Timson, Maisie Alice

Timson, Maisie Alice

Unique reference number (URN): 2740612 Address: 111 Outland Road, Plymouth, PL2 3PT Type: Childminder Registered with Ofsted: 31/08/2023 Registers: EYR, CCR, VCR Registered person: Timson, Maisie Alice

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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 Expected standard

Children enjoy regular outdoor experiences in their local community. This supports their physical development and sparks their interest in the natural world. Children access to a wider environment that helps them to learn about the community and their place in it. They become more confident and develop their social skills.

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Achievement Expected standard

Children develop their hand-eye coordination through a range of activities. For example, they throw small balls down shoots. Children skilfully use paintbrushes to practise small movements that develop their fine motor skills and concentration. They develop their listening skills as they sing songs and recite rhymes. Children are beginning to build their vocabulary, using language in their play and interactions. They generally achieve well from their starting points. Children typically make progress as they develop the skills to do things for themselves and become more independent. However, children's learning could be even further extended, in order to make best possible progress.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children well. She responds closely to each child's needs, helping all children to feel included and fully involved. Routines are flexible. The childminder responds quickly to children's cues. She is typically responsive to children's needs. The childminder offers comfort and routines that support children to develop secure attachments. This means children feel safe and secure in their care. The childminder monitors children's absences. She talks to parents and carers about the importance of positive attendance and punctuality.

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Behaviour, attitudes and establishing routines Expected standard

The childminder generally supports children's play with conversations. She gives gentle reminders about the expectations for children's behaviour as they play together. The childminder offers plenty of praise to motivate children to act in positive ways. Overall, children behave well and play nicely together. The childminder sets expectations around sharing and turn-taking. She manages children's behaviour effectively according to their stage of development. For example, when children take other children's toys, the childminder speaks gently, returns the toy and offers alternatives. The childminder promotes positive manners, such as saying 'please' and 'thank you', and encourages children to do the same.

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Children's welfare and wellbeing Expected standard

The childminder provides daily opportunities for physical activity. She takes children on walks in the local community where they learn about road safety and how to keep themselves safe. When indoors, the childminder promotes children's personal safety by reminding children to slow down and walk rather than run. She supports healthy eating. For example, the childminder provides parents and carers with healthy ideas for packed lunches. She provides children with fresh water and a choice of healthy snacks when they are hungry. Children learn to manage personal hygiene routines, such as washing their hands before meals. Children receive comfort from the childminder when they are unsettled. The childminder uses a calm and reassuring tone to narrate children's experiences and label their emotions during moments of upset. This supports children's emotional wellbeing. During nappy changes, mealtimes and sleep times, the childminder talks gently, explains what she is

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Children's welfare and wellbeing Expected standard

doing and responds to children's cues. The childminder regularly checks children during their nap times and follows safe sleep procedures well. She provides a travel cot for babies aged under 1 year. The childminder talks with parents about comforters and each child's needs to feel safe and happy. For example, she gives children their dummies at nap time when parents ask.

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Curriculum and teaching Expected standard

The childminder plans a curriculum around the developmental stages and needs of the children in her care. Children make typical progress through the childminder's careful planning of experiences. The childminder weaves counting and mathematical language into activities and everyday routines. For example, she skilfully teaches colours, counting and positional language while children play in the ball pool. The childminder introduces words such as 'full' and 'empty', helping children to explore early mathematical ideas. The childminder actively narrates on children's play, developing their communication and language skills. The childminder supports children in their play effectively. However, she does not consistently extend their learning even further, for example, by asking more open- ended questions that encourage children to problem-solve.

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Curriculum and teaching Expected standard

The childminder has a clear focus on physical development. She provides children with small tools to strengthen their small finger muscles, such as scoops to fill containers with pasta. The childminder ensures that children access the outdoors daily. She regularly plans trips and visits, including to the museum, park and local playgroups. The childminder uses books to support children's knowledge of diversity and faiths or cultures that may be different to their own. She provides books linked to children's interests and experiences. Children's personal, social and emotional development is supported as children play and share resources together.

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Inclusion Expected standard

The childminder forms close links with parents very early on to build a full picture of all aspects of children's needs. She creates a tailored curriculum, focusing on children's developmental needs. For example, the childminder uses funding for disadvantaged children to create opportunities outside to enable young children to develop their core strength. She adapts and adjusts activities to all children's needs and interests. For instance, after children show an interest in diggers at the local park, the childminder provides diggers for them to play with. The curriculum is flexible to support children. The childminder thoughtfully designs the space to meet children's needs. This means that children become confident and enthusiastic learners.

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Inclusion Expected standard

The childminder identifies children's individual needs. She implements targeted strategies to remove barriers to children's learning. For instance, the childminder gives children who are anxious outside of the home support to socialise with others in the community. As a result, children overcome potential barriers to their learning successfully. The childminder knows where to seek advice and training opportunities to further their understanding of special educational needs and/or disabilities. The childminder is sensitive to children's needs and seamlessly respond to their gestures and signals. This helps children to settle quickly and become confident and self-assured learners.

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Leadership and governance Expected standard

The childminder takes children's interests into account when she is planning. The curriculum aims for children to move on to their next steps in education as motivated and enthusiastic learners. The childminder's assistants feel valued. They can raise concerns openly and appreciates the collaborative environment that encourages teamwork. The childminder is reflective in her provision and practice and understands what she does well. The childminder has an awareness of the areas where she would like to improve. The childminder and her assistants plan together and discuss children's progress and interests on a weekly basis. This helps children to make typical progress in their care. The childminder strives to promote the best outcomes for all children by working collaboratively with families.

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Leadership and governance Expected standard

The childminder keeps up to date with all mandatory training. She works well in partnership with other childminders. This collaborative practice ensures continuity of care for children. The childminder gains opportunities to share new knowledge and good practice. However, she has not identified targeted professional development opportunities to raise the quality of practice even further.

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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 enjoy their time at the childminder's warm and welcoming home. They are happy and confident learners. The childminder is highly attuned to children's needs. This means that children are included and can participate fully. The childminder is highly responsive to children's needs. She offers comfort and consistent routines that support secure attachments. Children feel safe and secure with the childminder and any assistants she works with. This promotes their wellbeing and independence. The childminder offers plenty of praise to children in recognition of their achievements and good behaviours. This encourages children to have a go. For instance, after the childminder models putting on a sock, children enjoy trying themselves and feel proud of their efforts. The childminder gives children gentle reminders about the expectations for their behaviour.

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

The childminder shows a clear understanding of how children develop. She plans activities that help build on what children already know and can do. The childminder knows what children need to learn next. She clearly explains how she will support children to achieve it. This means children are ready for their next stage of learning when they leave the childminder to attend pre-school. The childminder knows children and families well. Partnerships with parents are effective. The childminder forms close and effective links with parents early on. She gathers useful information from parents to ensure that she knows children well. This helps the childminder to be aware of children's needs and their developmental stage. Parents are pleased with the information they receive about their children's day and their ongoing progress. They state the setting provides a safe and caring environment where children are stimulated and engaged throughout the day.

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Address:

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

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Next steps

The childminder should extend learning opportunities consistently for children as they engage in activities they enjoy to extend their progress further. The childminder should identify targeted professional development opportunities to raise the quality of practice even further.

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About this inspection

The inspector spoke with the children, the childminder and her assistant 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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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. 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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