Crozier, Donna

Crozier, Donna

Unique reference number (URN): EY321115 Address: 6 Adel Pasture, Leeds, LS16 8HU Type: Childminder Registered with Ofsted: 21/02/2006 Registers: EYR, CCR, VCR Registered person: Crozier, Donna

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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 speak eloquently and hold long, back-and-forth conversations, often at levels above those expected for their age. They frequently use complex words and sentences as they talk. For example, toddlers use the word 'delicious', as they pretend to drink tea. Children show great physical dexterity. Toddlers balance on one leg and one arm, holding a pose. They demonstrate excellent fine motor control. Older children use a pincer grip and short, detailed strokes to create shapes. Children relate their current learning to previous experiences. For example, they discuss images on their paper to birds they have seen at the local bird sanctuary. Babies use shaker instruments to explore sound and listen attentively to noises they hear.

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Achievement Strong standard

Children count out objects from a larger group with good degrees of accuracy. They begin to identify numerals and make connections between their own age and quantities of objects. Children compare size as they sing a song about a crocodile, using their arms as a measuring tool. Babies explore containers, removing items and putting objects inside other things. This explorative play is the beginning of mathematical thinking linked to shape and size. All children are very well prepared for their future steps in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children are extremely polite and considerate of one another. There are no incidents of poor behaviour due to the skilful way the childminder manages every interaction with children. Children share equipment incredibly well for their age and use manners without prompting. They conduct themselves maturely. Children gain essential life skills that will help them as they grow.

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Behaviour, attitudes and establishing routines Strong standard

Children know what is happening next because the childminder has set up predictable and consistent routines. This supports children to feel secure in the environment and helps them to take good care of resources. They take responsibility for clearing up after activities and work together to tidy the learning space. The childminder reminds children about safety at key points, and children respond to this by carrying large items in a safe way. Children cooperate with each other remarkably well.

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Behaviour, attitudes and establishing routines Strong standard

Children attend consistently and rarely take time off. The childminder has robust attendance plans in place and knows how to proactively seek clarification if children do not arrive as planned to her home. Children are highly enthusiastic about their learning and make requests for specific games and activities, such as the hiding games, listening games and dancing.

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Children's welfare and wellbeing Strong standard

The childminder develops extremely positive relationships with children. All children demonstrate great confidence and self-esteem. They present their work proudly and take great pride in receiving praise from the childminder. Children are happy and relaxed in the environment. They work purposefully, concentrating for long periods of time. Children review and refine their work as they go along, developing their own ideas. Children know how to manipulate tools to cut up their own food and serve themselves at mealtimes. Babies are encouraged to feed themselves. The childminder intervenes at key points to support children when they need additional help. Children express their views and wishes clearly and confidently, with grace. Even young babies have the confidence to inform the childminder when they are full after eating.

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Children's welfare and wellbeing Strong standard

Children play happily alone or in company with others. They demonstrate how content they feel as they sing familiar songs to themselves. Children engage in simple role play, making food for each other and the childminder. They dress up throughout the session and particularly enjoy pretending to be princesses. The consistent routines the childminder puts in place help children to gain a comprehensive understanding of their own physical and mental wellbeing.

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Curriculum and teaching Strong standard

The childminder has designed a curriculum with children's emotional security at the heart of it. She teaches children how to ask for help, be confident, kind and fair. This is built on by having a sharp focus on communication and language skills. The childminder ensures that children have a thorough grasp of numbers and quickly corrects any misconceptions. She teaches children about shape and measure using simple games and songs. The childminder is highly accurate in assessing children's progress and planning activities and experiences that precisely match the next stage of learning. She adapts her teaching according to the skills of the children she is working with, including those with additional learning needs.

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Curriculum and teaching Strong standard

The childminder creates a love of books. She emphasises key words, asks questions and discusses children's favourite sections of stories. The childminder consistently links prior learning to new knowledge. For instance, children liken the hump on a camel to the bump of a pregnant person. The childminder explains the difference between the two and teaches children about how camels store water. She relates this to storing water in a water bottle, until you are ready to drink. These simple, yet powerful explanations, enable children to consistently make great strides in their understanding of the world.

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Inclusion Strong standard

The childminder swiftly intervenes if she has concerns about a child's development or progress. She ensures that gaps in communication and language are addressed promptly. The childminder confidently makes referrals to external professionals for specialist support with children and speaks to parents immediately. When necessary, she accesses funding for children with special educational needs and/or disabilities. Additionally, the childminder begins to use her own expert knowledge and strategies to support children who require additional support to ensure continued progress. For example, if a child has difficulty with pronunciation, she speaks slower and clearly repeats words back to them. She gives children more time to process their answers, and she does not ask too many questions. The childminder encourages parents to follow similar techniques at home too. This means children make rapid progress and speech improves quickly. In turn, this sometimes means

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Inclusion Strong standard

that external professional intervention is no longer required. The childminder amends her interactions with children to accommodate their needs and skills. She keeps detailed information about children's progress so that she can continually monitor and check how well children are developing. The childminder places a sharp focus on checking what children know and can do.

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Leadership and governance Strong standard

The childminder is highly committed to study and research, ensuring that she provides the very best care and education for the children in her care. She has attended many training courses since the last inspection. These include oral health and communication. The childminder is very reflective. She utilises knowledge gained from these courses to enhance the learning experiences for children and increase teaching precision. In turn, this enhances outcomes for children.

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Leadership and governance Strong standard

The childminder regularly attends local authority forums and network meetings for childminders. This helps to ensure that she keeps up to date with changes and training requirements. Additionally, this enables effective information-sharing between professionals, further enhancing her skills.

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Leadership and governance Strong standard

Parents comment on how delighted they are with the progress their children make. They point out how nurturing, warm and welcoming the childminder is. The childminder communicates very effectively with parents, providing them with lots of information about what children are learning and why. She manages this workload effectively, maintains high levels of wellbeing and thrives from seeing children flourish. Parents are confident knowing their children are happy, content and settled with the childminder.

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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 thrive in the care of this highly skilled childminder. They vivaciously express themselves with freedom, demonstrating high levels of confidence and happiness. This shows they feel safe and secure in the extremely warm and nurturing atmosphere that the childminder provides. Children who are new to the setting rapidly settle in and begin to show their unique personalities. The childminder masterfully supports children to socially interact. As a result, children talk to each other frequently and help one another. For example, they help each other to remove aprons after messy play. Older children take account of the needs of babies and patiently support them in their sensory play. They pass them resources and give them time and space to splash in the water, showing kindness and tolerance. The learning atmosphere is calm and purposeful.

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

Children are very independent for their age. Young babies explore the environment with interest, and older children take care of their own personal hygiene. Children know and understand the routines in place. This further supports them to be even more independent. For example, young toddlers help to move furniture safely and competently after snack time. They know how to clean and fold away equipment.

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

Children show great respect for one another and the childminder. They listen to instructions superbly well and manage their own emotions at levels above those expected for their age. The childminder constantly uses a wide range of vocabulary as she talks to children and links previous learning to new concepts. These factors mean children spend all of their time learning and developing their skills. No time is wasted. All children, including those with special educational needs and/or disabilities, make excellent progress and gain many important skills that enable them to smoothly transition to the next stage of their learning.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:00,Friday : 07:00 - 16:00

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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 those children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the children and 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

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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