child.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate excellent social skills as they learn to collaborate and get along with one another. They consistently show patience and consideration. For example, children calmly wait for everyone to be ready before going outside. During activities, such as sensory tray exploration and collaborative art projects, they thoughtfully make space for each other. This ensures that everyone can participate fully and creates a strong sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes healthy routines as part of everyday activities. This includes the importance of regular attendance. Children's attendance levels are very high. This reflects children's enthusiasm for the setting. Parents and carers consistently report that their children are eager to attend and often find it difficult to keep them away from the setting.

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Children's welfare and wellbeing Strong standard

Care practices are highly effective in meeting the individual needs of all children. This is also the case for children with special educational needs and/or disabilities. The childminder undertakes specialist training and works closely with parents and carers and professionals to ensure that she uses equipment appropriately. This enables all children to thrive.

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Children's welfare and wellbeing Strong standard

Children form amazingly secure and responsive relationships with the childminder. They consistently seek her calm and age-appropriate guidance. This promotes high levels of confidence and emotional security. The childminder consistently uses everyday routines to teach children independence and self-care skills. For example, older children sing the handwashing song to reinforce hygiene.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of physical development and healthy lifestyles. They visit an allotment where they learn where food comes from, and they harvest and eat what they have grown. The childminder implements policies around healthy eating and sleep consistently and very effectively.

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Children's welfare and wellbeing Strong standard

The childminder gives a high priority to outdoor play and physical activity. This promotes children's overall wellbeing. Children learn to notice that their hearts beat faster and harder when they have been running. This gives them an awareness of their bodies and wellbeing from a very early age. It also supports children to form lifelong healthy habits highly effectively.

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Children's welfare and wellbeing Strong standard

Children learn to recognise and express feelings appropriately through gentle reminders and shared discussions. For example, older children identify emotions by facial expressions when reading stories. This is highly effective in building their empathy and regulation skills. As a result, children thrive socially, emotionally and physically in this setting.

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Curriculum and teaching Strong standard

The childminder delivers a curriculum that meets the needs of all children extremely well, including those facing barriers to learning. She plans adult-led, free play and routine activities based on children's interests and developmental stages. The childminder uses ongoing assessment to refine her curriculum and ensure that it remains highly effective. As a result, children stay highly engaged for extended periods, exploring textures and ideas with curiosity and confidence.

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Curriculum and teaching Strong standard

Children's communication and language are a clear priority in this setting. The childminder uses mirrors to help pre-verbal children experiment with facial expressions, supporting their early speech development. For older children, she extends vocabulary with words, such as 'igloo' and 'compaction', during imaginative and sensory play with corn flour, water and polar bears. Consequently, children develop excellent language skills and confidently describe sensory experiences. The childminder embeds mathematical language naturally in everyday conversations with children. The childminder promotes children's personal, social, and physical development through varied experiences, including visits to parks. She uses these experiences to help children to learn to manage risk and build resilience, such as when they explore challenging climbing apparatus. These shared experiences foster a strong sense of security and belonging in

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Curriculum and teaching Strong standard

children. The childminder encourages observation and critical thinking. For example, she discusses how fog forms. The childminder's very inclusive approach and high expectations ensure that all children make excellent progress from their starting points.

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Inclusion Strong standard

The childminder knows each child and their background extremely well. She continuously assesses children's progress by actively engaging with children during their play, planned activities and routines. The childminder swiftly identifies emerging gaps in children's learning and development. She draws on her extensive knowledge of child development to implement effective adaptations to the curriculum, resources and activities.

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Inclusion Strong standard

The childminder works very closely with parents and carers. She proactively communicates with relevant professionals to ensure timely support. The childminder ensures that she implements advice from other professionals. The childminder monitors children's progress closely to ensure that interventions have the desired impact.

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Inclusion Strong standard

The childminder continuously undertakes training to further develop her skills and knowledge to better be able to identify gaps in children's learning or development and to enable her to support them even further. She works consistently and proactively with other settings children attend. The childminder shares observations and children's next steps in learning. This ensures continuity and a highly cohesive approach to children's development. The childminder has high aspirations for every child and uses this inclusive approach that enables all children to make excellent progress.

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Leadership and governance Strong standard

The childminder has a clear and accurate understanding of her setting. She uses highly effective self-evaluation to drive continuous improvement. The childminder consistently and precisely assesses children's progress. She uses this information to make well-judged and timely adjustments to activities and the curriculum. This demonstrates a deeply embedded commitment to inclusion, high expectations and excellent outcomes for every child.

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Leadership and governance Strong standard

The childminder consistently acts in the best interests of all children. She is highly aspirational for their achievement and wellbeing. She makes informed and thoughtful decisions to ensure that children, including children with special educational needs and/or disabilities, are fully supported to thrive. Professional development is of high quality and has a clear impact on practice and outcomes. For example, recent training in sign language has significantly enhanced children's communication skills, confidence and inclusion. This further strengthens the childminder's ability to meet the diverse needs of all children.

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Leadership and governance Strong standard

Partnerships with other professionals and parents are consistently highly effective to ensure that children receive a cohesive approach to their learning and development. The childminder regularly updates policies to ensure that they reflect current guidance and also her actual practice.

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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 happily enter the home. They feel safe and secure in the calm and nurturing care of a highly experienced and knowledgeable childminder. Deep and trusting relationships with the childminder give children confidence and emotional security. They develop resilience

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Inspector:

Marlene McEleney and a strong sense of belonging because the childminder knows their needs, backgrounds and starting points extremely well.

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Inspector:

Children's behaviour is exemplary and they play harmoniously with their peers. They show high levels of enjoyment and curiosity as they explore their environment. For example, children giggle together while throwing corn flour in the air, pretending it is snowing. These playful moments help children to build friendships and strengthen their sense of community and belonging.

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Inspector:

The childminder meticulously plans rich and purposeful activities that spark children's imaginations and deepen their thinking. For instance, children investigate how textures change, which encourages them to ask questions and make sense of the world. The curriculum is highly ambitious and inclusive. It is carefully sequenced to meet each child's age and stage of development. As a result, all children engage fully and achieve well.

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Inspector:

Children's independence and self-care are promoted through meaningful routines. Children take turns caring for a mascot teddy, considering routines, such as brushing teeth and sleep. The childminder plans daily opportunities for children to practise dressing skills, such as putting on socks or fastening coats. This builds children's perseverance and a very positive sense of achievement.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:20

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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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