Ashby, Louise Emma

Ashby, Louise Emma

Unique reference number (URN): EY545161 Address: Crale, Wrotham Road, Meopham, Gravesend, DA13 0QA Type: Childminder Registered with Ofsted: 24/08/2017 Registers: EYR, CCR, VCR Registered person: Ashby, Louise Emma

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for all children's behaviour and attitudes to learning. Children talk avidly about their time at the childminder's provision and relish attending regularly. They demonstrate that they fully understand the clear routines that the childminder very carefully arranges. For example, children immediately get their bags when it is time to go outside. They are polite and kind to their friends, helping them to get ready. This supports their developing relationships successfully.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is extremely dedicated and caring. She expertly role models how children should behave towards others. For example, she encourages children to use 'kind hands' and be polite. As such, children show kindness to their friends and help the childminder when it is tidy-up time. Older children demonstrate to younger children how to put their rubbish in the bin. This helps to support their understanding effectively. Where needed, the childminder sensitively explains to children the impact of their behaviour on their friends, supporting children's understanding very effectively.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to play collaboratively together, to thoughtfully share toys and to take turns in games. This helps to promote excellent attitudes towards each other and to their learning. The childminder knows her children very well. She is very responsive to children, adapting to their individual stage of development, seeking their views and opinions about what they want to do and and how they want to play. Such thoughtful approaches support children's confidence and engagement in the childminder's setting.

p.2

Children's welfare and wellbeing Strong standard

Children are provided with comfort and cuddles from the childminder, who genuinely cares for them. This supports children's emotional wellbeing successfully. Children with special educational needs and/or disabilities settle very well because of the childminder's careful consideration of their needs. All children develop immensely trusting emotional bonds with the childminder. The childminder's caring approach supports children's understanding of positive relationships and develops their deep sense of belonging. As such, they are eager to attend and learn to play with their friends.

p.2

Children's welfare and wellbeing Strong standard

Children are encouraged to keep themselves healthy. They go to the toilet themselves and help to set the table. These skills help them develop their confidence in their own abilities successfully. Children are encouraged to use good manners. The childminder praises children when they say please and thank you, supporting their understanding effectively. She very ably guides children to develop skills to identify their feelings, supporting them to manage their emotions positively. This supports their welfare effectively.

p.2

Children's welfare and wellbeing Strong standard

The childminder skilfully promotes children's physical health. Children eagerly get ready for their daily yoga session, choosing their own mats excitedly. These carefully considered learning approaches have a significant impact on children's positive mental and physical health. Children are encouraged to make healthy choices about what they want to eat and

p.2

Expected standard

drink. They confidently talk about the importance of keeping healthy and drinking water. This helps children to develop lifelong positive habits.

p.3

Inclusion Strong standard

The childminder provides a wealth of opportunities for children, such as by taking them to a nearby care home to learn about different generations. This ensures children develop respect for others. She offers effective support for children with special educational needs and/or disabilities. She undertakes high-quality training to support her own knowledge. She skilfully uses sign language to aid children's understanding. She is calm and patient when children need additional help. This exemplary support helps children to make significant strides in their learning.

p.3

Inclusion Strong standard

The childminder has forged professional relationships with external experts and liaises regularly with other professionals, signposting families to a range of other support where needed. The childminder has high expectations for children. She gives them choices about what they want to learn and play with, supporting them to settle in well. She uses additional funding to purchase resources to help individual children and monitors their progress, sharing information effectively with local settings and schools, supporting children's transitions successfully.

p.3

Achievement Expected standard

Children with special educational needs and/or disabilities are provided with toys that interest and engage them. They spend sustained periods of time building models with coloured bricks, developing their problem-solving skills. Other children enjoy making pretend cakes in the role-play kitchen together, talking together about what they are doing. These activities support children's personal, social and cognitive skills effectively. Children develop their imaginative and thinking skills successfully. For example, children enjoy talking to the childminder about their trip to the local windmill, where they excitedly remember exploring a bug hotel and running in the field. These activities help children to embed learning. Children achieve well. They make positive progress from their starting points as a direct result of attending the setting. Children demonstrate that they enjoy learning by sustaining interest

p.3

Achievement Expected standard

and motivation in the activities and experiences provided for them. This helps them develop concentration and perseverance for future learning successfully.

p.3

Curriculum and teaching Expected standard

The childminder carefully plans a curriculum that encourages children's physical development. Older children enjoy learning to use scissors during craft time. Babies are encouraged to learn to stand, developing their coordination and balance successfully. The childminder encourages children to join in with action rhymes and takes them on visits to the local library regularly. These activities support children's growing vocabulary, listening and attention skills effectively. The childminder prioritises children's mathematical skills well. She explains to children that triangles have 3 sides, extending their understanding of shape. Older children learn to fit different-sized objects into boxes. This helps them to further develop their knowledge. The childminder adapts her teaching in response to children's individual needs and uses assessment effectively to identify where children are in their learning and what they need to learn next. For example, she helps children to learn to use

p.3

Curriculum and teaching Expected standard

chopsticks to pick up different objects. This supports children's focus and developing dexterity, ready for school. The childminder promotes children's literacy learning. For example, she helps older children to identify letters in their names, encouraging letter sound recognition. However, the childminder does not always give children enough time to process and respond to what she has asked to support their language and vocabulary skills further.

p.4

Curriculum and teaching Expected standard

The childminder encourages children to make choices about their learning. Children talk with the childminder about taking 'travel bear' on different adventures, developing their imagination and growing confidence to use language. However, at times, the childminder does not always give children enough time to process her questions before she moves on. This would enable children to think about their responses, supporting their thinking skills further. Children look forward to helping the childminder to mash cooked potatoes for their dinner together and engage in conversation about how they grow them on their allotment. These activities support children's understanding of planting and caring for growing things successfully. At times, the childminder completes tasks for children that they could do themselves, such as pouring their own drinks or cutting up their food. This means that children do not consistently benefit from a wider range of opportunities to develop their own

p.4

Leadership and governance Expected standard

The childminder is hardworking and proactive. She seeks out further high-quality training and professional development opportunities to enhance her work with children. For example, she recently attended training about the use of sign language and safeguarding. She is fully committed to making a difference to children. The childminder recognises where she can support children further by providing them with more time to further extend their language and independence skills. She has plans to ensure this is embedded and consistent within her practice.

p.4

Leadership and governance Expected standard

The childminder has developed effective partnerships with other professionals to ensure children and families receive swift support where needed. For example, she works closely with families to support their children with sleep, behaviour and toilet training successfully. The childminder regularly shares information with parents about their children's progress. Parents report that the childminder supports them very well to help them with their children's learning at home. They appreciate the information they receive and the individual support for their children with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

The childminder actively supports families to access education, health and care plans to support their children's transitions to school. Parents speak highly of the childminder and the positive impact she has had on their children. They appreciate the outings she provides and the positive benefits these have for their children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive at this welcoming childminder's home, eager to explore the toys. The childminder plans motivating activities for children, based on their interests and needs. For example, she provides ample time for children to learn how to use tools for play dough. Children remain engaged, developing their concentration skills well. The childminder regularly praises children's achievements. When children create their own pictures, the childminder celebrates, and children beam with smiles. This raises their confidence and self- esteem. The childminder is an excellent role model for how children should behave. She is

p.5

About this setting

kind and caring. As such, children develop highly positive relationships and demonstrate impressive behaviour. For example, unprompted, children get their friends' shoes ready for when they go outside. Older children respond immediately when the childminder requests help at snack time, such as by organising bowls and plates. At times, the childminder completes tasks for children that they could ably attempt themselves. This does not support children's independence to the best of their ability.

p.6

About this setting

Children demonstrate secure understanding of the routines, immediately washing their hands before meals and talking about healthy foods. Children eagerly help the childminder to identify risks and hazards when they go for a walk. These activities help children learn to keep themselves healthy and safe. The childminder encourages children to develop positive attitudes to learning. She skilfully engages children in reading stories, dressing up and using props to bring books to life. Children enjoy pretending to pack their things for a ride on a rocket ship. They thoroughly enjoy talking about how far their rockets will fly. This helps children to develop their creativity successfully. The childminder encourages children's mathematical skills well. She counts with children and explains different shapes, supporting their understanding effectively. Children with special educational needs and/or disabilities

p.6

About this setting

are supported well. The childminder adapts activities and provides individual support to ensure all children make progress. On occasion, the childminder does not extend language for children to further develop their literacy skills.

p.6

Next steps

The childminder should strengthen opportunities for children to attempt tasks for themselves to further support their developing independence skills more consistently. The childminder should provide children with more time to enable them to consistently process and respond to questions to further develop their language and listening skills.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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): EY545161

p.6

Address:

Crale Wrotham Road, Meopham Gravesend DA13 0QA

p.7

Address:

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8