Lowe, Rachael

Lowe, Rachael

Unique reference number (URN): EY546523 Address: 29 Oakley Avenue, Brockwell, Chesterfield, S40 4DS Type: Childminder Registered with Ofsted: 21/06/2017 Registers: EYR, CCR Registered person: Lowe, Rachael Claire

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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 develop secure foundations in preparation for the next stage of their education. They show enthusiasm and curiosity as they explore a range of inspiring activities and enriching experiences. Children demonstrate perseverance, develop new skills and remain engaged in their play consistently. They make extremely secure progress in their personal, social and emotional development, playing cooperatively and building positive relationships with others.

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Achievement Strong standard

Children benefit from the childminder's high-quality interactions and make strong progress across all areas of learning. They develop their skills well, such as listening attentively, following instructions and communicating their needs clearly.

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Achievement Strong standard

Children's physical development progresses significantly as they build strength, coordination and control through varied activities. They consistently build on their hand–eye coordination and fine motor skills as they impressively use tweezers, pipettes and tongs. Older children confidently use their knives to scrape food onto their forks.

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Achievement Strong standard

Children with special educational needs and/or disabilities achieve well from their individual starting points. Their needs are identified early, and support is implemented, so they can take part fully and make good progress.

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Curriculum and teaching Strong standard

The childminder gathers detailed information from parents and completes effective assessments to identify children's individual needs. She uses this information to plan targeted activities to support children's emerging skills. The childminder knows the children extremely well and designs her inspiring curriculum to engage children in learning by following their interests. She is skilful at adapting her teaching to meet the different ages and stages of children's development.

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Curriculum and teaching Strong standard

The childminder consistently prioritises supporting children's communication and language skills. She continually talks to the children through high-quality interactions to engage them in purposeful conversations. Children have a wealth of opportunities to develop new vocabulary. For example, during play, the childminder models single words clearly to

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Expected standard

younger children, such as labelling objects and adding words to their actions. She adds more descriptive words when communicating with older children.

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Expected standard

The childminder embeds highly effective mathematical concepts securely through play and routines. She introduces ideas, such as counting, shapes, numbers and quantity naturally, and revisits them regularly through positive interactions to strengthen children's understanding. Children enjoy a wealth of experiences in the local community and meet a wide range of people. The childminder regularly visits local parks and soft-play centres where children are offered more challenge to focus on physical play. Children are motivated to explore different body movements as they climb, run and jump on challenging play equipment, developing their confidence in new places.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. At times, they need adult support to manage their feelings and behaviour, which the childminder provides calmly. This helps children settle quickly and continue their play positively. The childminder supports turn-taking through clear explanations and gentle reminders. Children share toys willingly and use phrases such as 'thank you' without prompting. They are kind and caring towards others, often saying, 'I will help,' to their friends.

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Behaviour, attitudes and establishing routines Expected standard

Although the childminder teaches children to be respectful of each other, she does not consistently offer the same support in helping children handle resources or toys with care. Children do not yet demonstrate a positive attitude towards caring for the environment. The childminder offers prompts for children to tidy up, but toys are still often left on the floor, and children frequently walk through or on them. Children are not yet fully supported to understand that their behaviours have consequences. The childminder works in partnership with parents. This includes monitoring children's attendance to ensure that they fully benefit from their time at the setting.

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Children's welfare and wellbeing Expected standard

The childminder builds warm, nurturing relationships with children, helping them feel safe and secure. She gathers detailed information from parents when children first start at her setting and makes her own assessments. The childminder demonstrates that she knows her children very well and responds to their individual cues, providing comfort when needed. Children are encouraged to express their feelings, talk about what they need and develop early emotional awareness. The childminder's calm, consistent approach helps children feel valued, supported and able to explore the environment with confidence. As a result, children develop a strong sense of belonging and quickly become engaged and ready to learn.

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Children's welfare and wellbeing Expected standard

The childminder supports children in learning the skills and knowledge they need to take care of themselves. For example, children know when to wash their hands. She provides children with healthy, home-cooked meals, which they enjoy. Children learn about making healthy choices as the childminder follows their likes and dislikes and introduces a greater variety of fruits for them to choose from. Although the childminder has a secure routine in place, she has not fully thought about using these routines to fully support children to understand the expectations of behaviour.

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Inclusion Expected standard

The childminder gathers detailed information from parents during the settling-in process, helping her to understand each child's background, learning needs and experiences. She uses this information to ensure that children's individual needs are planned for from the outset.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND) well and has appropriate expectations and ambitions for them. She understands how to identify and assess the needs of children with SEND. Ongoing communication with parents helps to ensure continuity of care and shared approaches that align with other professionals and support every child's development. This helps the childminder to make reasonable adjustments to her setting.

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Leadership and governance Expected standard

The childminder takes a thoughtful and positive approach when working with parents and other professionals. She understands the value of strong partnerships and keeps communication clear and open. For example, the childminder shares regular assessments with settings other children attend. This helps support children's care and ongoing development. Parents appreciate the collaborative approach and enjoy having regular opportunities to be involved in their child's learning journey. For example, the childminder provides activities for children to complete with their parents over the holiday periods.

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Leadership and governance Expected standard

The childminder is still gaining the confidence needed to embed consistently high expectations across all aspects of her setting. She regularly reflects on her practice, working collaboratively with other early years professionals. She engages in reflective discussion- sharing ideas to help shape children's experiences. She works hard to keep herself updated with changes and make the necessary adaptions to her setting and 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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What it's like to be a child at this setting

Children are happy and settled in the childminder's home. They confidently make independent choices as they play. The childminder provides a calm and friendly environment where children feel safe and secure. Children regularly check in with the childminder for reassurance and guidance when needed.

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

Children build positive relationships with their peers. They are kind and helpful, taking turns with resources and working collaboratively. They carefully build models and fill tubes with ice together. Children of all ages help set the table for mealtimes and hand each other their drink bottles. The childminder promotes children's independence effectively. For example, children wash their hands before meals and help carry their plates to the table. Furthermore, older children confidently take off their own jumpers when they feel hot.

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

Children enjoy learning, select what they would like to do and remain purposefully engaged in activities. They experiment with magnetic shapes, developing problem-solving skills as they join shapes together. The childminder joins in children's play, extending their learning. Children confidently recall their prior learning as they name shapes and count how many magnetic shapes needed to complete models. All children, including those with special educational needs and/or disabilities, are supported effectively to build on what they already know and can do, helping them make meaningful progress over time.

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Address:

29 Oakley Avenue Brockwell Chesterfield S40 4DS

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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Next steps

The childminder should support children to understand the consequence of their behaviour and have respect of the environment and resources.

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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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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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