Griffiths, Emily Jane

Griffiths, Emily Jane

Unique reference number (URN): EY335386 Address: 11 Woodhill Lane, MORECAMBE, Lancashire, LA4 4NL Type: Childminder Registered with Ofsted: 05/06/2006 Registers: EYR, CCR, VCR Registered person: Griffiths, Emily Jane

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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 progress through the curriculum exceptionally well. The childminder introduces new vocabulary, models language in context, asks questions and supports children to revisit prior learning, enabling them to build securely on what they already know. Children instigate their own discussions, share news from home and talk about previous activities they have enjoyed, such as horse riding. Younger children express their needs and use language well as they establish their communication skills and build confidence to speak out loud. Children sequence their learning through stages. For example, 2-year-olds enthusiastically enjoy mark making, 3-year-olds show high levels of pencil control as they draw circles and 4-year- olds draw faces with facial features. Children with special educational needs and/or disabilities are supported extremely well as they explore new learning opportunities and establish new skills. Children are very well prepared for their next stage of learning,

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Achievement Strong standard

including school. They demonstrate they have superb listening and attention skills, are confident and have high levels of independence.

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Behaviour, attitudes and establishing routines Strong standard

Children have built warm attachments with the childminder and demonstrate they are happy and settled in her care. They independently go to her for reassurance as they accidentally fall over and enjoy her warm and nurturing care. The childminder has the highest expectations for all children and is an extremely positive role model. She is consistent when promoting positive behaviour and supports children to understand why certain boundaries are in place. Older children independently remind younger children to sit carefully on their chair in case they fall off, and they support them to pour milk from a jug at snack time. Children are encouraged to share resources and consider the needs of others in imaginative ways. For example, the childminder asks children to identify how a visitor may be feeling if they are visiting for the first time. Children share that the visitor may feel happy or a little bit

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Behaviour, attitudes and establishing routines Strong standard

nervous. Children share resources, include others in their play and exhibit excellent listening and attention skills. The childminder understands the importance of attendance and will telephone parents or emergency contacts to ensure that all is well at home. The childminder recognises that children begin to understand positive behaviour as they go through different development stages. She adapts her practice to ensure that all children are aware of boundaries and expectations. Children's behaviour is consistently superb.

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Children's welfare and wellbeing Strong standard

The childminder is extremely vigilant in identifying children's care needs. She identifies when children may need changing or are thirsty. She supports children with special educational needs and/or disabilities through supporting their emotional wellbeing, giving them time to do things at their own pace. The childminder is very responsive to children's needs and always remains calm. For example, she reassures children who spill sand on the floor and quickly removes this so that children do not accidentally slip. This helps to reassure children and helps them to understand that we all make little mistakes sometimes. Children have built secure attachments with the childminder and show that they enjoy attending and feel secure. Children are supported to understand their personal safety. For example, they are reminded how to hold a knife properly as they cut up pieces of fruit for snack. Children are

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Children's welfare and wellbeing Strong standard

encouraged to take part in risky play and assess their own personal safety. Children begin to understand healthy lifestyles. For example, they re-enact going to the dentist using mirrors to look at each other's teeth as they talk about good oral health, and they enjoy a range of healthy snacks. Routines such as eating are executed extremely well so that they support children's needs constantly throughout the day.

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Curriculum and teaching Strong standard

The childminder has developed a curriculum that supports every child to thrive and achieve. She has an in-depth knowledge of child development and understands the importance of engaging children in play to support their learning and development. Children enjoy singing a song about snowmen. She engages younger children through repetitive vocabulary and counting in sequence, while she asks older children to identify numbers and begin to explore subtraction. Children independently use words such as 'evaporate' as they talk about the icy snowmen melting and the water cycle. The childminder constantly reviews the curriculum to ensure that it meets the needs of all children and assesses children to maximise their learning within the early years foundation stage. She prioritises children's learning in physical, personal, social and emotional development to ensure they are prepared for other areas of learning. The childminder ensures that children's natural interests and curiosities

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Curriculum and teaching Strong standard

are included in activities. As a result, children make excellent progress. For example, children have been interested in growing and have recently planted some green pepper seeds. The childminder introduces new vocabulary to children, such as 'photosynthesis', and asks them questions so they have the opportunity to recap on their prior learning. Mathematics is incorporated throughout the day. Children are encouraged to count, build three-dimensional structures and explore different shapes as they explore kinetic sand. The childminder skilfully differentiates her teaching to support the needs of children with special educational needs and/or disabilities and ensures that all children enjoy accessing the curriculum.

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Inclusion Strong standard

The childminder constantly observes children as they play. Through consistent assessment, she identifies their next steps in learning with accuracy. She reflects on the environment and her curriculum to ensure it is inclusive and accessible. This helps to close the gaps in children's learning and reduce the barriers children may face. The childminder differentiates the curriculum and closely monitors children's progress to ensure that their learning and development needs are met successfully. For example, she presents activities in different ways considering children's interests, sensory needs and development stage. The childminder completes baseline assessments with parents to identify starting points. Parents contribute to children's ongoing assessment, enabling her to build a complete picture of every child's needs. Engagement with other professionals is proactive. For example, she invites teachers into the setting as children prepare to transition to school to discuss

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Inclusion Strong standard

children's needs. This supports smooth transitions. The childminder understands the importance of spending funding so that it has a direct positive impact. For example, she has used funding, such as the early years pupil premium, to provide additional experiences that children may not otherwise access. This helps to reduce barriers. The childminder is alert to potential vulnerabilities and changes in children's wellbeing.

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Leadership and governance Strong standard

The childminder reflects on and evaluates her provision to identify areas for development. Training has a clear focus and is chosen with intent to increase her knowledge so she can better support children in their learning and development. For example, she has recently attended training on how to promote all areas of learning when children visit the local beach. She identifies that every part of the day can be a learning opportunity for children and regards herself as a 'facilitator' of children's play and not a 'director' of play. Children are encouraged to explore, be active and be inquisitive about the world.

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Leadership and governance Strong standard

The childminder welcomes the views of parents, meets regularly with other childminding professionals and receives support from the local authority. These partnerships help her to reflect on her provision and identify areas for further improvement. The childminder takes decisions that are always in the best interests of children, particularly those with special educational needs and/or disabilities. For example, she works closely with parents, shares information from training that she has attended and promotes home learning. This helps children to have a consistent approach and helps to reduce barriers to children's learning and wellbeing.

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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 are enthusiastic and active learners, exploring their environment with interest and excitement. The childminder helps children to be confident, celebrate their achievements and have high levels of self-esteem. Children demonstrate wonderful listening and attention skills as they listen to a story, anticipate what is next and giggle as the childminder reads with enthusiasm using a range of character voices. The curriculum is extremely well thought out and takes into consideration the different ages and stages of development of all children in her care. This helps to reduce the barriers to learning some children may face. Children confidently make their own choices and lead their own play. Children are extremely well prepared for the next stage in their learning.

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

Children make their needs known and know that their opinion is valued. The childminder gives children choices and asks which activities they would like to do. She gives older children small responsibilities and encourages them to support younger children. Children show care and consideration for their peers. For example, older children make sure everyone has a glass at snack time and hand out china plates so children can choose from a fruit platter. The childminder constantly invites parents to be part of the assessment process and encourages them to share things they have noticed at home about their child. She welcomes parents' ideas and input into her provision and constantly reflects on her provision to ensure it is meeting the needs of children in her care.

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

Children demonstrate they are extremely settled and happy in the childminder's care. They have built warm attachments with the childminder and independently invite her into their play. Children enjoy hiding from the childminder under a large storage bucket as the childminder pretends they have gone home. Laughter fills the air as children appreciate the humour in their play. The childminder considers children's wellbeing at all times and always puts their needs first. The childminder understands the importance of attendance on children's emotional development and learning and works with parents to support this. She recognises that every child is a unique individual and understands every child's needs. She

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Address:

11 Woodhill Lane MORECAMBE Lancashire LA4 4NL

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Address:

Registered person: Griffiths, Emily Jane

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00 offers constant praise to children as they play, which supports high levels of self-esteem and helps children to thrive and flourish in her care.

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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, and those who may face other barriers to their learning and/or wellbeing.

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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. Local authority: Lancashire

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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

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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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