Marriott, Hayley

Marriott, Hayley

Unique reference number (URN): EY427620 Address: 38 Main Street, Great Oxendon, MARKET HARBOROUGH, Leicestershire, LE16 8NG Type: Childminder Registered with Ofsted: 22/08/2011 Registers: EYR, CCR, VCR Registered person: Marriott, Hayley

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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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Behaviour, attitudes and establishing routines Strong standard

Children are cared for in a calm, harmonious and positive environment. The childminder liaises with other early years settings that children also attend to help ensure that children receive consistent messages as they move from one setting to the other. Children build secure relationships with the childminder. They are settled, happy and show a sense of belonging in the childminder's care. The childminder is a positive role model. Her kind and respectful approach towards all children is mirrored in their behaviour towards her and each other. Older children show care and kindness to their younger peers, offering cuddles and some kind words. The childminder consistently and effectively supports all children to play cooperatively with each other. Children learn to understand rules as they play card games. They happily take turns to turn over picture cards to find a matching pair and congratulate each other when they are successful.

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Behaviour, attitudes and establishing routines Strong standard

The childminder implements well-established routines, such as nappy changing and mealtimes. Children understand the boundaries and expectations and respond positively to the childminder's consistent and clear guidance. For example, when younger children fidget and attempt to stand on their chair at lunchtime, the childminder gently reminds them to sit back down, followed by a simple explanation of what might happen if they continue to stand.

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Achievement Expected standard

All children, including those who may need additional support, achieve appropriately from their starting points. Older children are confident communicators. They engage in meaningful back-and-forth conversations with the childminder and each other. Younger children listen to and repeat new words and phrases. Children understand instructions, answer questions and ask for help when needed. They demonstrate positive personal, social and emotional skills. Children play harmoniously together and understand that they need to share and take turns during games and activities. Children show a shared sense of fun and enjoyment as they play and enthusiastically celebrate each other's achievements.

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Achievement Expected standard

Children learn to use and handle tools, such as scissors, safely. Younger children repeatedly snip paper. Older children successfully cut out pictures that they have coloured in. Children benefit from some opportunities to be independent, such as putting on and fastening their coats. Children demonstrate a positive attitude to learning and are developing the skills they need for their next stage in learning.

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Children's welfare and wellbeing Expected standard

The childminder recognises the importance of ensuring that all children feel safe, secure and comfortable in her setting. She prepares the environment, resources and equipment to ensure that they meet the individual needs of the children who attend. The childminder is kind and caring and builds warm and trusting relationships with the children in her care. Interactions between children and the childminder are fun and friendly. Children are settled, happy and enjoy their time with the childminder.

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Children's welfare and wellbeing Expected standard

The childminder ensures that she has an up-to-date awareness of children's individual routines and needs and responds appropriately to any changes. Children's personal care routines are carried out sensitively and when children are ready to comply. Children learn to follow appropriate hygiene procedures. The childminder reminds children to wash their hands before eating and after using the toilet. The childminder provides children with a varied range of meals and snacks. Children are encouraged to try different fruits at snack time and salad vegetables at lunchtime. Children benefit from outdoor play and take part in regular trips into the local community, parks and soft-play areas to support their good physical health. The childminder talks to children about how to keep themselves safe, such as road and car safety.

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Curriculum and teaching Expected standard

The childminder knows the children she cares for well. She has a clear understanding of what children can do and what she wants them to learn next. The childminder overall provides activities and learning experiences that are appropriately planned and that she knows children will enjoy. This means that children, including the youngest, are motivated to join in and remain interested in activities for prolonged periods of time. The childminder, in the main, has realistic expectations of what children can do and achieve. However, she sometimes underestimates their capabilities, and, therefore, during some activities and daily routines, she does things for them that they could otherwise do for themselves.

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Curriculum and teaching Expected standard

The childminder's interactions with children are positive and encouraging. She pays close regard to supporting children's communication and language. The childminder instigates back-and-forth conversations and asks well-timed questions as children play and during daily routines. She introduces new vocabulary and models the correct pronunciation of words. Young children recognise and name different animals pictured on cards. They learn that a 'baa baa' is a sheep and recall that one of the animals is a racoon. Young children recognise when they find 2 cards that match that they are the 'same'. The childminder encourages children to count how many matching pairs of cards they have found.

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Inclusion Expected standard

The childminder welcomes all children into her setting, including those who may need additional support or have barriers to their learning. She pays close attention to children's individual and unique personalities and learning styles. The childminder takes these into account when planning the environment and activities to make sure that all children can take part and benefit from the experiences. The childminder tailors her interactions to match children's understanding and capabilities. All children are actively included and engaged in the setting and their contributions valued.

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Inclusion Expected standard

The childminder assesses what children know and can do. She recognises when children may need additional support and implements appropriate strategies to help them develop the skills they need for their future learning. The childminder monitors children's ongoing progress to help her to identify if the support has been successful or if more is needed. She engages in some useful two-way exchanges of information with parents. Additionally, she shares information with other early years settings where children also attend. This helps to ensure that, overall, all children receive consistent and complementary support as they move from one setting to the next.

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Leadership and governance Expected standard

The childminder has worked hard to make the necessary improvements and addressed all the actions raised at the last inspection. She has reviewed and updated her policies and procedures to ensure the smooth and efficient running of her setting and to underpin her practice. The childminder has attended appropriate training and embraced support from others to help her refresh her skills and knowledge. The childminder has successfully applied this to her practice to improve the outcomes for all children. In addition, the childminder has implemented new strategies to help ensure that she maintains the improvements made and can continually develop her practice.

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Leadership and governance Expected standard

The childminder has established positive relationships with parents. She talks with parents when children arrive and when they are collected. The childminder shares information about children's individual daily care and routines. However, discussions are less focused on children's experiences at home to give the childminder a deeper understanding of how to fully support consistent and complementary learning for children. The childminder works with other settings, such as pre-schools, to help support the transition as children move on to their next stage of learning.

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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 attend regularly and all show that they are settled and happy in the childminder's care. The environment is calm and welcoming, and the childminder is friendly, kind and caring. The childminder is respectful of and values all children's individual care and learning needs. She plans and provides a range of learning experiences both inside and outside of the home that reflect the interests and stages of development of children, including those that may need additional support. Children overall are well prepared and are developing the skills they need for their future learning.

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

Children show strong bonds with the childminder. They seek her out for comfort and respond positively to a reassuring hug when needed. Children enjoy playing games with the childminder and each other. The sense of shared enjoyment is palpable as they all play an active part. Children receive constant praise and encouragement, and their achievements are celebrated by the childminder. They show a strong sense of achievement and belonging in the setting. Children, including the youngest children, concentrate well as they take part in activities that they enjoy.

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

Children confidently use their voices to sing, ask questions and express their needs and ideas. Children play matching games, count objects and learn about patterns. The childminder ensures that children have access to a range of resources and equipment to support their physical skills. Children take part in creative activities provided by the childminder. Younger children practise their small-muscle skills as they learn to use scissors. They repeatedly snip the paper and each time they are successful proudly share their achievements with the childminder. Older children use scissors to skilfully cut along zig-zag lines and carefully cut out pictures that they have coloured in. The childminder ensures that children participate in outdoor activities regularly. Children play in the childminder's garden

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Address:

38 Main Street Great Oxendon MARKET HARBOROUGH Leicestershire LE16 8NG

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Address:

Register(s): EYR, CCR, VCR and with the childminder, and they visit local groups, soft-play centres and community groups.

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Next steps

The childminder should refine the planning to further support children's independence and to enable them to do more things for themselves. The childminder should develop the arrangements to obtain more information from parents to help her gain a deeper understanding of children's learning and experiences at home.

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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. Operating hours: Monday,Tuesday,Thursday : 07:30 - 18:00,Wednesday : 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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