Stonier, Julie Ann

Stonier, Julie Ann

Unique reference number (URN): EY388459 Address: Flat 1, Willow Bank, Rockland Road, Grange-Over-Sands, Cumbria, LA11 7HR Type: Childminder Registered with Ofsted: 19/01/2009 Registers: EYR, CCR Registered person: Stonier, Julie 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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Achievement Strong standard

Children are extremely well prepared for their move on to pre-school and school. They have the skills and knowledge they need and are independent individuals who are ready for their journey through life. Children are confident learners who can manage tasks for themselves. They are kind, thoughtful and mindful of the differing needs and abilities of others. Children leave the childminder's care with well-developed communication skills and can ask for help when needed. Children are excited to have a go and immerse themselves in learning and new experiences, persevering to overcome difficulties. All children achieve consistently well from their starting points, overcoming challenges and barriers to their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children feel that they belong here and build self-esteem. Clear routines that children know and understand support this well. The childminder is an excellent role model, and children forge close bonds with her and with each other. Expectations are high and ambitious, and children rise to the challenge, showing excellent manners that parents and carers comment on. Kindness and care are embedded through practice, which is reflected in the calm and respectful atmosphere. The childminder thoughtfully supports children's focus, knowing when to help and when to let them work out solutions themselves.

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Behaviour, attitudes and establishing routines Strong standard

Children get along extremely well and delight in playing with their friends and siblings. They are mindful of one another and aware of their own behaviours and emotions. Children demonstrate mature attitudes throughout their day and learning. Praise reinforces expectations and standards. The atmosphere is calm and purposeful as a result, with children enjoying their time together and with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

Parents are individually supported to encourage attendance. This makes a significant difference to children with barriers to learning and to families with challenges at home. The childminder is tenacious and persistent in supporting families and helping children to attend. Routines are adapted to account for differing ages and stages of development and to promote individual needs. For example, the childminder is mindful of the home routines of children who are new to her care.

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Children's welfare and wellbeing Strong standard

Sleeping and eating practices help children to understand their own bodies' needs and how to manage these safely and effectively. Children's welfare and wellbeing are central to the childminder's nurturing and responsive approach. She understands that when basic care and emotional needs are met and exceeded, children are better prepared to learn. The environment supports this well, and children know that routines and practices help keep them safe and healthy. They learn excellent habits and skills to support them through life. Practice reflects children's ages and stages of development well, and children learn to support those who are younger or less able than them. Children's mental health and emotional wellbeing are well considered. Outdoor play spaces and local areas are well used to help children explore and enjoy different environments. Children learn to assess and manage risk safely. They are given trust and freedom to make

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Children's welfare and wellbeing Strong standard

and learn from mistakes. Children learn about healthy lifestyles, making positive choices about food, rest and use of technology. Teaching is inclusive and adapted to reflect children's needs. Children are involved in caring for one another. For instance, they bring their friends' favourite blankets over to help them fall asleep. The childminder supports home routines too, enhancing the consistency of children's care. Her approach to toilet training and personal care supports children in understanding respect and boundaries and in learning to manage their own care needs from an early age.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of the quality of the curriculum and provision. She is passionate about continuous improvement and works closely with assistants and families to implement changes that enhance children's experiences. The curriculum is well designed and ambitious for all children. Assessment supports the childminder to adapt teaching, reflecting changes in children's needs and abilities. This also helps her to remove any barriers to children's learning as their circumstances change.

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Curriculum and teaching Strong standard

There is a focus on sequential learning, building children's skills and knowledge. Each interaction adds to and deepens children's understanding. Language and early mathematics are prioritised from the earliest age. Skilful teaching means that all children build consistently solid foundations in key areas underpinning their future learning exceptionally well.

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Curriculum and teaching Strong standard

The curriculum is inclusive and helps all children understand the differing abilities and needs of others and to help one another. Children learn about their own and other cultures in a meaningful way. For instance, links with schools in other countries help children learn how their friends in other cultures live and learn. Children's independence and emotional intelligence are promoted superbly, and they behave extremely well as a result. Staff teach children specific physical skills and about how their bodies and brains work together. For instance, yoga sessions help children to connect their bodies, brains and breathing.

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Inclusion Strong standard

The childminder is passionate about inclusion and tailors support for each child and family. She gains a clear understanding of each family's and child's needs before they start. The childminder sources appropriate training, pre-empting any support that might be needed and seeking advice to meet and exceed children's needs from the outset. She supports access to early help and works with other professionals and charities to ensure that support is timely and appropriate.

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Inclusion Strong standard

The childminder understands that some children's learning is best measured in smaller steps. For instance, the childminder is delighted when children concentrate extremely hard to climb onto a stool and make eye contact, indicating they are pleased with their effort. All children revel in the praise offered for their efforts and achievements. The childminder's inclusive approach celebrates all children's unique needs and abilities. She accurately identifies and assesses emerging and changing needs, closing gaps where possible. The childminder uses additional funding thoughtfully. For instance, she provides equipment to support children in managing their emotional responses through movement. Her thorough and tenacious approach helps children to catch up and reduces barriers to their learning. This helps all children achieve consistently well from their starting points.

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Leadership and governance Strong standard

The childminder shows commitment to continual improvement. She is mindful of her own professional development, supporting assistants that she works with, and the environment where children play and learn. She adapts provision to promote the best outcomes for all children attending and is responsive to their changing needs. The childminder continually seeks out ways to overcome barriers to children's learning and to support them with challenges they face. She understands that professionals are always learning and that continual change happens in every area of children's lives and learning. The mix of proactive and reactive professional development works well. She keenly seeks the views of others to help her provide the best care and learning she can.

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Leadership and governance Strong standard

Wellbeing and workload for the assistants she works with are prioritised and well managed. The childminder has a culture of continuous feedback, where she and her assistants help one another learn from their individual areas of expertise. The childminder instigates engagement within the community. For instance, she organises training sessions for other local childminders. Continual engagement with pre-school and school staff helps to ensure smooth transitions. Children become gradually familiar with the settings they will move on to. The childminder works closely with staff there to ensure that children have the skills required to get off to a flying start. The childminder also supports educational projects and charities in other countries. This helps children to learn more about the wider world.

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

Children thrive as a result of the meticulous attention the childminder pays to their individual needs and prior experiences. She embraces each family, offering tailored support for children's attendance and supporting them through a range of circumstances. The childminder offers flexible hours and personalised arrangements to suit each family. This significantly reduces barriers to children's learning and helps them to make excellent progress from the outset.

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

Children feel a very secure sense of belonging. They are nurtured and gently encouraged to build their confidence and self-esteem. Continual communication helps all families to feel welcomed and involved in their children's learning. Children delight in seeing photos of themselves, and they recall and discuss what they were doing. Solid relationships with the childminder help even the newest children to settle well. Children all understand routines and what comes next in their day. Children take responsibility for and ownership of the environment and resources through embedded routines. For instance, they put the stools and chairs away and help to sweep up without being asked.

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

Children achieve extremely well across the curriculum through skilful teaching and thoughtful interactions. Children learn the knowledge and skills they need to make excellent progress as they move on in their education and to flourish in life. They are extremely independent and are respectful and kind to one another. Children are confident and mature in their behaviours and attitudes to learning. They concentrate hard, persevere and praise each other's work. Children have a love of books from an early age and develop fluency and articulation in their speech. Children learn and demonstrate the 'I can do' ethos that reflects the childminder's ambition and high expectations.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, the assistants, the parents and the children during the inspection.

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Address:

Flat 1, Willow Bank Rockland Road Grange-Over-Sands Cumbria LA11 7HR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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Address:

Local authority: Westmorland and Furness

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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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Age range of children at the time of 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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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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