Russell, Tracy Lorraine

Russell, Tracy Lorraine

Unique reference number (URN): EY415280 Address: 17 Grayling Close, Braintree, Essex, CM7 1WW Type: Childminder Registered with Ofsted: 02/09/2010 Registers: EYR, CCR, VCR Registered person: Russell, Tracy Lorraine

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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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Inclusion Strong standard

The childminder demonstrates a clear and secure understanding of her responsibility to ensure that all children, including those who may experience developmental delay or barriers to learning, are fully included and extremely well supported. She identifies children's individual needs promptly and adapts her practice effectively to ensure all children make highly positive progress. The childminder supports children who speak English as an additional language (EAL) particularly well. She thoughtfully adapts the learning environment and refines her teaching using visual cues, flashcards and key vocabulary. She uses books in children's home languages to engage them in shared storytelling and displays of greetings promote a strong sense of belonging and inclusion. As a result, children with EAL make excellent progress in their communication and language development.

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Inclusion Strong standard

The childminder has high expectations for all children and closely monitors their progress, adapting support as needed. She sensitively supports children who find social situations overwhelming, for example, by providing headphones to manage noise levels. Visual supports, such as now-and-next boards, help children understand routines, and play opportunities are adapted to meet sensory needs. This helps children that may face barriers to their learning to make the most out of learning experiences, and make sustained progress in their learning and development.

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Inclusion Strong standard

The childminder undertakes targeted training to strengthen her inclusive practice, including training in supporting children with EAL and autism. She works closely with external professionals and actively signposts parents to relevant services, such as speech and language support.

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Achievement Expected standard

Children, including those with barriers to their learning, such as English as an additional language, achieve well, overall. They build on what they know and what they need to learn next through a broad curriculum. They develop their communication and language skills through the use of regular song. They listen well to instruction, singing loudly then quietly as they participate in a familiar song, 'Baa Baa black sheep'. They confidently explore tone and volume. developing appropriate listening skills for their age and stage of development.

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Achievement Expected standard

Children confidently use actions and repetition to support their understanding of new words and phrases. These consistent opportunities help children to embed language securely and develop their vocabulary. As a result, children, including those who face barriers to their learning, gain competence in their speaking and communication skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets clear and consistent boundaries that help children understand expectations and manage their behaviour effectively. She acts as a positive role model, demonstrating calm and respectful behaviour, which supports children to behave positively. As a result, children manage their feelings well and show secure skills they will need as they prepare for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows each child well and uses her understanding of children's individual behaviour to provide sensitive and consistent support. She builds secure, trusting relationships with children, which promotes their emotional security and supports the development of self-regulation. For example, older children learn how to share resources. The childminder acts as a positive role model, supporting children to manage their behaviour calmly through the consistent application of clear boundaries and fair, predictable responses.

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Behaviour, attitudes and establishing routines Expected standard

Children display positive attitudes towards learning. They explore their environment with eagerness, and actively involve the childminder and peers with their play. They show resilience as they learn to dress themselves, putting their shoes and coats on, helping them to become confident, capable and resilient learners.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance effectively. She clearly communicates the importance of consistent attendance to parents, shares the attendance policy and maintains accurate registers. This supports children's continuity of care and ensures they benefit fully from the learning opportunities provided.

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Children's welfare and wellbeing Expected standard

The childminder builds secure and trusting relationships with children from the outset, which supports their emotional wellbeing and helps them to feel safe and settled. Robust settling-in sessions allow children to become familiar with the setting at their own pace. The childminder works closely with parents to gather detailed information about children's interests, needs and starting points. She uses this information effectively to tailor her care and learning experiences, ensuring children receive consistent and well-targeted support.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children's understanding of healthy lifestyles. She provides frequent opportunities for physical activity, including visits to parks and outdoor play in the garden. Children enjoy music and movement sessions, where they jump and move energetically to songs, supporting their physical development. The childminder promotes healthy eating, offering a range of nutritious foods and remaining vigilant in managing children's dietary needs and allergies. Children learn how to keep themselves and their environment safe by routinely tidying away resources, helping them understand how to reduce risks, such as trip hazards.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's care routines with safety at the forefront. She carries out nappy-changing routines sensitively and respectfully, protecting children's privacy. She recognises when children need rest and follows safer sleep guidance, ensuring children are laid flat and closely monitored. Children understand the importance of hygiene. The childminder continues to refine practice to further support children's independence in accessing handwashing facilities.

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Curriculum and teaching Expected standard

The childminder uses her knowledge of child development to design a rich and sequenced curriculum that supports all areas of children's learning. The childminder prioritises the development of children's communication, in particular for children that face barriers to their learning. She embeds language-rich interactions throughout her teaching, which strengthens children's understanding and underpins progress across the curriculum. This focus supports children well as they prepare for the next stage of their education.

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Curriculum and teaching Expected standard

The childminder knows the children well and actively incorporates their interests into learning experiences to sustain positive engagement. For example, when children show a particular interest in monkeys, the childminder organises visits to the zoo to observe them in real-life contexts. She extends learning by providing books and resources linked to this interest, enabling children to deepen their understanding. The childminder understands the importance of developing children's personal, social and emotional development. She plans regular trips to playgroups, where children enjoy social interactions with other children, helping them to build positive relationships with their peers.

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Curriculum and teaching Expected standard

The childminder has clear routines embedded at the setting. Children show familiarity as they line up to wash hands and set chairs out to prepare for mealtimes. Children begin to self-serve fruit. They count the pieces of fruit they have, and cut their own bananas, developing their physical coordination and dexterity in their hands. However, on occasions these routines are sometimes rushed, which means that children do not always have a chance to consolidate their learning.

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Leadership and governance Expected standard

The childminder engages in a range of targeted professional learning to strengthen her knowledge and skills, ensuring she can meet the bespoke needs of all children. She has completed courses to support children who speak English as an additional language and autism, enabling her to adapt her teaching approaches to remove barriers to learning and provide tailored support for each child. The childminder liaises closely with professionals to ensure families receive the support they require for their child. For example, she prepares detailed reports for external agencies to inform assessments and interventions, helping to secure timely support for children.

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Leadership and governance Expected standard

Partnerships with parents are a key strength. The childminder forms positive, trusting relationships, working collaboratively with families to provide flexible and responsive care. She supports families facing challenges, ensuring children experience consistent, reliable care that promotes their sense of safety and security. Parents praise the rich range of activities the childminder provides, noting that her nurturing, dedicated approach supports their children's learning and development effectively.

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Leadership and governance Expected standard

The childminder reflects regularly on her practice and the setting, reviewing routines and making adjustments. For example, children's sleep times are adjusted to ensure children receive rest when they need it. She demonstrates a clear ambition for all children to achieve the very best outcomes, continually developing her service to meet their evolving needs.

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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 thoroughly enjoy their time at this warm and homely setting. They build secure bonds with the childminder, who ensures they feel safe and secure within their learning

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About this setting

Unique reference number (URN): EY415280 environment. The childminder acts as a positive role model, supporting children to take turns and play alongside each other well, helping them to form positive friendships.

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About this setting

The childminder plans and delivers a rich and engaging curriculum that is sequenced and helps children build on all areas of their learning and development. Children benefit from supportive next steps that helps them to build on the necessary skills for the next stages of their education. The childminder takes time to understand what children know and what they need to learn next from observations and information gathered when they first start at the setting. For example, for children that speak English as an additional language. Children build on their language skills as they explore books, eagerly pointing to the pictures and recalling what they can see, such as pictures of rabbits. They receive plenty of encouragement from the childminder to build on their mathematical language, as they count how many rabbits they can see, helping to build on their confidence and skills.

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About this setting

Children benefit greatly from a rich range of experiences to help them develop and practise new skills. For example, they regularly enjoy trips to coffee shops and parks, which support children to build on their personal and social skills, and a special link has been built with the residential care home near the setting, where children can experience relationships with old people.

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Next steps

The childminder should provide ample time for children to practise skills and consolidate learning, in particular at snack time.

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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:

17 Grayling Close Braintree Essex CM7 1WW

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Address:

Registered person: Russell, Tracy Lorraine

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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