Thorn, Hilary Jane

Thorn, Hilary Jane

Unique reference number (URN): EY236476 Address: 10 Boxgrove Road, Guildford, Surrey, GU1 2LX Type: Childminder Registered with Ofsted: 10/12/2002 Registers: EYR, CCR, VCR Registered person: Thorn, Hilary Jane

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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 Strong standard

Children are thriving and make excellent progress in all areas of learning. They relish joining in with group activities, such as singing and action songs. Children listen intently and follow instructions enthusiastically as they sing and dance to familiar tunes. Children equally enjoy exploring the play environment independently and show high levels of engagement in role- play games with their peers. Children have an abundance of learning opportunities to develop their speech and language skills with the childminder. She reinforces key words with the youngest children and introduces new, exciting words for older children. Everyone celebrates when children say new words, which helps to boost their confidence. Children have plenty of opportunities to be independent and develop the skills they will need for the next stage of their education. For example, children practise putting on their coats and shoes and visit the toilet independently.

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Behaviour, attitudes and establishing routines Strong standard

Children have exemplary behaviour and are extremely polite. They show empathy and high levels of care and concern for their friends. For example, children kindly share toys and help their younger friends to access resources. During play, children demonstrate their negotiation skills and confidence to resolve conflicts independently and find solutions. For example, when children want to play with the same toy, they agree to take turns. The childminder is a positive role model. She has high expectations for children's behaviour and considers their levels of understanding when explaining rules and boundaries. Children confidently recall the house rules, such as 'say please and thank you'. The childminder creates a harmonious environment where children flourish and thrive. She knows the children well, and, along with her assistant, has secure bonds with them. Children know where to seek comfort when they feel tired and enjoy a cuddle with the childminder while

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Behaviour, attitudes and establishing routines Strong standard

they listen to familiar stories. The childminder communicates extremely well with parents, and there are clear procedures in place to promote children's attendance. The childminder understands that behaviour expectations may need adjustments for children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

The childminder provides a safe environment for children to explore. She encourages children to risk assess situations and follow her guidance. For example, children check the slide and decide it is too icy to use. The childminder and her assistant have secure attachments with the children. The childminder liaises closely with parents and gathers information about children's eating and sleeping habits. As a result, she knows the children very well and responds swiftly to their varying needs. This ensures all children's individual requirements are met. The childminder teaches children how to be healthy. This includes following a healthy diet and learning about where food comes from. For example, children grow plants in the garden and have the opportunity to cook and eat them, such as onions and radishes. The childminder encourages children to be independent and take care of their own personal needs. For example, she teaches children to wash their hands after using the

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Children's welfare and wellbeing Strong standard

toilet and before eating. As a result, children are learning to establish effective hygiene routines. The childminder is mindful of children's emotional wellbeing. She encourages children to express their feelings and provides opportunities to help develop their confidence. For example, children are given roles and responsibilities, such as being the waiter at snack time. This helps to give children a sense of belonging and develop their social skills.

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Curriculum and teaching Strong standard

The childminder plans an ambitious curriculum and provides a wealth of wonderful opportunities for children to explore and learn from exciting experiences. For example, children learn about continents and the world they live in. They confidently share their knowledge and recall facts, such as a whale swims in a circle to catch fish. The childminder and her assistant complete professional development to deepen their understanding of child development. They learn new strategies to deliver highly effective learning opportunities for all children. For example, they support children of different ages to learn how to count and understand values of numbers.

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Curriculum and teaching Strong standard

The childminder provides a language-rich environment where she encourages children to express their thoughts and feelings. She listens to what children have to say and engages them in meaningful conversations. For example, the childminder encourages children to recall a past cooking experience and the ingredients they used. The childminder plans activities to develop children's physical skills for future learning. For example, children follow instructions to manipulate play dough to strengthen their hand muscles and develop fine motor skills. This activity is adapted to include all children in the learning experience. Through ongoing assessments, the childminder carefully plans next steps for children's learning that she shares with parents. She tailors plans for children with special educational needs and/or disabilities or those who face barriers to learning to ensure they have positive experiences and make effective progress.

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Inclusion Strong standard

The childminder has robust systems in place to ensure children with special educational needs and/or disabilities and those who face barriers to learning have full access to the setting and curriculum. The childminder communicates closely with parents to provide care that meets all children's individual needs. For example, she ensures children at different stages of development can move safely around the setting and access resources independently. The childminder and her assistant complete training to learn new strategies and deepen their knowledge of how to support all children's development. Through an ongoing cycle of observations and assessments, the childminder meticulously plans for children's learning to ensure they make steady progress. When necessary, she works with other professionals to provide specific strategies to support children's development. For example, she follows speech and language plans to help develop children's vocabulary and

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Inclusion Strong standard

communication skills. When available, the childminder uses extra funding, such as early years pupil premium, to provide resources and extra activities to support children's individual needs. The childminder plans trips to parks and farms to widen children's experiences of the world around them. As a result, all children make significant progress and are ready for the next stage in their education.

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Leadership and governance Strong standard

The childminder is highly reflective and works closely with her assistant to develop and improve their practice. They are very proactive and complete ongoing professional development to enhance their knowledge and skills. This includes training to support children with special educational needs and/or disabilities, for example learning strategies to support children's speech and language skills.

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Leadership and governance Strong standard

The childminder has robust policies in place that she shares effectively with parents. She communicates very well with all her families, providing daily feedback regarding events of the day and ideas to support home learning. Parents comment that the childminder is 'fantastic', and her advice and support are extremely helpful.

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Leadership and governance Strong standard

The childminder is highly effective at supporting children's transitions. She liaises with other settings that children attend and shares information to provide continuity in learning. The childminder invites teachers from feeder schools to meet the children who will be joining their class. This helps to prepare them for the next stage in their education.

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Leadership and governance Strong standard

The childminder has a clear vision to develop her practice further and commits to a continuous cycle of improvement. For example, she plans to enhance her music provision and continue to develop the outdoor environment, adding even more exciting areas for the children to explore.

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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 receive a warm welcome when they arrive and enjoy a snack with their friends, which helps them to settle quickly. Children have impeccable table manners that the childminder reinforces, praising children for being polite. The childminder knows the children extremely well. She gathers information prior to children starting, such as any medical and dietary requirements. This ensures she meets all their individual needs and keeps children safe. The childminder carefully plans her curriculum and provides next steps in children's learning to ensure they are ready for the next stage in their education. She liaises with other settings that children attend and shares information to provide continuity in learning.

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

Children enjoy socialising with their peers and have close bonds with them. They are incredibly kind and caring, noticing when their friends are sad and need comfort. For example, children put an arm around their friend and invite them to join their game.

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

Children proudly demonstrate their knowledge as they remember interesting facts from a recent topic. For example, children explain that a penguin egg takes 60 days to hatch. Children have excellent speech and language skills. They have a vast range of vocabulary that the childminder constantly extends further with new, exciting words, such as 'caribou' and 'walrus'.

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

The childminder provides an exciting outside area where children enjoy engaging in imaginative games with their peers. For example, they enthusiastically make cakes in the mud kitchen and pack a bag to go on a picnic with their friends. The childminder considers children's ages and stages of development and skilfully adapts activities to include all children. This ensures children with special educational needs and/or disabilities have full access to the curriculum. The childminder tracks children's attendance and follows up when they are absent to ensure children are safe and fully benefit from their education.

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Address:

10 Boxgrove Road Guildford Surrey GU1 2LX

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those who may face other barriers to their learning.

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About this inspection

The inspector spoke with the childminder and her assistant 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. 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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