Fox, Lorraine

Fox, Lorraine

Unique reference number (URN): 102042 Address: 19 Constantine Road, London, NW3 2LN Type: Childminder Registered with Ofsted: 08/01/1997 Registers: EYR, CCR, VCR Registered person: Fox, Lorraine

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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 confident and able to lead their own play. They spontaneously follow simple instructions as they concentrate and engage, showing high levels of interest and curiosity. Children respond extremely well and with enthusiasm to the childminder's interactions during their play and learning. They benefit from the customised communication they are offered. This extends their language development effectively. They practise new words in context, copying the childminder's language that they understand and that she adapts to their abilities, making her meaning clear. This means that they can enjoy sustained and purposeful communications as they play and join in fully.

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Achievement Strong standard

Children understand mathematical language, in context, as part of their everyday experiences. They develop emotional resilience, as they become confident and capable in their own abilities. This helps to prepare children for their next stage in learning, including for transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses a skilful communication approach so that children of different ages and stages of development learn how to behave well. She teaches children how to manage their feelings and respond to her expectations for behaviour. She helps children to understand what these expectations are in age-appropriate ways. She listens to children when they communicate. Children learn about their own emotions and to manage small frustrations, which the childminder understands they experience as part of their development. When they are having to negotiate in groups with other children, the childminder acknowledges that this is not always easy for all children. She offers clear explanations and praises children as they listen to her and respond positively.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's considered and kind approach has a positive impact for children in helping them to feel calm and reassured. They attend the childminder's setting regularly and arrive on time. She creates a highly positive environment, where relationships are secure at all levels. Children approach her for support and sit close by while she reads to them during calming activities. Children show consistently positive attitudes and develop understanding about treating each other with kindness and respect.

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Children's welfare and wellbeing Strong standard

The childminder adapts her routines and plans, including for outings, for each child's needs and abilities. She communicates with parents from the start with shared expectations to make sure she has the required knowledge to be able to support children's good health, safety and wellbeing. She makes sure she learns from any experiences, making any changes where needed. This means she can reassure children with a consistent approach and be able to focus on their enjoyment and independence. Children naturally approach her for support and reassurance. She consistently acknowledges them as they use good manners and show pride in their finished paintings as they are praised and the paintings displayed.

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Children's welfare and wellbeing Strong standard

The childminder is calm and gives children time to express their emotions and to learn to understand how they feel. This supports children's emotional security and confidence. Children learn about the importance of keeping themselves healthy, through daily opportunities for active physical play and through healthy drinks and snacks the childminder provides. They know when to wash their hands and drink water. They learn about making healthy choices and managing risks independently.

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Curriculum and teaching Strong standard

The childminder provides a high-quality curriculum with learning experiences focused on encouraging children's enjoyment and their development, including their physical, social skills and communication and language. Children are learning the skills they need to become independent. During outings to play groups, they develop social skills and their ability to play alongside others. Children's developing language is increased during play and conversations. The childminder introduces new vocabulary to help children build their communication skills, talking and listening to them. As children take part in creative play, the childminder names the colours, repeating these clearly for children. She points to the pictures and colours to teach them, using language for matching with reference to visuals. She reads stories and rhymes as opportunities for children to sit together to relax and focus.

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Curriculum and teaching Strong standard

Children explore creative activities with the childminder's encouragement, empowering them to make marks as they practise pre-writing skills and to use language to describe their creations. The childminder uses her assessments to make sure she engages children to progress. This includes linking to their interests in trains to build on their early mathematical skills. She asks questions and repeats complex words, to deepen children's learning. Children learn how to be independent as they connect pieces and measure and pour paint. They gain confident control of their small-muscle skills as the childminder teaches them how to hold and squeeze. Children persevere as they practise new skills, showing delight as they achieve what they want to do.

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Inclusion Strong standard

The childminder has high expectations of what each child can achieve. She provides an inclusive setting for children and their families. Children enjoy regular outings to play groups and parks, including exploring the wider community. They join in together with their preferred activities with ease and show high levels of wellbeing and interest in all they do. The childminder continues to develop her knowledge of how to promote and support the individuality of each child. Her ongoing learning and reflection gives her the knowledge and skills to meet all children's needs, including disadvantaged children and those with special educational needs and/or disabilities.

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Inclusion Strong standard

The childminder understands the importance of working in partnership with other professionals and agencies where necessary. She prioritises this to be able to support children so that they can benefit fully and receive any intervention they may need. She draws on her extensive experience and knows how to seek support or use funding to meet the needs of children requiring more help. She prioritises children's early education and how she can work with families to remove potential barriers for all children. She values the importance of good attendance, promoting this well through shared conversations with parents.

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Leadership and governance Strong standard

The childminder reflects on her practice regularly and uses this ongoing evaluation to make adaptations and improvements to her provision. She considers children's interests in her planning and ensures that they have opportunities to learn new skills and extend their knowledge. The childminder takes a professional approach, consistently updating her knowledge and skills to provide care and education that is in the best interests of all children. This includes being ready to meet the needs of any disadvantaged children, or those with special educational needs and/or disabilities who may attend in the future. She is clear that this is an area that she plans to develop. Her reflective approach shows a highly positive acknowledgment of her contribution to meeting all children's needs. The result is highly impactful on children's care and learning outcomes.

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Leadership and governance Strong standard

The childminder supports her knowledge of keeping children safe through safeguarding training and holds a current paediatric first-aid qualification. She seeks the views of parents and children to reflect and improve care and learning experiences. Parents value the communication they receive from the childminder, including how she adapts this to support them fully in knowing about their children's activities and care routines and how well they are developing.

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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 arrive with complete enthusiasm. They are keen to join in with the exciting activities that the childminder has carefully planned to engage each child. The childminder prioritises the importance of creating a curriculum that focuses on the early skills children need for their future learning. The childminder's nurturing approach means that children build secure attachments. She invests in these early relationships so that children can form close bonds with her and each other. The childminder prioritises the sharing of information with parents so that she has complete awareness of what children already know and can do. She is clear and confident in how to remove any barriers to children's learning and development so that they can develop and progress. The childminder promotes children's regular attendance through her established relationships with parents that fully accommodate planning and

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

Children show an unquestionable sense of belonging as they confidently make choices about the activities they want to join in with. The communication between them and the childminder flows and continually enhances children's enjoyment and learning. Children develop new skills during routines that promote their independence. They wash their hands and learn how to feed themselves and drink from cups. The childminder gives children plenty of time to learn these new skills, to embed their confidence in their growing abilities. Opportunities for children to feel confident in different places and situations and develop their physical skills are supported successfully during daily outings. Children develop highly positive social skills for their ages.

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Address:

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

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, including those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents 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. 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. 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 .

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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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