Nolan, Amy Louise

Nolan, Amy Louise

Unique reference number (URN): 2736344 Address: 36 Woodlands Road, Farnborough, GU14 9QF Type: Childminder Registered with Ofsted: 12/07/2023 Registers: EYR, CCR, VCR Registered person: Nolan, Amy Louise

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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

The childminder has created a calm and nurturing learning environment, where children feel very safe, secure and valued. She embeds clear expectations for children's behaviour through strategies that are carefully matched to their individual needs. This has an extremely positive impact on children's social and emotional development. When babies show an interest in a toy other children are using, the childminder uses gentle distraction so that all children remain content and continue playing happily alongside each other. Older children are encouraged to share ideas and work together to build constructions and naturally cooperate in role-play scenarios. This fosters an excellent sense of belonging within the setting.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are warm and trusting. Even babies naturally follow daily routines, make independent choices and take manageable risks as they engage in play. The childminder actively encourages children to persevere and practise new skills. Children show pride in their achievements and respond well to praise.

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Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children how to recognise and express their feelings and makes adaptions to reflect on each child's individual needs and level of understanding. She works extremely closely with parents and carers, providing guidance and support to help them manage their children's emotions at home. This close collaboration supports children's wellbeing highly effectively. Excellent partnerships with parents and carers support children's high attendance and punctuality.

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Achievement Expected standard

Children make progress from their individual starting points and achieve well across all areas of learning. They develop excellent social skills, learn to cooperate, share resources and play alongside others with confidence. Children manage their emotions increasingly well and show empathy and consideration for their peers. They demonstrate positive attitudes to learning, and show curiosity, perseverance and pride in their achievements. Babies develop early communication and physical skills, such as sustained attention and fine motor control. Older children build confidence in expressing their thoughts and ideas. Children become increasingly independent. They can manage personal tasks and make choices in their play. Children show growing physical confidence and coordination, such as through active play and movement. Overall, children develop the foundational skills they need for future learning. However, their progress is secure rather than strong because they are not routinely

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Achievement Expected standard

supported to explore similarities and differences between themselves and others. This limits the depth of their knowledge in this area.

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Children's welfare and wellbeing Expected standard

The childminder gathers detailed information about children's interests and routines before they start at the setting. As a result, children form secure attachments and naturally seek her out for cuddles and reassurance when needed.

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Children's welfare and wellbeing Expected standard

The childminder is highly responsive to children's individual needs. She adapts routines accordingly, such as providing an earlier lunch when needed. The childminder understands that children may require time to rest and relax. Consequently, she offers cosy spaces, including sensory dens, to support children's wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder supports all children, including those with special educational needs and/or disabilities, to develop independence. For example, at lunchtime, she encourages children to open containers in their packed lunches independently.

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Children's welfare and wellbeing Expected standard

The childminder supports children of all ages to recognise and manage their emotions. She uses strategies, such as books, to help older children understand that faces may show emotions such as anger, sadness or happiness. This has a positive impact on children's regulation of their emotions. Even the youngest babies show early cooperation, such as passing toys to one another.

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Children's welfare and wellbeing Expected standard

The childminder works collaboratively with families to support children who are starting to wean and teaches children the importance of brushing their teeth. She ensures that children take part in daily exercise at toddler groups and local parks. This builds on children's confidence to take safe risks as they use a wider range of climbing equipment.

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Curriculum and teaching Expected standard

Accurate assessments of children's progress contribute to the childminder's judgement of when to join in or step back. For example, she shows babies how to press and twist buttons, and children are keen to have a go. They show a high level of attention for their young age and keep trying. This helps to strengthen the small muscles in their hands and fingers.

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Curriculum and teaching Expected standard

The childminder supports children's language and communication development well. She narrates what very young children are doing and responds to the early words and babbling children produce. The childminder asks older children questions, and encourages them to express and share their thoughts and ideas.

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Curriculum and teaching Expected standard

The curriculum is well sequenced overall to support children's individual learning and development. For example, the childminder counts as babies build towers and introduces the concepts of shape and size as older children construct more complex shapes.

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Curriculum and teaching Expected standard

Children learn about a range of festivals, helping them to develop an awareness of diversity within the setting. However, the childminder does not embed children's individual cultural backgrounds and celebrations into daily practice to further support their understanding of similarities and differences between themselves and others.

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Curriculum and teaching Expected standard

Children benefit from extra-curricular activities outside of the setting. For example, they strengthen their core muscle strength and build on their coordination skills at soft-play centres and gymnastic sessions.

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Inclusion Expected standard

The childminder establishes strong partnerships with parents and carers from the outset. She gathers detailed information about children's starting points, including their existing skills and abilities, to inform accurate initial assessments. This information is shared with parents to promptly identify and address any gaps in learning. Ongoing assessment is used effectively to monitor children's progress, and the childminder regularly reviews plans to ensure individual needs continue to be met. This enables her to adapt her practice and provide tailored support to help children make sustained progress.

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Inclusion Expected standard

The childminder works in close partnership with parents to address any delays in children's learning, including those related to speech and language development. She collaborates effectively with other professionals to ensure children receive targeted intervention, which has a positive impact on their progress. The childminder makes appropriate use of additional funding, such as early years pupil premium, to meet children's individual care and learning needs. She recognises the importance of further developing her expertise in supporting children with special educational needs and/or disabilities and has identified additional training to enhance her practice. However, this has not yet been accessed or embedded into practice.

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Leadership and governance Expected standard

The childminder establishes close working relationships with other professionals at settings that children also attend. She shares ongoing information about children's progress to ensure continuity in their care and learning. This collaborative approach helps to identify gaps in children's learning swiftly and ensures children receive consistent support. Parents and carers value the guidance and support the childminder provides, which helps them to support their children's care and learning at home. These partnerships have a positive impact on children's learning and development, and all children make good progress from their starting points.

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Leadership and governance Expected standard

The childminder regularly evaluates her provision and shares positive practice with other childminders. She keeps up to date with relevant guidance and legislation, including safer eating and sleeping practices, and attends mandatory training such as paediatric first aid. The childminder plans to undertake further training to support children with special educational needs and/or disabilities. However, professional development is not yet consistently prioritised to further enhance her skills and knowledge. This reduces opportunities to further enhance outcomes for children.

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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

The childminder creates a welcoming and calm environment. She spends time getting to know each child. All children, including those who have just started, settle well. The childminder carefully plans resources and activities to reflect children's next steps and interests. Babies build on their hand–eye coordination as they practise stacking objects. As children further develop their curiosity and use these objects in different ways, the childminder models words to support their developing speech, such as 'bang'. All children remain focused and happily engaged in learning experiences throughout the day.

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Inspector:

The childminder promotes children's love of books very effectively. She adapts her approach to reflect on children's individual needs and abilities. For example, as babies explore picture books, she introduces simple words to help build on their vocabulary. She engages older children in stories and asks thoughtful questions that encourage them to think about what might happen next. This approach supports children's communication and early literacy development.

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Inspector:

Children benefit from regular experiences to explore the local community. The childminder regularly visits playgroups with children, which she uses to widen their relationships with others and support the development of their social skills. She takes children on outings to local woods and ponds to explore nature and to help build on their understanding of the natural world.

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Inspector:

The childminder promotes children's physical development effectively. She provides a range of activities that help children to develop coordination and strength in their hands and fingers. Children's growing muscle control supports practical skills, such as fastening zips on their coats independently.

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Inspector:

The childminder is an excellent role model. She sensitively demonstrates the positive and respectful behaviour she expects from the children. She gives consistent praise and teaches very young children to say please and thank you. Children of all ages play exceptionally well together and show kindness and consideration towards their friends. The childminder understands the importance of children's regular attendance and how this supports their progress, which prepares them well for their move to school.

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Next steps

The childminder should further develop her curriculum to better support children in learning about the similarities and differences between themselves and others. The childminder should undertake further training and professional development to enhance her knowledge and skills and further improve outcomes for children.

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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. Jane Franks

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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