Bailey, Emily Margaret Joy

Bailey, Emily Margaret Joy

Unique reference number (URN): 2727710 Address: 29 Dimsdale Crescent, Bishop's Stortford, CM23 5LJ Type: Childminder Registered with Ofsted: 11/07/2023 Registers: EYR, CCR, VCR Registered person: Bailey, Emily Margaret Joy

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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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Inclusion Strong standard

The childminder develops a secure understanding of each child's individual needs by gathering detailed information from parents when children first start. She builds strong partnerships with parents. This encourages them to comfortably share any changes in their child's life. The childminder meticulously undertakes targeted independent research to deepen her understanding of how to meet the individual needs of children. This enables her to precisely identify how to support each child and promptly implement highly effective strategies.

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Inclusion Strong standard

She works in very close partnerships with external professionals, inviting them into her home to exchange information. The childminder adapts her provision to consistently meet the needs of the children and their families through a highly effective collaborative approach. Her early and responsive interventions strengthen children's sense of emotional stability and help them to continue to feel safe and secure. The childminder monitors the effectiveness of any interventions through her frequent observations and assessments to ensure any gaps that emerge in children's emotional development swiftly close for children facing barriers in their learning. This creates the conditions for children to thrive through an inclusive culture.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. This motivates children to mirror her behaviour. The childminder calmly diffuses minor disagreements when children struggle to share and provides clear, consistent messages about the importance of taking turns. This helps children develop respectful and cooperative social skills. The childminder teaches children to use breathing exercises to help them to manage any feelings of frustration. This supports children to remain calm and prepares them to regulate their own emotions. Children thoroughly enjoy the childminder's interactions in their play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively promotes the importance of regular attendance to ensure children fully benefit from the learning experiences provided. She consistently follows up any unexplained absences by promptly contacting parents to maintain children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they understand the established routine. They eagerly help the childminder to tidy away resources they have finished playing with before selecting others. Children persevere to use a dustpan and brush to sweep up spilt sand to reduce the risk of slip hazards. They make a good attempt to put on their shoes in readiness to collect other children from settings they attend. The childminder's explanations help children understand why they must not wear coats in their car seat to stay safe.

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Achievement Needs attention

Children benefit from regular observations and assessments that help identify their next steps in learning. As a result, children make steady progress and are prepared for their next stage of learning. However, opportunities for children to strengthen their large muscles and develop their physical capability are not consistent. Children do not have daily access to outdoor play and activities that support them to develop large movements and other physical skills as well as they could.

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Achievement Needs attention

Children develop the foundations to be articulate communicators. They understand how sounds are formed and begin to use words with increasing confidence. Children respond to and initiate communication through gestures and early vocalisations, showing an understanding of turn-taking and the patterns of conversation. Children who face barriers in their learning grow in emotional reliance that enables them to feel safe, confident and ready to learn.

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Children's welfare and wellbeing Needs attention

The childminder does not ensure that children have daily access to fresh air or regular opportunities to use the outdoor environment. This limits children's physical development, wellbeing and opportunities to develop strength and coordination. Children occasionally visit the local park and search for bugs on nature walks. At these times, the childminder teaches children the importance of always remaining within her sight to support their personal safety.

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Children's welfare and wellbeing Needs attention

Personalised settling-in arrangements help children to develop close and secure relationships with the childminder. This helps them to feel relaxed and confident to explore the inviting environment. Children are consistently supported to follow a good hygiene routine and manage their own care needs. The childminder reminds children to cover their mouths when they cough. The childminder meets children's preferred eating patterns. This helps to sustain their concentration and enjoyment of activities. She encourages children to broaden their enjoyment of healthy foods by offering a basket of varied fresh fruits, which they independently choose from. The childminder reads books that help children understand their own and others' feelings. She supports them to recognise and expand their emotional vocabulary so they can express their feelings appropriately.

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Curriculum and teaching Needs attention

The childminder implements a curriculum that supports children to learn through a sequenced approach. The childminder completes regular assessments of children. This helps her to identify what children need to learn to help prepare them for their next stage of learning. Overall, the curriculum encompasses all areas of learning and development. However, the childminder does not always provide children with daily access to the outdoors and the fresh air to build on their physical development. Indoors, children develop control and coordination as they learn to roll a ball backwards and forwards to each other. The childminder uses children's evolving interests and needs to inform the activities and experiences she offers. This motivates children to be keen learners. The childminder provides children with time to solve mathematical problems. She encourages children to count the number of dots on toy padlocks and match the quantity to

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Curriculum and teaching Needs attention

the correct numeral on corresponding keys. Children benefit from visits to the library. These opportunities help children to develop a strong love of books. Children learn to adapt their behaviour in different social contexts. The childminder builds on children's language skills as she reads to children with intonation. She broadens their vocabulary as she introduces them to new words, such as 'igloo'.

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Leadership and governance Needs attention

The childminder regularly reflects on the effectiveness of the provision offered to children. However, she has not identified the importance of providing children with daily access to an outdoor play area so that children have the space to develop stronger muscles and increased control of their body, as required. The childminder works in close partnership with parents. She keeps them fully informed of their child's experiences and provides ideas to support learning at home. The childminder frequently provides parents with guidance when needed. Parents regard the childminder as an extension of their own family.

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Leadership and governance Needs attention

The childminder regularly builds on her knowledge and skills. She reads professional publications and regularly liaises with a close network of other childminders. This enables her to share practice and gain new ideas. The childminder has effective arrangements in place to support her wellbeing and manage her workload. This enables her to focus on the children to give them her full attention, respond quickly to their needs and engage in their play and learning. As a result, children feel valued, listened to and emotionally secure.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 warmly welcomed into the childminder's home. They are eager to explore the varied range of inviting activities on offer. Children confidently make independent choices of what they would like to play with from a rich range of resources that reflect their needs and unique interests. This means that children engage in activities for sustained periods of time given their young age. Children welcome the childminder's interaction in their play. She swiftly identifies and values children's imaginative thoughts as they use small tools and their hands to mould fine sand.

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

The childminder actively encourages children's attendance by creating a welcoming environment and maintaining positive relationships with families. Children are eager to explore. They enjoy discovering the sound that wooden spoons make when they tap them together and on different objects. The childminder introduces children to new experiences. Under her close supervision, she shows children how to interact with and stroke her family's pet dogs. Children learn to respect living beings.

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

The childminder gathers a wealth of information from parents prior to children attending. This helps her to know children well from the outset and identify what they need to learn next. However, inconsistencies in the curriculum for daily outdoor learning mean that children do not consistently receive fresh air or the space they need to build on their physical skills. Children learn to understand the behavioural boundaries and expectations in place. They listen to the childminder's clear explanations and develop respectful, cooperative skills on occasions where minor disagreements occur. The childminder supports children to maintain a secure sense of belonging during any changes in their lives, such as extending the time she cares for children and sourcing specific support from external agencies.

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Address:

29 Dimsdale Crescent Bishop's Stortford CM23 5LJ

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Address:

Registered person: Bailey, Emily Margaret Joy

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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 action by the assigned date:

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About this inspection

The inspector spoke with the childminder 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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