Rickwood, Lauren Elaine

Rickwood, Lauren Elaine

Unique reference number (URN): 2738170 Address: 11 Mandhill Close, Wantage, OX12 7HY Type: Childminder Registered with Ofsted: 02/08/2023 Registers: EYR, CCR, VCR Registered person: Rickwood, Lauren Elaine

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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

All children rapidly gain and develop their skills and knowledge from their individual starting points. They are extremely well prepared for their future learning. Toddlers confidently communicate and demonstrate they easily convey their needs and feelings. They build on their mathematical knowledge and understanding very well and are beginning to identify sizes, numbers and shapes with increasing accuracy. Children develop their independence and self-care skills highly effectively. For instance, toddlers learn to manage their clothing when visiting the toilet and wash their hands by themselves with support offered if needed. They help to prepare their own snacks. Through this, they learn about being healthy and how to use the knife safely when cutting up fruit. Babies and toddlers are incredibly confident in the warm and welcoming environment, where they feel extremely comfortable and at ease. They readily explore and investigate the toys, activities and resources. They

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Achievement Strong standard

are highly engaged and interested in their play and learning.

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Behaviour, attitudes and establishing routines Strong standard

Children build excellent relationships. They feel very confident and happy in the childminder's care within a short space of time. The childminder successfully builds relationships between children, such as encouraging play alongside and with each other. She provides children with opportunities to socialise with larger groups of children to support their developing social skills. For example, children enjoy regular outings to rhyme and story time at the library and visits to toddler groups.

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Behaviour, attitudes and establishing routines Strong standard

The childminder shares her expectations for children's attendance with parents and carers and identifies the importance of this to them. She has established clear boundaries and expectations for children from the start. Children engage with the activities with very high levels of interest, and the childminder rarely needs to remind them about the expectations for their behaviour. The childminder promotes children's developing sense of responsibility very successfully. For instance, toddlers become involved in helping to keep the environment safe, such as sweeping up spilt sensory resources. The childminder explains the importance of this, such as to avoid babies eating anything they should not. This helps to enhance children's understanding of keeping others safe.

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Children's welfare and wellbeing Strong standard

The childminder and children form incredible bonds with each other in a short space of time. As a result, children are extremely comfortable and at ease in the childminder's care. The childminder is highly considerate of any established home routines of children, such as babies' individual sleeping and feed times. She incorporates home routines very well into her setting's daily routines. For instance, babies follow their home arrangements for sleep times, such as the way they settle to sleep. This makes this time very familiar and comfortable to them. The childminder encourages toddlers to recognise their feelings and emotions. She helps them to recognise and express these for themselves and others. For instance, children recognise that the pet cat may be scared. Children receive calm and gentle reminders from the childminder to help them build on their understanding of their safety, such as about sitting on chairs in a safe way.

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Children's welfare and wellbeing Strong standard

The childminder has high expectations for all children's welfare and wellbeing. For example, she provides parents and carers with information about safer eating and healthy options. This provides details about cutting food into appropriate sizes for children to minimise risks to them and promotes the provision of healthy balanced lunches from home. The childminder builds on children's understanding of healthy lifestyles very successfully. This includes supporting their oral health, developing their understanding of eating well and following good hygiene routines.

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Curriculum and teaching Strong standard

The childminder has designed a curriculum that helps children to gain the skills and knowledge across all areas of learning over time, so that they are ready for school. She knows children extremely well even though they have only recently started. The childminder's highly effective settling-in procedures help her to fully understand what children know and can do on entry. She works very closely with parents and carers to gain information about their child's development and progress, including any concerns about their child's learning. The childminder uses this information very successfully along with her own observations to robustly identify children's starting points and next steps in learning. She has an effective understanding of her responsibilities to support any children with special educational needs and/or disabilities or those with barriers to their learning.

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Curriculum and teaching Strong standard

The childminder provides high-quality interactions and teaching to children. She models to children how to do things, explains to them and encourages them with positive praise. The childminder skilfully incorporates learning as part of the day. For example, she explores healthy lifestyles during mealtimes and encourages discussions about how children feel to support them to recognise their emotions. The childminder plans activities to help children to practise and develop their skills, knowledge and understanding. For instance, toddlers identify different sizes of vehicles in the sand tray outside and bowls they use indoors. The childminder talks to children about their play very consistently, helping to introduce new vocabulary. She encourages all ages of children to engage in books she reads to them. Babies have plenty of space to crawl and explore. The childminder organises the environment very thoughtfully to encourage babies to gain confidence in their early walking

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Leadership and governance Strong standard

The childminder is fully aware of her responsibilities to support children, who may have barriers to their learning or special educational needs and/or disabilities. She knows to work in partnership with any agencies involved in their care and learning. The childminder works very effectively with parents and carers. She provides parents with information about her policies and procedures to promote a consistent and shared understanding of these. There is an excellent joined-up approach to meeting children's care and learning needs between parents and the childminder. Parents highly praise the childminder's support for them and their children.

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Expected standard

The childminder ensures that she works hours that are balanced for her needs. She engages in local childminding networks, which helps to provide support and guidance to her. The childminder makes effective use of facilities within the local community and considers the use of these carefully in relation to children's learning, such as accessing parks to promote children's use of larger equipment for building their physical skills. The childminder is very committed to continuing to develop her knowledge and skills through training and professional development.

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Inclusion Expected standard

The childminder has prior experience of supporting children with special educational needs and/or disabilities (SEND). She has undertaken some relevant training to help her to identify and support children with SEND, which helps her to implement the graduated approach. The childminder knows her responsibilities to work and share information with parents and carers and relevant professionals when needed. For example, the childminder has previously provided information to contribute to professional's assessments of children's needs. She shares information with new settings children move to, to help support their ongoing needs.

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Inclusion Expected standard

The childminder asks parents about their child's needs when they start, including if there are any concerns about their development. The childminder gathers information about children's backgrounds. This helps her to identify and support any religious and cultural events families celebrate along with any other languages spoken at home. Working with parents, the childminder assesses what children know and can do on entry to help her identify if children have any gaps in their development. She works closely with parents to provide a consistent approach to help children move forward in their development. While inclusive practice is effective overall, there are occasional times where the childminder has not fully considered opportunities to make individual times with children more meaningful, such as during nappy changes. The childminder does not currently care for children with additional funding. However, she understands how to consider the use of this so it has a beneficial

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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 settle extremely quickly in the childminder's warm and welcoming setting. They form amazing bonds with the childminder in the short time they have been attending. Children are settled and happy. They feel safe, secure and confident in the childminder's care. The childminder closely supervises children to promote their safety, including when they sleep.

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

Children benefit from high-quality interactions and support from the childminder tailored to their individual needs, which helps them to progress rapidly. They benefit from very well-

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Inspector:

Sheena Bankier thought-out activities and learning experiences across all areas of learning, which help them practise their new knowledge and skills. For example, during different activities, children learn to recognise and match colours, count and identify sizes. Children become extremely engaged in their learning. Toddlers maintain a high level of engagement for a considerable length of time at activities that capture their interest. For example, they explore kinetic sand with a selection of tools to transport the sand into different-sized bowls.

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Inspector:

Toddlers and babies enjoy books with the childminder. She talks to children about their play and activities, giving older children time to think and respond to questions she asks. The childminder encourages children's imaginations, such as with real-life pots and pans added to the sand tray to make pretend food. Babies explore sensory materials and the childminder puts words to the sounds made, such as 'crunchy', when children squash crispy cereal. This helps to promote children's understanding of the meaning of words and encourages babies' development of single words. The childminder provides very well- considered outings to support children's learning and development. For instance, children learn about the world around them through visiting sheep in a nearby field. The childminder uses visits to the supermarket to encourage children to recognise numbers and healthy food options.

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Inspector:

The childminder is fully aware of her responsibilities to support all children's to progress, including those with any barriers to their learning or those with special educational needs and/or disabilities. Children in the childminder's care make rapid progress from their starting points, including babies quickly making progress in their physical skills and toddlers developing high levels of independence.

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Next steps

The childminder should continue to reflect on the quality of their provision to further enhance the meaningful individual support for children to an even higher standard.

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About this inspection

The inspector spoke with the childminder, some parents and carers 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:

Registered person: Rickwood, Lauren Elaine

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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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