Taylor, Rachel

Taylor, Rachel

Unique reference number (URN): 2750211 Address: 125 North Road, Dartford, DA1 3ND Type: Childminder Registered with Ofsted: 26/09/2023 Registers: EYR, CCR, VCR Registered person: Taylor, Rachel

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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 are very independent and resilient. They are keen to manage their own self-care. For example, children help to put their own coats, gloves and hats on. They show perseverance as they practise and then succeed to do up their zips on their own. Children are proud and celebrate their achievements. They are friendly and enjoy their learning. When given the time, children are able to maintain their focus when playing.

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Achievement Expected standard

Overall, children are making positive progress against their starting points. They enjoy sensory play, reading books, listening to stories and using new vocabulary. Most children are developing into confident communicators. However, sometimes children use single words when speaking. They are not always encouraged to use more complex sentence structures that are more appropriate for their age.

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Behaviour, attitudes and establishing routines Expected standard

The kind and nurturing childminder develops effective relationships with children and their families. She is positive role model for children with high expectations for their behaviour. When children squabble over toys, she encourages them to share and take turns. The childminder teaches children that they have a voice and to say 'no' to other children. She then supports them to wait their turn, which is appropriate for their age. This helps children to collaborate, play together and get along with their friends. The childminder reminds children to use their manners and say 'thank you', giving them lots of praise when they do.

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Behaviour, attitudes and establishing routines Expected standard

Children can access interesting and fun resources in the playroom. The childminder promotes children to make choices about what they would like to do and learn. For example, they build with blocks and then count to see how tall their construction is. Children giggle with delight as the tower tumbles down. Overall, they develop positive attitudes to their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of good punctuality and attendance. She strives to builds effective relationships with other settings that children attend. The childminder is flexible to ensure that children access their full funding entitlement across both settings.

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Children's welfare and wellbeing Expected standard

The childminder works hard to provide children with a warm and welcoming environment. She gets to know children well so that she can support their needs and interests. This provides children with a sense of belonging. When children need reassurance, the childminder is quick to respond. She sits with children to provide comfort and supports them to recognise their emotions. Children snuggle in as they listen to their favourite story. They develop a secure sense of emotional wellbeing and feel safe at the childminder's home.

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Children's welfare and wellbeing Expected standard

The childminder organises routines to support children's individual needs. She adapts the day to promote children's wellbeing. For example, children have an early lunch when they start to tire. This means that they have time to sleep in the afternoon. Mealtimes are structured to be peaceful and relaxing. Children tidy away toys and listen to gentle music as they select their own fruit. The childminder explains about healthy eating. She encourages children to make healthy choices about what they would like to eat. This provides children with an understanding of their own health and wellbeing.

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Curriculum and teaching Expected standard

The childminder has a sharp focus on making sure that children become independent and resilient learners. Children learn through well-considered themes that are tailored to their stages of development and interests. The childminder sequences her teaching well to embed children's learning and encourage them to explore in interesting ways. For example, children have lots of fun using their fine and gross motor skills to break up ice. They build igloos and then learn about the traditional lives of Inuit people. However, at times, the childminder does not recognise when children are still exploring, investigating and have more to learn. This means that sometimes their learning is interrupted as they are moved on too quickly.

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Curriculum and teaching Expected standard

The childminder provides a narrative as children play. She encourages them to explore mathematical concepts and talk about what they know. The childminder introduces new language through the rich vocabulary that she uses in conversations. Children then recall new words as they play. Children receive lots of praise as they remember 'orange' and recall that igloos are 'white'. However, some children are still developing their conversation skills.

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Curriculum and teaching Expected standard

The childminder reflects on what children need to learn and builds this into her curriculum. For example, she takes children out in the community so that they can socialise and meet a wide range of people.

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Inclusion Expected standard

The childminder knows the children that she cares for well. She uses effective observation and assessment so that she knows what children need to learn next. This means that when children need more support, she can give them the help that they need. For example, the childminder has identified that children need more time to develop their gross motor skills. She has reflected on her outdoor environment and enhanced this area. Children now spend more time outside to ride on scooters and dance with ribbons as they make large circles in the air. The childminder takes children to walk in local woodland to explore different terrains.

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Inclusion Expected standard

The childminder promotes an inclusive culture. She shares information about any focused support she provides with parents and carers. This ensures that all children make progress and any gaps in their learning close quickly. The childminder has experience of supporting children with global development delays and autism. She makes quick referrals to engage with professionals and external agencies. This means that children with special educational needs and/or disabilities get the support that they need.

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Leadership and governance Expected standard

The passionate childminder strives to make a positive difference to children's lives. She reflects on her environment and makes changes that have a positive impact on children. For example, she has started to develop her outdoor provision so that children can access a quality outside environment. The childminder is undertaking professional development to enhance her knowledge even further. She plans to support children to develop an awe and wonder for the natural world.

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Leadership and governance Expected standard

The childminder works in partnership with parents and carers and other settings that children attend. This provides a consistent approach to children's care and learning. For example, she provides advice on healthy eating and sleep routines. This makes sure that children's routines and wellbeing are well established between home and the settings children attend.

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Leadership and governance Expected standard

Parents feedback that their children benefit from the childminder's calm and patient nature. The childminder provides lots of reassurance and this helps children to settle in quickly when they start. She shares information about children's progress so that parents know how to support their children's development further at home. This has a positive impact on children as they receive high standards of education and 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 are happy in the care of the calm and professional childminder. She gives children lots of reassurance so that they are confident to go and explore and play. Children are inquisitive and when they are engrossed in their play, they remain engaged for long periods of time. Children feel safe, achieve well and enjoy their learning.

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

The childminder places a focus on teaching children independence and self-care skills. Children are confident to give things a go and learn to be resilient when they find something tricky. This helps children to be ready for their next steps to school and lifelong learning. Children adore listening to stories. They look closely at the pictures in books and comment on what they can see. The childminder reads stories in different languages, so children gain an understanding of cultures around the world. Children develop a love of books and reading from a young age. They enjoy this time that they spend with the childminder, which helps them feel a sense of belonging.

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

Children benefit from the renewed outdoor area. The childminder has thought about its design so that it is safe and a child-friendly space. Children have room to explore, dance and play. The childminder knows each child well and weaves teaching into their play. For example, children use their fine motor skills to mix colours and describe what they have observed. They add more colour with a pipette and count how many drops of paint they have used. Children use mathematical language and are developing their communication skills. They make positive progress against their starting points.

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Address:

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

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Next steps

The childminder should strengthen the curriculum for communication and language and develop questioning techniques that encourage children to use their conversational skills. The childminder should develop teaching practices to ensure that children have more time to investigate and discover.

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About this inspection

The inspector spoke with the childminder, children and viewed 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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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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