Gaynor, Marsha Jane

Gaynor, Marsha Jane

Unique reference number (URN): 2802427 Address: 11 The Hydes, Reading, RG31 6GD Type: Childminder Registered with Ofsted: 01/11/2024 Registers: EYR, CCR, VCR Registered person: Gaynor, Marsha 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 Expected standard

Children make effective progress from their starting points, particularly in their communication and language development. They enjoy interactive story times, respond to familiar songs and rhymes and increasingly use words, signs or gestures to express their needs and ideas.

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Achievement Expected standard

Children also build early mathematical understanding as the childminder naturally introduces counting, comparing sizes and exploring shapes through play. For example, young children are beginning to match wooden shapes to the correct outline shown in a book and count 4 pieces of fruit during lunch, demonstrating early mathematical understanding. They develop confidence in their physical skills, such as climbing, posting objects and using tools to explore different materials.

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Achievement Expected standard

Children's social skills are developing well, as they learn to share, show kindness and follow simple routines. Children gain the independence they need for future learning, for example, by practising early self-care skills and making choices in their play. While children achieve well overall, the earliest indicators that they may face barriers to learning are not always identified or recognised.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and attitudes. The childminder establishes a calm, nurturing and welcoming environment, where expectations are clear and positively modelled. Warm, responsive relationships help children feel secure, enabling them to explore with confidence and develop increasing independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand and manage their emotions through gentle reassurance, clear verbal cues and simple language that helps them recognise their feelings. Children learn to collaborate with others, showing kindness and empathy. For example, children sensitively offer comforters or drinks to younger peers. Routines are well embedded and tailored to children's ages and stages of development. For instance, mealtimes are relaxed and sociable with opportunities for children to practise self-help skills, while the childminder sits with them to ensure they are safe.

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Behaviour, attitudes and establishing routines Expected standard

When children become distracted, the childminder uses calm redirection to help them refocus. She works closely with parents to maintain consistent routines around sleep, feeding and toilet training, which further support children's wellbeing and sense of stability. Attendance is monitored appropriately, and the childminder is alert to changes in behaviour that may indicate emerging needs. As a result, children feel secure in their daily experiences.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively through warm, nurturing relationships that help children feel secure and confident in the setting. The childminder knows children well and responds sensitively to their individual needs, offering comfort, reassurance and consistent routines that promote a sense of emotional security.

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Children's welfare and wellbeing Expected standard

Children demonstrate clear attachment behaviours, seeking the childminder for support when tired or unsettled, and receiving calm, attentive care in response. Daily routines, such as mealtimes, sleep and toileting, are tailored to children's ages and needs. For example, when children show signs of tiredness, the childminder adapts lunchtime to ensure children's wellbeing and comfort.

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Children's welfare and wellbeing Expected standard

The environment is safe and well organised, enabling even the youngest children to explore independently while being closely supervised. The childminder promotes children's understanding of healthy living, including oral health, by sharing resources with families and modelling healthy routines. She supports children to recognise and express their emotions using simple language, gesture and songs, helping them to regulate their feelings.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop self-care and independence, such as feeding themselves and helping with simple tasks. As a result, children are content, settled and developing the foundations they need for future learning and wellbeing.

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Curriculum and teaching Expected standard

The childminder has designed a curriculum that is purposefully sequenced so that children revisit and deepen skills, with particular emphasis on communication, emotional security and physical development. She provides meaningful and engaging experiences that build on what children already know and can do. Assessment is ongoing, and the childminder uses observations to plan the children's next steps in their learning. Overall, while the curriculum is accessible and engaging, teaching requires greater precision to ensure that potential barriers to children's learning are recognised and addressed swiftly. No children on roll were identified as having special educational needs and/or disabilities at the time of the inspection

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Curriculum and teaching Expected standard

Teaching is adapted effectively to children's emerging interests. Interactions support children's developing language well, with the childminder introducing and modelling new vocabulary and conversations during play. Mathematical ideas are effectively woven through everyday activities or routines, such as comparing sizes, counting fruit or exploring shapes in the environment. During mealtimes, for example, the childminder sings animatedly with the children, who laugh, copy animal sounds and eagerly join in with familiar rhymes. This purposeful use of singing and play strengthens children's attention, communication and social confidence.

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Inclusion Expected standard

The childminder promotes an inclusive environment, where all children are welcomed and valued. She builds a clear picture of each child's background, interests and home circumstances through settling-in arrangements and ongoing communication with parents. She adapts interactions sensitively, for example, by introducing simple signs and visual cues to support early communication, ensuring all children can participate successfully.

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Inclusion Expected standard

The childminder uses regular observations to monitor children's progress and reflect on what they know and can do. However, she has not considered reviewing this information regularly to identify potential barriers to learning early enough to take prompt and highly effective action. At the time of the inspection, there were no children identified as having special educational needs and/or disabilities.

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Inclusion Expected standard

The childminder maintains warm partnerships with families, sharing regular updates and working collaboratively on children's next steps. She understands the principles of the graduated approach and is aware of how to involve external professionals, should additional support be required. Although no children currently receive additional funding or are known to children's social care, the childminder understands how early years pupil premium should be used to enhance learning when applicable. She is committed to supporting all children's individual needs and strengthening inclusive practice further to ensure they continue to make positive progress.

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Leadership and governance Expected standard

The childminder understands her responsibilities and makes decisions that are in the best interests of all children. She keeps well informed of developments in the early years sector and engages in regular professional development, which keeps her knowledge current. She would now benefit from using this learning more analytically to evaluate the impact of her practice and embed consistently high expectations across the setting.

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Leadership and governance Expected standard

The childminder reflects on the strengths of her provision and identifies areas she wishes to develop, such as resources and the learning environment. Policies and procedures are followed appropriately, contributing to a safe and well-organised setting. The childminder manages her workload effectively and ensures that routines support children's wellbeing and sense of security.

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Leadership and governance Expected standard

Partnerships with parents are positive and promote continuity for children, with regular communication about children's learning and care. Parental feedback is positive, with parents praising the childminder's warm, nurturing practice and the progress their children make. Many expressed that they would confidently recommend the setting to others.

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Leadership and governance Expected standard

The childminder is aware of her responsibilities should she need to work with external professionals, including safeguarding agencies, and understands how to act on concerns. Overall, leadership supports children's welfare and development, however, deeper self- evaluation would strengthen the quality of provision.

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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 are settled, confident and engaged in their chosen activities. The childminder knows their interests well and follows these sensitively, showing genuine enthusiasm as she interacts with them. Warm, positive relationships help children feel safe, secure and valued. They enjoy their time in the setting and explore with curiosity, demonstrating positive attitudes to learning. Children are developing their concentration skills as they enjoy a variety of fun learning experiences.

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About this setting

Children feel represented through thoughtful resources, such as individual family books that they enjoy sharing. The childminder uses familiar words, songs and routines to capture children's attention and support their developing communication. When children become distracted, she uses calm, nurturing strategies to help them refocus on their play. Children begin to understand behavioural expectations and respond positively to the childminder's gentle reminders. The childminder praises and encourages acts of kindness, helping children develop empathy and consideration for others. As a result, children are developing positive friendships.

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About this setting

The curriculum is accessible and typically taught well. Activities reflect children's needs, interests and stages of development. The childminder works in partnership with parents to meet each child's individual needs. Children make progress from their starting points, particularly in developing early language, basic mathematical understanding and social skills. The childminder provides a caring and welcoming environment, where children are supported to build confidence and independence as they explore. Children display secure attachments, responding positively to the childminder's reassurance and consistent, encouraging praise.

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Next steps

The childminder should strengthen reflection and analysis to embed highly ambitious practice, to support consistently strong improvements and a positive impact on the overall quality of the provision. The childminder should focus more precisely on teaching and high-quality interactions to identify any indicators that children may face barriers to learning, so that prompt and highly effective action can be taken where appropriate.

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About this inspection

The inspector spoke with the childminder and children and reviewed parent's feedback 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. Unique reference number (URN): 2802427

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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