Windsor, Louise

Windsor, Louise

Unique reference number (URN): 111715 Address: 3 Fallowfield, Yateley, Hampshire, GU46 6LW Type: Childminder Registered with Ofsted: 20/09/2000 Registers: EYR, CCR, VCR Registered person: Windsor, Louise

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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 very well prepared for their next stage of learning, including school. They confidently share their thoughts and ideas and make independent choices in their play. For example, children talk confidently about their creative work. They explain that mixing blue and red makes purple. Children develop skills through a wide range of experiences. This supports their readiness for lifelong learning. Despite the curriculum for the youngest needing further enhancement, all children make rapid progress, particularly in their communication and language skills. For example, children skilfully identify the difference between 'trot', 'gallop' and 'canter' as they sing rhymes.

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Achievement Strong standard

All children, including those who face barriers to learning, develop secure knowledge and understanding. They gain breadth and depth in their learning. Children are well prepared to use their skills with increasing confidence and independence. For example, when making hats, older children explain their ideas clearly. They tell the childminder they want to add a bauble and use detailed descriptive language to explain how they will make it. Children have enhanced and superb social skills they need for life.

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Achievement Strong standard

Children show particular talent within their physical development. Younger children move confidently around the garden. They show strength in their large muscles and maintain their balance well. Older children expertly climb and navigate high structures independently to observe birds. Children have good control of their movements and are extremely competent to tackle physical obstacles they find. This supports their physical development for future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a very positive environment with clear and consistent expectations for behaviour, which take into consideration children's ages and stages of development. She promotes a culture of kindness, care and respect. Children understand the routines well and respond positively to her guidance. For example, when asked to help tidy away toys, they do so happily. The childminder consistently supports children to develop excellent manners, such as saying 'please' and 'thank you' as she passes them toys. As a result, children show excellent manners, such as politely asking, 'Please can I get down from the table?' This helps them to build respectful relationships, and they are extremely kind to their peers. This creates a very calm and harmonious atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm and respectful relationships with children. She ensures that she considers children's ages and stages of development, their individual needs and circumstances. For instance, she plays alongside younger children to gently encourage cooperative play and remind them to take turns. Children giggle with the childminder and share train tracks as they build a track together. This highly impactful teaching of behaviour supports children to increasingly manage their own behaviour within social situations. For instance, older children politely ask one another for space and say, 'excuse me' as they move around each other while pretending to make a 'house' with bricks.

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Expected standard

The childminder monitors attendance records closely. She also reminds parents and carers about the importance of their children's consistent attendance. As a result, children's attendance is very positive.

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Children's welfare and wellbeing Strong standard

Children consistently make their own healthy choices and decisions. For example, at snack time, they say that crisps are unhealthy for you, and the childminder chats with them about the effects of eating too many unhealthy foods. In addition, the childminder expertly adapts her curriculum, routines and practices to meet children's health needs. For example, she supports children with previous eating difficulties by involving them in preparing lunch and introducing new foods gradually. This supports their ongoing health and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder has close bonds with children and supports them to develop positive attitudes to learning and to persevere. For example, she gently praises children as they try to peel an orange. They keep trying, and she celebrates their efforts. This helps children to take pride in their achievements and develop resilience. Children are supported well to recognise, express and manage their emotions and to develop a secure sense of emotional wellbeing. For example, the childminder calmly supports younger children when they cannot mount a see-saw by affirming that it is 'hard' and to be 'calm'. These are important skills for future learning, including moving to school when the time comes.

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Children's welfare and wellbeing Strong standard

The childminder is committed to supporting children's physical development. She offers activities such as walks to the park to strengthen children's large muscles. Children also take part in activities that develop hand strength and control. For example, they enjoy using bubble wands in the garden, making marks with chalk and cutting with scissors. Children develop positive hand control.

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Curriculum and teaching Expected standard

Overall, the childminder's curriculum is well designed and offers children a wide range of experiences across all areas of learning. For example, she encourages children to develop love of books and stories by enthusiastically retelling stories using expressive actions and changing voices to engage children. Children jump with excitement as they copy a horse galloping. Older children join in by predicting the ends of familiar sentences. Children develop a secure foundation in early literacy skills. However, at times, the childminder does not consistently plan the same ambitious curriculum for all children, in particular for younger children.

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Curriculum and teaching Expected standard

The childminder purposefully supports children's language development. She builds vocabulary and communication well. For example, during story time, she repeats words such as 'trot' and 'thunder'. This helps children to develop a broad vocabulary, which they use confidently to share their ideas. The childminder prioritises children's mathematical development. As a result, older children can name a range of shapes. They confidently discuss the train tracks they build and the shapes they need. Children develop a secure foundation in early mathematical concepts.

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Curriculum and teaching Expected standard

The childminder's curriculum supports children's emotional development well. For example, she provides babies with regular reassurance and cuddles when needed. This supports their emotional wellbeing and helps them to feel safe and secure in her care.

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Inclusion Expected standard

The childminder creates an inclusive culture across her provision. She typically uses her knowledge of what children already know and can do to reduce barriers to learning. For example, the childminder adapts the way she supports children during the weaning process. This targeted support has had a positive impact on children's ability to eat a wide and varied diet.

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Inclusion Expected standard

The childminder has the skills needed to make a positive difference for children with special educational needs and/or disabilities (SEND). For example, she supports children with delays in speech and language by implementing specific strategies to help children understand speech sounds that she learned through training. As a result, all children, including those with SEND, make progress from their starting points.

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Inclusion Expected standard

The childminder works effectively with families and other professionals to support children's learning. When she identifies gaps in children's development, she promptly raises these concerns with parents and carers and other settings that children attend. She works closely with them to put a support plan in place. For example, parents value the guidance provided for their children around potty training and developing their independence, such as dressing themselves. This approach supports continuity in children's learning. The childminder is currently focusing on improving this even further by ensuring that she makes timely referrals to other professionals for children when needed.

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Leadership and governance Expected standard

Overall, the childminder understands the strengths of her setting and takes action to address areas for improvement. For example, she has recently increased her use of strategies from training, such as open-ended questioning. This has further strengthened children's thinking skills. However, the childminder's evaluation of the setting does not always reflect the changing needs of some children quickly enough. As a result, she does not yet consistently support excellence for the youngest children.

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Leadership and governance Expected standard

The childminder is proactive and prioritises her professional development. She regularly attends training on topics, such as supporting children's speech and language. This helps her to improve her teaching practice. The childminder also networks with other local childminders to share and reflect on good practice. This ensures her teaching continues to improve over time.

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Leadership and governance Expected standard

The childminder has positive partnerships with parents and carers. She is committed to supporting families and providing guidance to help children get the best start in life. Parents say the childminder offers helpful advice on topics, such as potty training and weaning. They value the support she provides in helping children reach key developmental milestones.

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Leadership and governance Expected standard

The childminder works closely with other settings that children attend. For example, she attends meetings with schools and other providers to plan children's next steps in learning. This collaborative approach ensures that children that receive consistent support to make progress.

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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 happy and settled at this childminder's home. They feel confident to choose activities that interest them. For example, younger children enjoy climbing on small see- saws. Older children climb steps and sit on higher equipment.

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

The childminder creates a safe and welcoming environment. Children delight in play and new experiences. For instance, they enjoy making marks with paint dabbers and eagerly share their ideas. They learn alongside their peers and feel included in all aspects of the setting. The childminder has secure and responsive relationships with children. She shares close bonds with them, and children seek her out to play. For example, children giggle with the childminder as they build train tracks together. They excitedly tell her what they need and chat happily about their ideas. This shows that children feel safe and secure.

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

Children develop the knowledge and skills they need to make a positive start in life. They show positive social skills. For example, children play happily together while building towers for their figures. They chat about what they are building and confidently share their ideas, such as what makes a 'roof'. All children, including those with barriers to learning, make progress from their starting points.

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

Well-embedded routines help children to develop healthy habits. The childminder supports children to become independent and manage their self-care needs. For example, she encourages children to hang up their own coats and wipe their noses. This helps children to develop early life skills they will need when they move on to school.

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

The childminder's curriculum focuses on widening children's experiences. She regularly takes them on outings to places such as local lakes, soft-play centres and the library. The childminder uses these experiences to help children learn about their local community. Children develop well and meet their next steps in learning in a fun and engaging way.

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Next steps

The childminder should continue to reflect on practice and identify the most important steps to ensure that her provision continually improves over time. The childminder should ensure that her highly effective teaching is embedded across her whole curriculum, including that of the youngest children.

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About this inspection

The inspector spoke with the childminder and the 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

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Address:

3 Fallowfield Yateley Hampshire GU46 6LW

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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1 to 11

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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