Wharton, Claire Louise

Wharton, Claire Louise

Unique reference number (URN): 2745252 Address: 35 Linwood Grove, Leighton Buzzard, LU7 4RP Type: Childminder Registered with Ofsted: 17/08/2023 Registers: EYR, CCR, VCR Registered person: Wharton, Claire Louise

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 considers children's specific needs very well when establishing appropriate behaviour management strategies that will support all children to understand kind behaviours. For example, children recognise how to regulate their emotions and resulting behaviours by accessing specific physical resources that the childminder provides for them.

p.2

Behaviour, attitudes and establishing routines Strong standard

There are exceptionally warm and respectful relationships between the childminder and children. This means that children feel safe to discuss their feelings and emotions. The childminder embraces these discussions to promote the emotional fluency of all children.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder carefully designs and reviews her environment and planning daily. This ensures that the needs of all children are recognised with a considered approach to supporting their cooperative play. For example, the childminder supports children in making joint choices about structured activities. Children work together to access resource trays to explore together that reflect their differing fascinations. This focus on teamwork means that all children, regardless of their starting points, demonstrate kind, considerate and cooperative behaviours that are required for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder monitors and promotes attendance and punctuality rigorously in her setting. She works closely with families to ensure that they understand when it is appropriate to keep children at home and how absences affect learning.

p.2

Inclusion Strong standard

The childminder has robust processes in place to monitor children's learning and identify areas where there may be gaps. She takes swift and concise action to reduce any potential barriers to learning. The childminder's close partnerships with parents and carers mean that right from the point of identification, children's needs are paramount.

p.2

Inclusion Strong standard

The childminder works closely with other professionals to support children's specific medical needs. She uses the information gathered to introduce highly effective strategies that have a positive impact on children's learning. For example, the childminder introduces specific children to new activities and resources on a one-to-one basis. She understands how this allows children to explore them at their own pace and adapt the way in which they use resources to best suit their needs. The childminder also draws on the skills of other professionals when accessing additional training to enhance her skills in supporting the specific medical needs of children who attend.

p.2

Inclusion Strong standard

The childminder considers all children's individual needs when organising an environment that promotes their learning, development and behaviour. For example, she provides physical play opportunities, indoors and outdoors, for children who need them to better regulate their feelings and behaviours.

p.2

Achievement Expected standard

Children are confident, resilient and ready for their next stage of learning. All children are independent and able to manage feeding and hygiene routines, such as washing their hands with minimal help.

p.3

Achievement Expected standard

Children communicate well with adults and their peers in the setting, as well as during structured group sessions outside of the home. They gain confidence and demonstrate appropriate language skills that they will require for their next stage of learning.

p.3

Achievement Expected standard

Children who have barriers to learning have acquired the necessary skills to help them interact well in larger groups and cooperate with their peers. For example, they understand the importance of considering others and following behavioural expectations.

p.3

Children's welfare and wellbeing Expected standard

Children develop close relationships with their peers and the nurturing childminder. The childminder uses daily routines, such as mealtimes, to promote children's understanding of their personal safety. Children confidently chop their fruit using knives adapted to their varied skill levels. They understand the importance of using this equipment safely and why they need to ensure that their fruit is in small pieces.

p.3

Children's welfare and wellbeing Expected standard

Children's physical development is a priority, as the childminder understands the effect this can have on their emotional wellbeing. The childminder ensures that children have access to physical play opportunities, such as garden play, as well as indoor climbing equipment. Children access fresh air daily and enjoy trips to local farms, where they engage in outdoor play and exploration.

p.3

Children's welfare and wellbeing Expected standard

Children enjoy healthy meals and snacks that the childminder provides daily. Mealtimes are organised around the table, creating a social occasion that mirrors what children will experience at nursery. The childminder considers children's extensive dietary requirements well when providing and preparing lunches. However, she does not consistently support children's learning around healthy eating by encouraging them to explore and begin to make their own healthy choices around foods.

p.3

Curriculum and teaching Expected standard

Children's language development is a priority. Children are exposed to new language and alternative words during their play. For example, they explore the 'speckled' eggs, 'fluffy' feathers and 'binoculars' during a birdwatching activity.

p.3

Curriculum and teaching Expected standard

The childminder has a clear curriculum in place that focuses on preparing children for the next stage of learning. Her teaching, which is based around children's interests, means that children are able to engage in their play and maintain focus for appropriate lengths of time. The childminder considers the needs of children who may have medical needs or barriers to learning very well. She adapts her environment where appropriate and provides specific children time to explore new activities individually. The childminder is aware that familiarity can help some children participate more effectively in group activities.

p.3

Curriculum and teaching Expected standard

Children are exposed to books throughout the day and enjoy reading them independently and during interactive story sessions. During reading activities, children share props to narrate the story alongside the childminder.

p.4

Curriculum and teaching Expected standard

The childminder provides children with mathematical activities and resources during sessions. For example, children match the correct number of wooden pegs to holes. However, the childminder does not consistently embrace opportunities to encourage children to count, sort and explore shapes during independent play.

p.4

Curriculum and teaching Expected standard

The childminder understands the need for physical activity in promoting children's physical and emotional development. For example, when she identifies that children may need to burn off energy, they create their own indoor discos along with their friends.

p.4

Leadership and governance Expected standard

The childminder evaluates her practice well to ensure that all routines and activities meet the ongoing and ever-changing needs of children. She changes her environment regularly to support children's specific needs. For example, the childminder creates specific areas that help children regulate their emotions and behaviours. This robust evaluation extends to the childminder generally exploring ways to enhance her knowledge and skills through training programmes. The knowledge the childminder acquires through this training is typically having a positive impact on children, specifically on the way they are able to regulate their behaviours.

p.4

Leadership and governance Expected standard

The childminder develops professional partnerships with other childcare providers. By establishing group play sessions, she is able to share best practices and offer and receive support, as well as provide a wealth of social exploration for children.

p.4

Leadership and governance Expected standard

Parents and carers compliment the childminder on her effective communication regarding children's progress and how they can further promote learning at home. They praise the childminder for the close relationship she has with children and her deep understanding of their unique personalities.

p.4

Leadership and governance Expected standard

The childminder is swift to identify gaps in children's learning and takes concise action. She works closely with parents to help them access additional support, and she works alongside other professionals to manage children's specific medical, emotional and dietary needs.

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

Activities and resources focus on children's specific interests, allowing them to become deeply absorbed in their play. Furthermore, the childminder is observant of children's changing moods and interests during the day. She swiftly adapts activities and plans play accordingly. For example, children are exploring different birds and the eggs they lay. When children show curiosity about what may be inside the eggs, the childminder allows them to cut them open and explore their contents.

p.5

Inspector:

Antonia Campbell The childminder adapts her teaching well to support children's specific and varied learning needs. Young children count eggs they find during an activity and explore the simple shapes that are concealed in them. Children who show a deeper mathematical understanding are encouraged to explore the more complex shapes, with the childminder extending their counting further.

p.6

Inspector:

Children take turns well and enjoy each other's company, gigging affectionately during play. Children happily approach the attentive childminder for support when required, knowing that their feelings and suggestions are valued.

p.6

Inspector:

Children who face barriers to their learning and require additional support engage well in all aspects of play alongside their peers. The childminder makes careful adaptations to the environment. She has a flexible approach to her planning, which means that all children benefit from her close interactions and teaching. For example, the childminder responds to children's need to regulate their behaviour through physical activity by providing indoor climbing equipment during sessions.

p.6

Inspector:

The childminder works closely with families to promote positive outcomes for children. She considers the feedback she gathers regularly and uses it to inform future practice. Close and respectful relationships also promote punctuality and regular attendance, as the childminder is able to share her insightful knowledge about the positive impact both have on children's progress.

p.6

Next steps

The childminder should embrace every opportunity to develop children's mathematical knowledge during play. The childminder should consider ways to provide children with opportunities to make positive choices around food and develop lifelong healthy habits.

p.6

About this inspection

The inspector spoke with the childminder and children 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.

p.6

Address:

35 Linwood Grove Leighton Buzzard LU7 4RP

p.7

Address:

Registered person: Wharton, Claire Louise

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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.8

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