Temple, Lesley

Temple, Lesley

Unique reference number (URN): 2738183 Address: 40 Kents Road, Haywards Heath, RH16 4HQ Type: Childminder Registered with Ofsted: 05/09/2023 Registers: EYR, CCR, VCR Registered person: Temple, Lesley

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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

Overall, children make typical progress through the curriculum with consistent, well- sequenced support. Children, including those with special educational needs and/or disabilities or English as an additional language, secure the foundations of knowledge they need for later learning. Generally, children build on their communication and language skills with meaningful interactions with the childminder. This helps all children to understand and express themselves with increasing confidence.

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Achievement Expected standard

Children develop their independence. For example, they choose what they want to play with. Younger children wipe their hands and faces before mealtimes, while older children learn to use the toilet and wash their hands independently. Children show determination and resilience when tackling challenges, such as puzzles or rebuilding block towers when they fall. These skills prepare them well for their next stage of learning and their transition to school, where they can approach new learning with confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive, nurturing culture where kindness, care and respect are central to daily practice. Behaviour expectations are clear and understood by children and are balanced with consideration of each child's age, stage of development and individual needs. Warm, encouraging interactions and specific praise help children understand routines and what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave kindly and play cooperatively. When they find sharing or turn- taking difficult, the childminder and the assistants respond quickly. They model respectful language and guide children to resolve conflicts. Children are supported to manage their emotions through calm explanations and reassurance, helping them settle quickly and return to play with confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and the assistants apply behaviour expectations consistently and adapt their approaches where needed. The childminder's autism training strengthens her ability to make appropriate adjustments for children with special educational needs and/or disabilities. This means that all children can access routines and understand behavioural expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder also emphasises the importance of good attendance and punctuality, working with families to establish consistent routines. These actions contribute positively to children's behaviour, confidence and attitudes to learning, helping them feel secure and ready to learn.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted effectively in this warm, welcoming setting. The childminder and the assistants know each child very well and respond sensitively to their individual needs. Their nurturing approach, such as offering comfort when children feel upset and checking in during play, supports children to feel emotionally secure and confident. The childminder supports new starters to settle quickly with consistent, positive interactions and routines, helping trusting attachments to develop.

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Children's welfare and wellbeing Expected standard

Care practices are tailored thoughtfully. Daily routines, including sleeping, feeding and outdoor play, are planned around each child's needs, ensuring that babies and younger children feel safe and well supported. The childminder supports children to understand how to keep themselves healthy. For example, children clean their hands before snack. The childminder reminds children to stay close on walks and recognise when they need help. This supports children to begin to understand how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's physical development with daily outdoor learning and encouragement for younger children to walk, run and explore. This strengthens children's coordination and physical confidence. Children show high levels of wellbeing. They are settled, happy and eager to share their achievements with the childminder and the assistants.

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Inclusion Expected standard

The childminder identifies children's needs through her close observations and ongoing discussions with parents, including daily conversations at pick up, regular messaging and formal assessments, such as the 2 year progress check. She acts promptly on the advice of outside professionals, such as health visitors, to develop effective strategies that support children's progress. The childminder works closely with families to monitor children's progress and review the support in place, adapting approaches when needed.

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Inclusion Expected standard

The childminder has taken action to support all children's early language skills. For example, she regularly narrates children's play, extends their sentences and uses flashcards, songs and rhymes. However, the limited range of books means children do not yet benefit from a wider variety of story experiences to further strengthen their communication development.

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Inclusion Expected standard

The childminder understands the importance of referring children, including those with special educational needs and/or disabilities (SEND), to outside professionals for further assessment and support. She has completed training to improve her understanding of SEND, such as autism. She is keen to undertake further training to enhance the support she provides for children with emerging needs or barriers to learning. The childminder is clear about how she would use any additional funding to help disadvantaged children make better progress.

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Leadership and governance Expected standard

The childminder has a sound understanding of the setting's strengths and identifies areas to improve. She reflects on children's progress and considers how aspects of the curriculum and teaching can be strengthened to better support children's learning and wellbeing. The childminder shows a willingness to improve the learning environment, such as enhancing the garden to further promote children's physical development.

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Leadership and governance Expected standard

The childminder makes decisions that take account of children's individual needs, including those who may require additional support. She works closely with parents to monitor

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Needs attention

emerging needs and adapts her practice to give appropriate support in the setting. She has regular communication with parents through daily discussions, messages and newsletters. This helps them understand their children's current stage of development and how to support their learning at home.

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Needs attention

Professional development is valued. The childminder has completed relevant training to strengthen her knowledge of special educational needs and/or disabilities, such as autism. She would like to extend her knowledge further, while the assistants plan to undertake a formal early years qualification. The childminder carries out all relevant checks to ensure the suitability of her assistants. She provides support for their wellbeing through daily conversations and regular supervisions.

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Curriculum and teaching Needs attention

The childminder designs a curriculum that develops children's knowledge and skills across all areas of learning. She uses observations and discussions with parents to assess what children know and can do, adapting her teaching to meet their needs. She understands how to adjust her approach to support disadvantaged children or those with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Language development is a focus. The childminder narrates children's play and extends their vocabulary, for example commenting on a crocodile's 'big, sharp teeth'. Children enjoy listening to stories read by the assistants. However, they do not yet have access to a wider range of books that they can choose from. This limits opportunities to develop a love of stories and strengthen their language skills.

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Curriculum and teaching Needs attention

The childminder models mathematical language linked to counting, shape and size during play, supporting early mathematical understanding. Children benefit from activities that promote physical development, such as running, climbing and exploring outdoors, while fine motor skills are strengthened through crafts, painting, play dough and puzzles.

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Curriculum and teaching Needs attention

Personal and social development is woven into daily routines. Children learn to recognise their emotions, share and take turns, helping them understand kindness and cooperation. However, they do not yet have opportunities to explore and celebrate their similarities and differences, so their early understanding of diversity is not fully supported.

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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 welcomes new families warmly and works closely with parents to ensure that new starters settle quickly and confidently. She promotes the importance of attendance, helping children develop consistent routines that support their wellbeing and readiness to learn.

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

The childminder and the assistants build caring bonds with children. They engage them in friendly conversations about their play, offer reassurance and comfort when they are upset and use consistent routines to support a sense of belonging. All children feel safe and settled. They smile, enjoy cuddles and eagerly gather for nursery rhyme sessions where they join in with singing, dancing and clapping. They enjoy playing and are keen to explore activities, such as cooking pretend food in the role-play kitchen and naming different items.

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

From their varied starting points, children generally achieve well and experience a curriculum that builds on what they know and can do. The childminder and the assistants weave learning into play, such as modelling counting while building towers with babies and celebrating older children's ability to count up to five. This supports all children to develop early mathematical understanding. However, the small number of books available reduces opportunities for children to engage with rich story experiences and to deepen their love of reading and communication skills.

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

The childminder promotes children's independence. Younger children begin to use cutlery with growing control, while older children practise putting on their coats and shoes and manage toileting and handwashing. This helps prepare children for their next stage in learning and for starting school.

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

Children are supported in being kind and caring towards each other, building their early understanding of equality and fairness. However, children are not yet encouraged to explore or celebrate their own similarities and differences. This limits their understanding of the wider world and the diverse communities to which they belong.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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increase children's access to a wider range of books so they can

choose favourites and develop their love of books and reading. 15/01/2027

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About this inspection

The inspector spoke with the childminder, the childminding assistants and the children during the inspection. Parents shared their views of the setting with the inspector.

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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

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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Total number of places

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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