Halliwell, Susan Jayne

Halliwell, Susan Jayne

Unique reference number (URN): 161704 Address: 67, Derriards Lane, Chippenham, Wiltshire, SN14 0QL Type: Childminder Registered with Ofsted: 18/09/1996 Registers: EYR, CCR, VCR Registered person: Halliwell, Susan Jayne

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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 exceed expected levels of development for their ages and stages. They make secure and sustained progress from their individual starting points across the early years foundation stage. Children develop their communication and language exceptionally well. Young children engage in conversations with the childminder, taking turns, and enjoy answering questions as well as asking their own. Older babies show considerable self- confidence and their rapidly expanding vocabulary as they babble and copy words the childminder offers them.

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Achievement Strong standard

Children consistently gain key skills in their personal, social and emotional development. They enjoy playing imaginatively and build their social skills effectively, sharing resources. Young children learn to cooperate during activities. They listen to the childminder and the instructions and useful tips she gives them, helping them achieve their self-made goals. Children develop their motor skills very effectively, gaining useful coordination and strength. They show a positive attitude to new experiences and eagerly investigate different utensils, watching carefully how the childminder uses them. They are proud when they collect the items they need. They excitedly make marks with iced paint, talking about colours and making increasingly more coordinated and purposeful marks as they perfect their technique. Children are very well prepared for their next stages in learning, including their move to

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a caring role model and treats children with respect. She encourages children to use good manners and to be considerate towards others. She is prompt in her support for children to share and take turns with each other. She gives them clear consistent explanations, taking time to make sure they understand. The childminder helps create a respectful, kind and loving environment. All children have formed strong bonds with the childminder and beneficial relationships with each other. Their social skills are developing very effectively. Young children show thoughtful behaviour, well above what is expected for their age. They independently reassure and help older babies when they have a little bump.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of consistency for children, working with parents to ensure children's regular attendance and leading clear easy-to-follow routines at her setting. She provides for children's physical care needs thoughtfully. She also takes time to involve children in the routines of the day, promoting their learning as much as possible. Children love to help the childminder set up for activities and mealtimes. The childminder empowers children to do things for themselves, giving them lots of encouragement, targeted useful tips and timely praise. They show considerable confidence and skills with tasks for their young ages. Older babies and toddlers eagerly help to set up activities and tidy away toys and resources.

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Children's welfare and wellbeing Strong standard

Children receive high levels of reassurance and thoughtful support from the childminder and are quickly comforted by her, when needed. This helps children feel valued and loved and keeps their emotional wellbeing high. Young children learn robust self-care practices and understand how to stay healthy in the childminder's care. The childminder takes them to a quiet corner for nappy changes, where it is more private, and teaches them to wash their hands after messy play or before mealtimes. She teaches young children to make healthy choices in their food and drink. Children enjoy their fruit snack and know how to access their drinking water, eagerly finding their bottles. Older babies toddle proudly and confidently to the snack table, carrying their bottles.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes children's physical wellbeing. She is prompt in her reminders to children, and clear in her explanations, to help them learn about and follow safe practices, such as when the floor is slippery with sand. Children listen and adapt their behaviour very well. The childminder takes children out daily to visit local parks and ensure they get plenty of fresh air and exercise. She also takes them on trips to larger country parks and farm parks to build their interest in our natural world.

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Curriculum and teaching Strong standard

The childminder makes precise assessments of children's abilities and achievements, as well as taking note of their changing interests. She uses this information to provide a broad and ambitious curriculum that builds children's development very effectively. She focuses closely on individual children, making sure gaps in their learning are outlined and supported to close. She assesses her teaching and her curriculum's effectiveness, adjusting and adapting these to ensure children continue to learn and progress their skills to the highest levels.

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Curriculum and teaching Strong standard

The childminder supports children attentively, following their interests closely to motivate them in activities and learning effectively. Young children, including older babies, learn to express themselves exceptionally well and show confidence to discuss their ideas, needs and preferences with the childminder and each other. They enjoy joining in with story time, listening attentively to books the childminder patiently reads with them, showing excellent concentration and engagement skills. They animatedly talk about the story and learn new words and terms through the childminder's clear speech and patient explanations. The childminder consistently stimulates children's thinking and skilfully encourages their language throughout their play, activities and routines. She teaches young children to recognise colours, and they start to take a great interest in this concept as they collect pom- poms. The childminder then skilfully weaves in mathematical learning, encouraging and

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Curriculum and teaching Strong standard

helping them perfect their counting of the pom-poms. She models mathematical language in relation to weight and size as they play with sand and encourages and helps them to recognise shapes.

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Inclusion Strong standard

The childminder has high expectations for all children. She uses her skills, knowledge and sought advice to make considerable differences to children's lives. She quickly notices any gaps in children's development and liaises with parents to make plans to help these close. She works with parents closely to link to children's home languages and different circumstances, offering thoughtful support, complementing and supplementing the experiences children receive at home. The childminder understands how to use additional funding to help bridge gaps in children's learning and experiences, and how to support children who may have barriers to their learning and/or wellbeing. She appreciates the importance of promptly seeking additional help for children and families for children's learning needs and to ensure their continued progress and good outcomes, liaising with outside professionals and following outlined targets or support plans. The childminder

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Inclusion Strong standard

enhances her curriculum to ensure that children can achieve their potential, adapting activities to thoughtfully target these at their individual needs. For example, she supports children's and babies' strength, coordination and confidence in thoughtfully planned trips out of her home, offering them the chance to challenge and progress their skills in safe, fun environments in the community.

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Leadership and governance Strong standard

The childminder shows dedication to her setting and all the children and families in her care, ensuring she is mindful of each family's circumstances and changing needs. She sets up her home very thoughtfully to offer an inviting and interesting environment that helps children thrive. She works to ensure her setting is inclusive and that she continues to have a positive impact on children's education and care. The childminder has a great deal of experience. She undertakes training and research and has regular contact with other professionals and childminders to continue to develop her knowledge, gain new ideas and stay in touch with childcare developments.

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Leadership and governance Strong standard

The childminder has established effective relationships with parents. They say that the childminder fosters children's curiosity, confidence, independence and communication excellently, and that she offers children such a secure and caring environment. The childminder works with parents to share information about their child's progress and interests, helping them continue to extend children's learning at home. She also links effectively with other settings the children attend to ensure there is a consistent approach to the care and support children receive across all aspects of their lives.

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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 thriving in the childminder's setting. Their personal, social and emotional development is progressing to high levels. They are relaxed in her home and show considerable confidence for their ages. Children's emotional wellbeing is valued and closely supported by the childminder, which helps them feel safe and secure and fosters a strong sense of belonging. This also gives them a strong basis to develop all aspects of their skills and development. Children seek comfort if they become a little upset and express their views with ease, knowing that the childminder is attentive to their needs and genuinely

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About this setting

Unique reference number (URN): 161704 interested in what they have to say. The environment is calm, loving and stimulating. Children are forming strong beneficial first friendships with each other. Young children show true care and empathy for older babies and considerate behaviour. Children show high levels of confidence and their rapidly growing independence. They have excellent communication. They listen and attend to stories, the childminder's instructions and her explanations. They show considerable understanding and a wide vocabulary for their age.

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About this setting

Children develop their physical skills, hand strength and coordination very effectively as they eagerly take on challenges in the wealth of interesting and precisely targeted activities the childminder plans for them. They continue to try with the effective encouragement and praise she offers them. They are proud of their achievements, eagerly showing her the pom- poms they have patiently collected in the scooping tool, naming the colours excitedly. Children make sustained and substantial progress in all aspects of their development. They show positive attitudes to challenges and doing things for themselves. They are gaining the key skills they need in preparation for the next stages in their learning and their eventual move on to school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children, including those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children 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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Address:

67, Derriards Lane Chippenham Wiltshire SN14 0QL

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Address:

Registered person: Halliwell, Susan Jayne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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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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