Cresswell, Clare Louise

Cresswell, Clare Louise

Unique reference number (URN): 2745506 Address: 78 Clarence Walk, Redhill, RH1 6NE Type: Childminder Registered with Ofsted: 16/08/2023 Registers: EYR, CCR, VCR Registered person: Cresswell, Clare Louise

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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 demonstrate confidence, independence and engagement as they access the activities and resources. They build securely on what they already know and can do and make steady progress in their learning and development. For example, when using stickers, they carefully peel off the paper on the back. This supports the development of their fine motor skills, concentration and gives them a sense of achievement when they succeed.

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Achievement Expected standard

Children develop social and emotional skills from an early age. They learn to manage their feelings and show kindness and empathy towards each other in an age-appropriate way. For example, they offer other children comfort when they are upset.

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Achievement Expected standard

Children recall what happened when they were working on a piece of artwork together. This demonstrates a sense of belonging and an ability to engage in thoughtful conversation, which goes beyond the immediate moment. Children are prepared for the next stage of their learning, including the move on to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a warm and positive environment, where there are clear expectations of children's behaviour. She supports children effectively to follow these expectations throughout the day. This means that children all know what is expected of them and follow the routines with ease. Positive behaviour is encouraged through praise. This supports children to develop social skills and independence appropriate to their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children form very secure attachments with the childminder and they develop kind and caring friendships with each other in an age-appropriate way. They learn to manage their feelings, show empathy and resolve minor conflicts with support. There is a strong sense of community within the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children effectively to learn to take turns. For example, they take turns to press the sound button in a book. The childminder explains to them when it will be their turn and they listen to her and wait patiently. This supports children well for the next stage of their education. The childminder successfully works with parents to promote good attendance and punctuality. This ensures that children can fully engage with all aspects of the curriculum.

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Children's welfare and wellbeing Expected standard

The childminder is highly attentive to the children's individual needs. She knows each child well and she adapts care practices, like sleep, handwashing and mealtime routines, to best suit children's individual needs and support their wellbeing.

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Children's welfare and wellbeing Expected standard

Children form very secure relationships with the childminder. They go to her for comfort when they need support with emotional regulation, and celebrate new achievements with her. The childminder actively and effectively supports children to recognise, express and manage their emotions throughout the day. For example, they speak about who should go first this time for handwashing and how they can share toys fairly.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop self-care skills and wellbeing through play. For example, they pretend to brush their own and the teddy's teeth and hair. These practices support children's physical development, personal safety and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children learn about making healthy choices in age-appropriate ways and the childminder shares information with parents about healthy eating. This helps children to develop healthy eating habits from an early age.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that is well sequenced and carefully planned for all the children in her care. She knows each child very well and plans activities, which effectively build on what children already know and can do. Activities offer each child something new, while reinforcing skills they have already learned. For example, when using pipettes and water, children practise squeezing the pipettes, supporting fine motor skills.

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Curriculum and teaching Expected standard

The childminder provides a wide variety of activities, including opportunities for children to learn social skills and work together on collaborative artwork. She plans activities around a theme, so children hear the same vocabulary repeatedly, helping them to learn and use new words. This is effective, as even very young children spontaneously use words, such as stoat and tweezers. Occasionally, however, children are not given sufficient time to formulate their answers, and the childminder does not always use open-ended questions, which slightly limits the impact of some interactions.

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Curriculum and teaching Expected standard

The childminder uses opportunities during activities to extend children's learning with age- appropriate mathematical concepts, such as big and small. She encourages careful observation as she helps children to look at the different colours in an ice cube. She monitors children's progress and adjusts activities to meet their individual needs and stages of development.

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Inclusion Expected standard

The childminder promotes an inclusive environment, where all children are welcomed and treated with equal care and respect. She knows each child individually and well. Activities and routines are adapted appropriately to ensure that all children can take part and make progress.

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Inclusion Expected standard

The childminder provides reassurance and encouragement to support children to overcome barriers to learning. This helps children to build confidence and feel secure. As a result, all children are included fully in the life of the setting and make appropriate progress from their individual starting points.

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Inclusion Expected standard

The childminder regularly assesses children's progress to identify those who may need additional support and responds in a timely way when gaps in learning are identified. She discusses this with parents and, where appropriate, she seeks advice from external professionals and implements strategies to support children's learning and development. She monitors and reviews the impact of the support offered through ongoing assessment.

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Leadership and governance Expected standard

The childminder has a clear understanding of her setting. She has the children's best interest at heart and her goal is to see them all thrive and progress well through the curriculum. She evaluates children's progress and adapts activities, resources and the curriculum to meet individual developmental needs, including for children who may face barriers to learning.

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Leadership and governance Expected standard

The childminder has very good working relationships with parents, who feel well informed about their children's development. They discuss emerging gaps in learning and work together to support children. However, opportunities remain for the childminder to further guide parents in extending learning at home to provide a more cohesive approach to children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder is reflective in her practice and undertakes regular, relevant training to maintain and improve her skills. She has identified that training specifically focused on supporting children's next steps will further enhance the quality of teaching and outcomes for all 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 happy, safe and emotionally secure in this welcoming home setting, where they build positive relationships with the childminder and their peers. They confidently explore, make choices in their play and show high levels of engagement in activities that reflect their interests.

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

Children benefit from a varied and well-planned curriculum designed around their interests. They enjoy activities that are very creative and precisely tailored to suit their individual stages of development. For example, they draw snow with white paint on black paper and practise using pipettes and water to make ice cubes melt. This supports children to become active, inquisitive and curious learners and they remain highly engaged for long periods of

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Inspector:

Marlene McEleney time. Children are supported and encouraged by the childminder, when activities are challenging and they show pride and excitement in their achievements. They develop high levels of fine motor skills and learn to persevere. This helps children to develop resilience and confidence and prepares them well for the next stage of their education.

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Inspector:

The childminder has a clear focus on communication and language and children develop a love of books and reading. They happily seek out their favourite books for the childminder to read to them and engage with the story in age-appropriate ways.

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Inspector:

Children learn good social skills. Through all the activities of the day, the childminder consistently promotes turn-taking and kindness and ensures that all children are heard and get to have a go. This makes children feel valued and supported and it teaches them a sense of fairness. The childminder supports children effectively to develop self-care and independence as she provides them with time and opportunities to practise everyday skills, like using cups and putting on boots and shoes.

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Inspector:

Children benefit from trips out into the local community, where they visit parks and larger groups of children. This supports children to develop their sense of the world and develop social skills in larger groups.

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Next steps

The childminder should further guide parents in extending learning at home to provide a more cohesive approach to children's learning and wellbeing. The childminder should further enhance opportunities for children to develop their language skills to further extend their learning.

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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:

Registered person: Cresswell, Clare Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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