Ms Lucy Murphy

Ms Lucy Murphy

Unique reference number (URN): 507546 Address: 68 Fir Tree Walk, REIGATE, Surrey, RH2 0RU Type: Childminder Registered with Ofsted: 27/06/1992 Registers: EYR, CCR, VCR Registered person: Murphy, Lucy

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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 are making strong progress and demonstrate their knowledge and understanding. They engage in meaningful conversations with the childminder about topics that interest them. For example, children talk enthusiastically about space using words, such as 'astronaut, rocket' and 'space station'. During play, children enjoy counting and use mathematical language, such as 'big, small, more' and 'less'. Children are confident learners and they know the childminder's expectations, following rules and boundaries consistently. They are independent and developing the skills they will need for the next stage in their education. For example, children confidently visit the toilet and know they must wash their hands to remove germs. Children know the routines of the setting and enjoy helping. For instance, they tidy toys away and carry plates to the table at mealtimes.

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Achievement Strong standard

The childminder identifies children's starting points and has plans in place to help them progress through the curriculum. She recognises that children are at different ages and stages of development. Strategies in place help children move through the curriculum and achieve their goals. For example, children have individual support to match the developmental stage of their speech and language skills. For example, some children are learning key words while others are structuring sentences and building their vocabulary. This is particularly beneficial for disadvantaged children and those who face barriers to learning, to ensure they make effective progress. Children enjoy looking at books independently and with the childminder. This includes both fiction and non-fiction books. Children learn facts about topics that interest them, as well as develop their imagination.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour, which she skilfully adapts to meet children's different ages and stages of development. She gives clear and concise instructions that children can understand. Her consistent approach is securely embedded in the daily routines of the setting. The childminder's warm and calm approach sets the scene for a harmonious and respectful culture within the home. She gives children gentle reminders, such as giving their friends time to answer a question. This ensures everyone has the chance to have a turn. Children wait patiently to join in with activities and the atmosphere of the setting is tranquil.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model and demonstrates how to be polite and have table manners. As a result, children have impeccable manners and are extremely polite. The childminder praises children for their good behaviour and kindness, which helps to boost their confidence and self-esteem. Children have a positive attitude to learning and are resilient. For example, they tackle tasks with enthusiasm and keep trying to reach their goals. This includes during play and when mastering their personal needs. The childminder communicates her expectations with parents and promotes a positive attitude to routines. The childminder knows how to tackle barriers to attendance and ensures children with special educational needs and/or disabilities and those who face barriers to learning maintain regular attendance. This ensures all children fully benefit from their education.

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Children's welfare and wellbeing Strong standard

The childminder knows the children well and has close bonds with them. They are very happy and content in the setting. The childminder gathers information from parents prior to children starting. This includes details of medical needs and dietary requirements to ensure she can meet children's needs and keep them safe. For example, she knows if children have allergies or intolerances and the food that is safe for them to eat. Mealtimes are a sociable occasion. The childminder eats with the children and follows the latest guidance to ensure their welfare. For example, at snack time she ensures fruit is cut to the correct size to prevent potential choking. The childminder teaches children about making healthy choices and promotes healthy eating with parents. She routinely revises her policies to meet the latest guidance and the changing needs of the children.

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Children's welfare and wellbeing Strong standard

The childminder teaches children how to take care of their personal needs, such as toileting and handwashing. This helps children develop life skills and establish good hygiene routines. Children spend time outdoors playing on apparatus to develop their physical skills and benefit from fresh air and exercise. The childminder risk assesses activities and has procedures in place to keep children safe. For example, children know to wear a helmet when riding a bike. The childminder recognises when children are tired and provides a safe, comfortable space for them to sleep, rest and relax. The childminder prioritises children's happiness and wellbeing. She helps them understand their feelings and emotions by talking about if they are happy or sad. She encourages children to persevere at tasks to help build resilience and self-confidence. The childminder provides a positive environment for children to feel happy, safe and secure.

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Curriculum and teaching Strong standard

The childminder provides an ambitious curriculum that supports all children to develop the skills and knowledge they need to prepare for future learning. Through observations and assessments she identifies what children know and plans for their next steps in learning. The childminder offers a language-rich environment that focuses on developing children's speech and communication skills. For example, she clearly repeats words children say and introduces new words to extend their vocabulary. Children enjoy counting and ordering numbers. The childminder encourages them to keep trying to ensure they can recall these accurately. She suggests strategies, such as recounting from a number they recognise. This helps to build their confidence and develop perseverance when learning new things.

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Curriculum and teaching Strong standard

Children enjoy playing with their friends and are very sociable. They behave extremely well and share toys willingly. Children are caring and patient as they show their friends how to use resources. To help children understand feelings and emotions, the childminder shares pictures with children and discusses if the images look 'happy' or 'sad'. As a result, children develop an excellent understanding of how others feel, demonstrate kindness and high levels of respect for their peers.

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Curriculum and teaching Strong standard

Children have plenty of opportunities to develop their physical skills. They ride bikes and climb on apparatus to develop balance and coordination. Children use malleable materials and tools to develop their fine motor skills to help prepare hand muscles for the next stage of their education. Activities are adapted to ensure all children have full access to the curriculum and are included. For example, all children consistently build their independence skills and each have different tasks dependent on their age and stage of development. This ensures children with special educational needs and/or disabilities and those with barriers to learning can flourish and make effective progress.

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Curriculum and teaching Strong standard

The childminder consistently reviews her curriculum to follow the interests and individual needs of each child. She identifies what children know and actively implements strategies to develop their knowledge and skills. For example, children eagerly recall an activity they enjoy and confidently talk about the process to make a treasure map. This includes ripping the paper and using tea to create an ancient effect.

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Inclusion Strong standard

The childminder completes statutory assessments, such as the progress check at age 2, to identify gaps in children's learning. She shares these assessments with parents and professionals and provides extra support when necessary. The childminder knows where she can seek advice or support to help reduce barriers to learning and help children achieve. Extra funding, such as early years pupil premium, is used to provide specific resources and experiences that support children's individual needs to help them make the best progress. Through a cycle of ongoing assessments, the childminder adapts activities to meet children's ages and stages of development to ensure they are accessible and achievable for everyone. For example, each child has a bag with objects of interest for them to explore and talk about with the childminder. She is aware some children have different levels of understanding and skilfully adjusts instructions and requests to meet all children's

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Inclusion Strong standard

individual needs. This particularly helps children with special educational needs and/or disabilities and those with barriers to learning. The childminder completes training to develop her skills and knowledge. This includes learning strategies to support children's speech and language skills, such as giving children time to reply to questions. This helps to develop children's thinking skills and build confidence when talking.

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Leadership and governance Strong standard

The childminder communicates well with parents and has good relationships with them. She shares her policies and planning with parents and uses an app for daily updates. The childminder provides parents with details of her curriculum and children's next steps in learning. She provides resources and activities for children to take home and share with their parents to establish a continuity in learning. Parents report positively on the care the childminder provides. They like the activities on offer and the wonderful experiences children have. For example, trips to historical places, parks and farms.

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Leadership and governance Strong standard

The childminder liaises with other settings children attend and supports transitions to school. This includes passing on reports, next steps and stages of development and learning to ensure children can move smoothly to the next stage of their education. The childminder is reflective and identifies areas for professional development. While her outdoor learning provision is a strength, she plans to develop this area even further by offering further forest school opportunities. The childminder recognises children benefit from these activities and wants to enrich their experiences further.

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Leadership and governance Strong standard

The childminder regularly completes training for professional development, this includes updates and learning new strategies, such as supporting children's speech and language development to ensure they can communicate effectively. The childminder commits to prioritising support for disadvantaged children, those with special educational needs and/or disabilities and those with barriers to learning. She knows she can ask for support from the local authority and other professionals to continue to provide children with high-quality care and education so they have the best opportunities to learn and achieve.

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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 provides a welcoming environment, where children are extremely happy and thriving. They enjoy cuddles with the childminder when they arrive and settle quickly at their chosen activity. The childminder follows children's interests and sequences her curriculum to help children make excellent progress across all areas of learning. She uses a constant cycle of observation and assessment to plan next steps for children's learning. The childminder shares this information with parents and gathers their input to support a continuity between the setting and home learning. Additionally, the childminder shares her policies with parents and promotes children's attendance. The childminder tailors activities with consideration to children's ages and stages of development and adapts them as necessary. For example, while playing with malleable materials she gives children different tools and tasks to help develop their individual skills. This ensures the curriculum is inclusive

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

for children with special educational needs and/or disabilities and those who face barriers to learning.

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

Children are keen and enthusiastic learners, who enjoy exploring the play environment and activities on offer. For example, children excitedly dig for 'gems' in the sand and proudly show the treasures they have found. They examine the stones with the childminder and she introduces descriptive words, such as 'shiny, smooth' and 'hard', to expand children's vocabulary. Additionally, children enjoy engaging in meaningful conversations with the childminder as they recall past learning experiences, such as the life cycle of a butterfly. They remember key facts, such as how the caterpillar makes a cocoon and then turns into a butterfly. As a result, children are making proficient progress with their speech and language skills and communicate well.

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

The childminder encourages children to be independent and master the skills they will need for the next stage in their education. This includes tasks, such as putting on their coat and personal hygiene skills. Children are creative and demonstrate high-level thinking skills as they use a variety of materials, such as card and tape to construct wonderful models, like a 'butterfly hat' with wings that flap. Children are very sociable and relish playing with their friends. For instance, they enjoy dressing up and engaging in role-play games. The childminder meets with other childminders to give children the opportunity to socialise and extend their friendship groups. This includes joining for forest school activities and trips to museums and the library.

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

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Address:

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

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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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About this inspection

The inspector spoke with the childminder 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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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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