Charman, Lynn Patricia

Charman, Lynn Patricia

Unique reference number (URN): EY423789 Address: 56 Springfield Road, Trench, TELFORD, Shropshire, TF2 6QT Type: Childminder Registered with Ofsted: 30/03/2011 Registers: EYR, CCR, VCR Registered person: Charman, Lynn Patricia

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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 sustained progress across all areas of learning and are well prepared for the next stage of their learning journey. For example, babies achieve new physical milestones as they develop balance and coordination, pulling themselves up to stand while holding on to furniture. Toddlers strengthen their listening and attention skills as they sit and engage during story time, showing increasing focus and understanding. Children with special educational needs and/or disabilities, or who experience barriers to learning, make positive achievements and progress at their own pace.

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Achievement Expected standard

Children start to become confident talkers. Babies confidently copy actions and begin to use single words as they enthusiastically join in with familiar stories and routines. Older children use their imaginations to create stories and recall past events, expressing their ideas clearly and with growing confidence. However, children could achieve further with their communication and language development by developing a wider vocabulary. Overall, children become confident, capable learners who make positive progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe and secure in this setting. They form strong and trusting relationships with the childminder. They seek her out for comfort and reassurance and want to involve her in their play. As a result, children settle well and demonstrate positive attitudes to their learning. The childminder sets clear expectations for children's behaviour. She acts as a positive role model, promoting kindness, respect and consideration for others. Her calm and nurturing approach supports children to manage their own behaviour well. The childminder supports children to share and take turns, and children of all ages interact and play well with each other. Children understand daily routines and follow instructions confidently, such as tidying away resources before snack time and lining up to wash their hands.

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Behaviour, attitudes and establishing routines Expected standard

Children engage well in the stimulating environment and well-sequenced experiences available to them. They demonstrate motivation, cooperation and enjoyment as they take part in activities. The childminder encourages regular attendance to support children to build secure routines and relationships. She provides flexibility in hours to enable children to benefit from consistent care and education. As a result, children develop attitudes and behaviours that support their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder provides a highly nurturing environment that supports children's emotional wellbeing. A robust settling-in process helps children to feel safe and secure. New starters settle quickly and begin to explore their environment with confidence. The childminder gathers information from parents and carers to understand children's individual needs, interests, dietary requirements and stages of development from the outset. This enables children to experience continuity of care. Children access a wide range of opportunities, including messy play, cooking activities and visits to the park.

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Children's welfare and wellbeing Expected standard

The childminder meets children's care needs well. She aligns routines and practices closely to those used at home, supporting children's emotional security and wellbeing. The childminder places an emphasis on supporting children to develop healthy lifestyles. Children benefit from daily fresh air and physical activity, alongside healthy, balanced meals and snacks.

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Children's welfare and wellbeing Expected standard

Children show that they are deeply settled and emotionally secure in the childminder's care. They confidently approach the childminder for comfort, reassurance and support. The childminder provides calm and responsive interactions that help children to regulate their feelings. As a result, children develop confidence, resilience and a secure sense of belonging within the setting.

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Curriculum and teaching Expected standard

The childminder uses observations and further assessment of the children to develop and deliver a broad and engaging curriculum that captures children's interest and supports their learning across all areas of development. Her teaching engages children well, and they show high levels of enthusiasm in their learning. For example, children explore music, expressing themselves by tapping and shaking a range of instruments. The childminder promotes a love of books and literacy by reading stories with enthusiasm and expression. She further supports children's communication and language skills by narrating their play, asking purposeful questions and repeating key words. However, she does not provide older children with more consistent opportunities to be introduced to new vocabulary during conversations and activities to extend their language development even further.

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Curriculum and teaching Expected standard

Children use their imaginations confidently during play. For example, they role play with animals outdoors, pretending to feed the duck on the small-world farm. Children create stories based on real-life experiences, including Christmas celebrations and time spent at home. A wide range of well-chosen resources and an engaging curriculum encourage children to investigate, take age-appropriate risks and develop curiosity and resilience. For example, children explore different textures in the tuff tray, experimenting with mixing oats and water and noticing the changing consistencies. The childminder introduces mathematical language such as big and smaller as she discusses the animals with the children. The childminder has a strong emphasis on children's physical, personal and emotional development and encourages them to develop their independence and self- esteem, encouraging children to have a go and try new experiences.

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Inclusion Expected standard

At the point of enrolment, the childminder engages in detailed discussions with parents and carers to establish each child's starting points. This is a foundation for a robust and ongoing assessment process. The childminder further observes and assesses children's progress to effectively plan for their next steps in their learning journey. This ensures that children's individual needs are met.

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Inclusion Expected standard

The childminder identifies children's needs, concerns or barriers to learning at an early stage. She works closely with parents and relevant external agencies and professionals to put timely interventions in place so all children make progress.

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Inclusion Expected standard

Children are fully included in all activities. They respond positively and demonstrate strong levels of engagement and progression. The childminder actively engages in relevant professional development and seeks guidance when needed to ensure she has the knowledge and skills to meet children's individual needs effectively.

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Inclusion Expected standard

The childminder uses any additional funding appropriately to support individual children and reduce barriers to their learning. She draws on her past experience to support children from disadvantaged backgrounds and those known to social care. This helps children to achieve the positive outcomes for their individual learning journeys.

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Leadership and governance Expected standard

The childminder is clearly passionate about the provision she provides for children and families. She has a clear focus on securing positive outcomes for children. The childminder demonstrates an understanding of the setting's strengths and uses reflective feedback from parents and carers to identify and address areas for improvement. Further training to support children's communication and language development would benefit children's outcomes further. The childminder makes decisions consistently in the best interests of children, including those who are disadvantaged, have special educational needs and/or disabilities (SEND), are known to social care or face other barriers to learning and wellbeing.

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Leadership and governance Expected standard

The childminder works closely with parents and carers and external professionals. She ensures that timely support is in place and resources, including any additional funding, are used effectively to reduce barriers to children's learning.

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Leadership and governance Expected standard

Overall, professional development is purposeful and well targeted. This enables the childminder to strengthen her knowledge and skills, particularly in supporting children with SEND and disadvantaged children. The childminder supports children's health and wellbeing. Parent partnership is a key strength. Parents comment on the positive communication and home-from-home environment the childminder provides. They value the care and education the childminder gives to the children in her care.

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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 feel safe, valued and confident in this nurturing setting. From the moment children start, a well-established settling-in process helps them to form secure attachments and develop a strong sense of belonging. Children quickly become familiar with daily routines. This helps them to feel settled and confident as they move through the day.

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

Children enjoy a warm and inclusive environment, where they are encouraged to join in, explore and express themselves. They engage enthusiastically in a wide range of activities, such as music, imaginative play, stories and sensory experiences, that support their learning and development. Children make progress from their starting points, developing key skills in communication, physical development and social interaction. For example, they develop

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Inspector:

Sue Smith their large muscles outdoors as they run around the garden. Children with special educational needs and/or disabilities or barriers to their learning feel well supported and are able to participate fully alongside their peers.

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Inspector:

Children behave well and show positive attitudes to their learning. They are kind to one another, listen carefully and follow instructions. For example, they help tidying up or preparing for snack time. Children benefit from healthy meals, regular outdoor play and opportunities to be active. Overall, they are happy, confident and well prepared for the next stage of their learning journey.

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Next steps

The childminder should extend children's communication and language skills even further, particularly for the older children as they prepare for their next steps in education.

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About this inspection

The inspector spoke with the childminder and took into account parental feedback 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 Shropshire TF2 6QT

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Address:

Registered person: Charman, Lynn Patricia

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Address:

Operating hours: Monday,Tuesday,Wednesday : 07:00 - 17:30,Thursday : 07:00 - 17:00,Friday : 07:00 - 16:30

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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

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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