Faulkner, Rachel

Faulkner, Rachel

Unique reference number (URN): EY428374 Address: 115 Queens Walk, Ruislip, Middlesex, HA4 0NW Type: Childminder Registered with Ofsted: 11/10/2011 Registers: EYR, CCR, VCR Registered person: Faulkner, 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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Children's welfare and wellbeing Strong standard

The childminder promotes children's health and wellbeing consistently throughout the day. She skilfully teaches children how to look after their teeth through daily toothbrushing routines, helping them form positive habits early. The childminder provides a wide range of healthy breakfasts and snacks and works closely with parents to encourage nutritious lunch choices. Children enjoy plenty of physical activity every day. They play in the garden, visit local parks and soft-play centres, and walk when they collect older children from school. These varied opportunities help children improve their fitness, develop strength and coordination, and enjoy moving their bodies.

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Children's welfare and wellbeing Strong standard

The childminder supports children's independence very well. She encourages them to choose their own fruit, serve themselves with a spoon and manage simple tasks confidently. She prompts children to collect a tissue, blow their nose and dispose of it in the bin, strengthening their self-care skills and very effectively preparing them for their next stage of development. The childminder knows each child extremely well and responds sensitively to their individual cues. When babies signal they have finished eating, she reacts immediately. When children become unsettled or nervous about a sound, she offers calm reassurance. Her very attentive and consistent approach helps children feel cared for, safe and secure, creating a positive environment in which they thrive.

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Curriculum and teaching Strong standard

The childminder designs a thoughtful and well-sequenced curriculum that provides consistently high-quality learning experiences across the early years foundation stage areas. She understands the progress each child is making. She carefully and consistently considers the age and stages of children to plan individual learning opportunities to help children to achieve the next steps in their learning. This enables all children to make continual progress in their learning and development, including those who may have barriers to their learning.

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Curriculum and teaching Strong standard

The childminder carefully considers how to support children in their mathematics development. She supports children to begin to understand numbers by counting with them in meaningful ways as they play. This helps children to develop their early mathematical and problem-solving skills.

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Expected standard

The childminder carefully thinks of how she will support children in their communication and language progress. She narrates play at children's level, modelling vocabulary and extending language naturally through conversation. She brings stories and songs to life using props, actions and movement. When sharing a story about a balloon, she follows this with balloon play to deepen children's understanding. Her interactions are consistently responsive, well informed and of a very high standard, ensuring children experience rich, purposeful language throughout the day.

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Achievement Expected standard

Children show attention and focus in their play and learning throughout the day. They engage positively with a wide range of carefully planned and enjoyable learning opportunities, which supports steady progress across all areas of the early years foundation stage. Children develop the key skills they need for the next stage of their learning, including confidence, early language, independence and cooperation. Children strengthen their social development well. They share resources, take turns and show kindness towards others. This is evident when they help their peers during play, such as offering blankets so friends can wrap the dolls. These interactions help children build secure relationships and understand how to be considerate of others.

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Achievement Expected standard

Through daily experiences, children also develop early problem-solving skills and begin to communicate their ideas with growing confidence. Children progress well from their starting points. To strengthen achievement further, the childminder should continue to develop targeted interventions and support for children where gaps in their learning and development may be emerging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm, nurturing relationships that help children feel safe and settled in her care. She responds sensitively to children's emotional needs, using gentle tones, reassurance and comfort whenever they seek support. The childminder sets clear expectations for behaviour, and overall children understand and respond to these well. She consistently praises children when they show positive behaviours, such as sharing or taking turns, which reinforces these expectations effectively. Children beam with pride when she warmly acknowledges their efforts, for example when they help to tidy up. However, at times, children need additional support to regulate their emotions. The childminder recognises the importance of talking about feelings. Embedding more consistent strategies to help children name, understand and manage their emotions would strengthen this further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages perseverance throughout the day. She praises children for 'having a go' and for continuing to try when tasks feel challenging, such as threading string through an apple or fitting shapes into a puzzle. This approach supports children to develop positive attitudes to learning and builds their resilience. The childminder puts secure and predictable routines in place, which promote children's independence and understanding of structure. Children know to wash their hands, sit at the table for snack time and help to tidy away after activities. She also helps parents understand the importance of regular attendance, so that children benefit fully from the setting's routines and opportunities.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children's needs are identified early and clearly understood. She has an in-depth understanding of each child's development and uses this knowledge to identify when a child may need extra support. She then puts some targeted strategies in place to help children catch up and monitors their impact closely. When specialist input is required, she seeks advice from external professionals and acts promptly on the guidance given. The childminder's regular attendance at local authority drop-in sessions ensures she remains well informed about the support available and how to access it. To strengthen her inclusive practice further, the childminder should implement additional, targeted interventions more rapidly where emerging gaps in children's development are identified. This will enable children to catch up more quickly in areas where they may require extra help.

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Leadership and governance Expected standard

The childminder regularly reflects on her practice. She understands what is working well for the children who attend the setting, and any areas to continue to develop her practice in. To improve the provision even further, the childminder should continue this reflective practice to identify the strengths and areas for development in further depth and more specifically. This will support children's overall progress. The childminder accesses a variety of professional development opportunities through the local authority and other sources. This supports the childminder to continue to provide high-quality care for the children who attend her provision. She meets regularly with a close network of local childminders. This allows her to share ideas and practice with other professionals.

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Leadership and governance Expected standard

The childminder engages effectively with parents of children who attend the setting. She provides regular verbal and written feedback to parents, and regular photos of the learning that children take part in. This provides parents with the information they need to continue this learning at home and builds positive parent partnerships.

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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

The childminder creates a calm, nurturing environment where children are safe, valued and eager to learn. She builds warm, trusting relationships, gets down to children's level and responds promptly to their individual needs, offering reassurance and comfort when needed. Children understand the childminder's expectations of their behaviour. They follow familiar routines with confidence and are beginning to learn about their emotions. Children build relationships with each other. She teaches them to take turns and share, for example as she explains when each child will have a turn at playing with the garage. Children learn through the childminder's purposeful daily routines. During snack time, for example, she talks with

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Inspector:

Jenny Gordon children about the fruit they are eating and links this to 'The Very Hungry Caterpillar', supporting children to revisit and build on earlier learning.

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Inspector:

Children enjoy learning. The childminder reads, sings and narrates during play to ensure that children develop well in their communication and language. Her communication with children is purposeful and of a consistently high quality. Children develop their problem- solving skills, as the childminder hides toys for the children to find. The childminder talks to children about shapes in the environment, such as fruit they are eating or the shape of items in books. The childminder also provides rich opportunities in the local community. Visits to parks, soft play and stay-and-play sessions help children learn about their local area and widen their experiences.

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Next steps

The childminder should use targeted interventions more promptly to close emerging gaps in children's development and ensure they catch up in areas they require extra help. The childminder should develop and implement consistent strategies to support children to recognise, understand, express and manage their emotions with more confidence.

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About this inspection

The inspector spoke with the childminder and children 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:

115 Queens Walk Ruislip Middlesex HA4 0NW

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Address:

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

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