Oldfield, Tracy Ann

Oldfield, Tracy Ann

Unique reference number (URN): EY432028 Address: 34 Brackley, Weybridge, Surrey, KT13 0BL Type: Childminder Registered with Ofsted: 26/07/2011 Registers: EYR, CCR, VCR Registered person: Oldfield, Tracy Ann

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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 Expected standard

The childminder establishes clear rules and boundaries. For example, when children climb on furniture, she explains why they need to sit safely. Children listen to instructions and respond appropriately. As children show growing levels of curiosity, such as wanting to practise their balancing skills on larger resources, the childminder supports them by holding their hands. If a choice of resource appears unsafe, she explains the risks and possible consequences. In this way, children begin to manage their own safety. The childminder's positive relationships with children and her role modelling helps them to learn to share toys. She explains to children how their actions impact others. Older children respond well to this approach and often remind younger ones sensitively to take turns.

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Behaviour, attitudes and establishing routines Expected standard

Routines are consistently in place. Older children know to wash their hands after outdoor play and before meals. They readily make their own way to the bathroom and thoroughly wash and dry their hands. Younger children respond appropriately to the childminder's reminders. This shows children's positive attitudes to learning. They demonstrate a willingness to be independent, in preparation for the future. The childminder works with parents and carers to promote regular attendance and punctuality. This helps children benefit from consistent routines, which supports their preparation for attending school.

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Children's welfare and wellbeing Expected standard

The childminder gathers detailed information from parents and carers about their children's home routines. This helps her to establish secure attachments with children and understand their individual care routines to implement at her setting. The childminder responds sensitively and adapts her approach accordingly. For example, she explains what will come next to older children and recognises when babies are hungry or tired.

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Children's welfare and wellbeing Expected standard

Older children learn to name and understand their emotions. For instance, they recognise they feel happy when joining in with singing nursery rhymes. The childminder is quick to identify these emotions and explains why children may feel different ways. She also points out and explains potential safety hazards to children, such as remembering to tidy away their toys once they have finished playing with them to avoid any trips.

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Children's welfare and wellbeing Expected standard

The childminder gives children the opportunity to learn new skills regularly, such as cutting their own fruit at snack time with child-safe knives and cutters. She recognises the importance of supervising children while they are eating. This encourages children to take responsibility and supports children's increasing independence.

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Achievement Needs attention

Children with special educational needs and/or disabilities and the youngest children do not consistently make the progress they are capable of. Gaps in their speech do not always close quickly, and, at times, they find it hard to be understood. Younger children do not consistently experience meaningful interactions to help them to understand new language, such as complex songs. This hinders their language development.

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Achievement Needs attention

Older children, however, are confident talkers. They ask questions, listen carefully to the childminder's responses and recall their learning when they repeat activities. For instance, children narrate their actions when building a tower and use sequencing language correctly, such as 'first' and 'then'.

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Achievement Needs attention

From an early age, children practise appropriate self-care skills, such as washing their hands before meals and feeding themselves, under close supervision. At mealtimes, they discuss favourite foods and, with the childminder's support, begin to understand about making healthy food choices. Older children show perseverance and resilience during independent play. For example, they proudly share their models with the childminder. Children respond positively to praise, which raises their self-esteem and confidence immensely. Qualities such as these help to get the oldest children ready for school.

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Curriculum and teaching Needs attention

The quality of teaching is variable, with gaps in the childminder's knowledge and understanding of the educational programmes in place. There are times when the childminder does not use her assessments of individual children's learning and development precisely enough. She does not consistently tailor her teaching in a more sequenced way, such as correcting children when they incorrectly count a small number of objects. The curriculum the childminder offers is broad and generally based on children's interests, which helps to motivate them to engage in learning. She plans open-ended activities to encourage children's thinking skills, such as using their imaginations to make inventions from loose parts and collecting water from a container by working out how to use the tap mechanism outdoors. Older children practise previously learned skills with commitment, such as sending toy cars down sloped tubing and placing a bucket at the end to catch them. Other children

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Curriculum and teaching Needs attention

observe, copy and experiment with different cars, as they learn from their confident peers.

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Curriculum and teaching Needs attention

The childminder places an emphasis on supporting children's language, physical and personal development. For example, she narrates children's play so they hear a variety of language in context, which works well for older children. Children particularly enjoy singing sessions and eagerly join in with some of the actions, such as while singing 'Row, Row, Row Your Boat'. They smile as they anticipate the ending and then scream. However, the childminder sometimes sings too quickly, which does not benefit younger children's opportunity to hear, understand and use the new language.

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Inclusion Needs attention

The childminder acknowledges that she does not always take timely or appropriate action when she identifies children who are making slower progress in their learning and development. Although she engages with parents and carers well, she does not readily seek advice or work in partnership with outside professionals. This has a negative impact for children with special educational needs and/or disabilities. For example, the childminder does not precisely plan or implement strategies specifically for children who have speech delay.

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Inclusion Needs attention

The childminder focuses on some aspects of children's learning to help them achieve. However, she does not have secure enough knowledge to improve how best to support children with special educational needs and/or disabilities. This includes not embedding targeted planning and teaching to help address some gaps in children's development, such as for their emerging communication and language delays. Consequently, the childminder does not consistently support all children well enough to develop the skills they need in readiness for their next stage of education.

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Inclusion Needs attention

For those children who leave the childminder's setting, there is effective communication between the childminder and the new setting. The childminder shares children's development and their next steps in learning to help them to settle into a new environment happily.

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Leadership and governance Needs attention

The childminder lacks precision in ensuring that appropriate action is taken to bring about improvement, particularly raising the quality of her teaching with children who face barriers to their learning and building on their existing knowledge and understanding. Although the childminder actively completes a range of online training, she does not always prioritise professional development opportunities to effectively implement strategies that help to address all children's individual learning needs. Despite this, the childminder reflects on some areas for development, such as improving partnership working with parents and carers to promote children's personal care. However, a similar approach is not extended to working with outside professionals. This has a negative impact on children's overall learning and development.

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Leadership and governance Needs attention

Parents highly value the childminder's care and education she provides. The childminder works closely with parents and keeps them up to date about how their children are doing when they are with her. She gives them ideas for continuing activities at home, such as encouraging children's independence during routine times. From the start, the childminder gathers key information from parents to develop a better understanding of children's backgrounds and home circumstances. This is used to provide similar routines at the childminder's home, such as around taking naps and eating, which suitably supports children's welfare and wellbeing.

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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 who face barriers to learning, as well as the youngest children, do not consistently make the best possible progress. The childminder is not fully aware of her responsibility to act on any concerns she identifies about delays in children's progress. For instance, she does not typically seek advice or work with external professionals to provide more targeted support for children. A more focused approach is not always implemented successfully, particularly for the youngest children, who are sometimes left with resources rather than purposeful interaction. As a result, they benefit less from the childminder's support. That said, children enjoy their time with the nurturing childminder.

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

Children form positive and secure relationships with the childminder. Children feel safe and comfortable at the setting. They confidently approach the childminder for a cuddle, clearly showing their affection and warm bonds. Children happily explore the surroundings, indoors and outdoors, and follow the routines well. Older children act as good role models and play cooperatively with others and the childminder. This demonstrates a true sense of belonging.

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

Children have regular opportunities to be physically active. The childminder observes and assesses children's development and, in general, uses this information to help children progress in this area. For example, to build on children's core strength when balancing, she provides wooden planks indoors for them to practise and refine their balancing skills. Children persevere at this task, focusing on becoming more competent and coordinated.

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

Older children love to show the childminder what they have learned. For example, they freely sing their favourite songs and smile with delight when praised. The childminder encourages children to complete tasks for themselves effectively. For example, she teaches them to unzip their coats and remove their wellington boots. The childminder also works closely with families to promote regular attendance and punctuality and establish positive routines.

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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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About this inspection

The inspector spoke with the childminder, children and parents and carers 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

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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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1 to 3

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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