Page, Laura Emily

Page, Laura Emily

Unique reference number (URN): EY426956 Address: 231 Walderslade Road, Chatham, Kent, ME5 0NQ Type: Childminder Registered with Ofsted: 13/05/2011 Registers: EYR, CCR, VCR Registered person: Page, Laura Emily

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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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Behaviour, attitudes and establishing routines Strong standard

The busy and extremely calm environment reflects the positive attitude the children have towards learning. Children have a very focused understanding of the routines and are eager to help the childminder. For instance, they remind her to play the tidy-up song as they prepare for story time. The childminder has high expectations for children's behaviour. She teaches children how to negotiate and interact with their peers, which helps develop their social skills. The childminder effectively uses praise to acknowledge acts of kindness, such as when children take turns using the dustpan and brush to clean up spilled oats. She makes excellent use of these events to educate the children about safety.

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Behaviour, attitudes and establishing routines Strong standard

The childminder reinforces the importance of regular attendance and punctuality and follows clear attendance procedures. She works closely with families to help them maintain steady routines. Children form exceptionally strong, trusting relationships with the childminder and peers. The childminder's highly effective teaching and support enable children to understand her expectations for behaviour. For example, all children are kind and eager to support their peers as they learn how to share and take turns. She makes highly effective use of praise to celebrate children's achievements as they learn to be respectful and tolerant of others. All children demonstrate excellent manners and show respect from an early age.

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Children's welfare and wellbeing Strong standard

The childminder has a highly impressive focus on preparing children for the next stage in their lives. She is exceptionally skilled at supporting children to develop their independence through daily routines. For instance, children are learning how to wipe their own nose, place the tissue in the bin and wash their hands with the support of the childminder. Children learn to follow appropriate hygiene routines. The childminder understands the importance of consistently reflecting on the needs of the children. She is highly effective in teaching the children about how to recognise their emotions as they build nurturing relationships with the childminder and peers.

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Children's welfare and wellbeing Strong standard

All children, including those with special educational needs and/or disabilities, have a clear sense of belonging at the childminder's home. Mealtimes are a social occasion, where children sit with their peers and the childminder, and together they enjoy a healthy, nutritious meal. The childminder is fully committed to ensuring children try a range of foods to expand their palate. She is extremely vigilant to ensure she meets any dietary needs the children might have. The childminder is particularly attentive when monitoring children who are sleeping to ensure she keeps them safe. The childminder provides the children with a wealth of opportunities to learn about their own personal safety. For instance, she explains the importance of cleaning up any spilt items to prevent slips and falls.

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Achievement Expected standard

Children are inquisitive and eager to investigate and explore the environment. Children use their imagination and develop their communication skills as they excitedly make up stories about going on a rocket ship to the moon. They use their past knowledge to recite songs about a rocket ship that zooms to the moon. Children with special educational needs and/or disabilities achieve well from their individual starting points.

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Achievement Expected standard

Children have acquired a variety of skills and knowledge to support them to develop positive attitudes to learning in preparation for school. For example, they safely and adeptly use a pencil sharpener. This enables the children to independently sharpen their pencils and complete their evolving artwork.

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Curriculum and teaching Expected standard

The childminder uses children's interests and next steps to plan a sequenced curriculum that focuses on all areas of learning. She uses the information to help her recognise where children might have any barriers to learning and adapts the curriculum to support and narrow any gaps. As a result, all children, including those with special educational needs and/or disabilities, make progress across all areas of learning. The childminder engages children in a range of adult-led activities to enhance their mathematical skills. For example, she encourages them to find number symbols buried in the oats as they fill and empty containers. However, at times, activities are sometimes too advanced for the younger children, and they do not always make the progress they are capable of.

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Curriculum and teaching Expected standard

The childminder effectively uses repetition to help ensure children hear the correct pronunciation of words. For instance, she encourages children to repeat after her the word 'kangaroo' as they look at the animal in the book. The childminder engages children in conversations and asks focused questions. However, on occasion, the childminder does not give children enough time to respond to questions. For example, she sometimes provides the answer or moves the conversation along too quickly, consequently, children do not have enough time to think and further expand their communication skills.

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Curriculum and teaching Expected standard

The childminder is committed to supporting children in acquiring a range of life skills needed for school. She provides opportunities for children to socialise and is fully aware of the important role outside play has on children's physical and mental health.

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Inclusion Expected standard

The childminder regularly tracks children's progress to help quickly identify any gaps in learning and development. She collaborates closely with parents and draws on her previous experience working with other professionals to help address any delays or barriers to learning. The childminder monitors children's progress and implements targeted plans to help ensure all children, including those with special educational needs and/or disabilities, make meaningful progress over time. The childminder recognises the importance of updating her knowledge to ensure she has a solid understanding of the support and care individual children may need. She makes a conscious effort to ensure that any required adjustments are skilfully incorporated into the usual daily routines to promote inclusion without highlighting any differences. She has a clear focus on children's wellbeing and supporting them in developing the skills needed for future learning.

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Inclusion Expected standard

The childminder is aware of the procedures she needs to complete to check if families are eligible to receive any additional funding. She understands the importance of using any funding she receives to support the children and help to minimise the impact of any disadvantages the children may face.

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Leadership and governance Expected standard

The childminder is aware of the strengths and areas for development within her practice and has a clear plan in place to support her professional development. She is passionate about her role and is committed to constantly updating her knowledge and skills. This helps her keep children safe and helps ensure she meets their needs fully. For example, she has recently completed a refresher course in paediatric first aid to stay informed about the latest procedures to follow in the event of a choking incident.

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Leadership and governance Expected standard

The childminder has addressed the recommendations from her last inspection. For instance, she has completed a wide range of training to support her to incorporate mathematics into the curriculum. The childminder recognises the individual needs of the children within her setting and adapts the environment and activities. As a result, all children, including those with special educational needs and/or disabilities, benefit from an inclusive learning environment that is adapted to meet their individual needs.

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Leadership and governance Expected standard

Parents speak highly of the childminder's professionalism and value the support and regular updates on their children's progress. The childminder makes effective use of face-to-face discussions and electronic updates about daily activities to support home learning.

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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 provides the children with a homely environment. The children show that they feel happy and confident as they explore and make informed choices in their play. The childminder has implemented secure settling-in procedures to ensure that the children feel safe and secure in her home. She has regular discussions with parents and gathers detailed information from them to ensure that she receives updates relating to the children's care routines and interests. The childminder carries out ongoing assessments to help her plan a curriculum tailored to meet the individual needs of the children. As a result, children, including those with special educational needs and/or disabilities, make focused progress. The childminder collaborates closely with parents to ensure children's attendance is appropriately monitored.

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

The children are learning how to recognise their emotions. For instance, the childminder uses story time to encourage the children to talk about how the characters in the book might feel. She makes effective use of praise to recognise the children's achievements as they take turns and are excited to join in with activities. There is lots of laughter as the children hold hands with their peers and join in with interactive nursery rhymes. The childminder offers the children a wealth of experiences to develop their language skills as they learn to socialise with peers. The childminder recognises the importance of supporting children to develop a healthy lifestyle. For example, she reminds them to have a drink throughout the day. The children enjoy pouring their own drinks as they develop their independence.

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

The childminder provides the children with regular opportunities to explore outdoors. Children particularly enjoy putting on their wellington boots so that they can jump in puddles

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Address:

231 Walderslade Road Chatham Kent ME5 0NQ

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Address:

Registered person: Page, Laura Emily and practise their physical skills. The childminder recognises the important role being outside plays in both children's physical and mental health.

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Next steps

The childminder should plan adult-led activities more carefully to consider children's age and stage of development to help ensure they focus on what children need to know and learn next. The childminder should provide children with enough time to think and respond to questions and comments to further support them to develop their ideas and communication skills.

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About this inspection

The inspector spoke with the childminder and read written feedback from parents 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Tuesday,Thursday : 07:30 - 18:00,Monday,Wednesday : 07:30 - 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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