Laura Jane Rebecca Youngs

Laura Jane Rebecca Youngs

Unique reference number (URN): EY433770 Address: 15 Tewkesbury Avenue, Mansfield Woodhouse, Mansfield, NG19 8LA Type: Childminder Registered with Ofsted: 12/09/2011 Registers: EYR, CCR, VCR Registered person: Youngs, Laura Jane Rebecca

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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 develop their hand muscles well through carefully planned activities. For example, children learn to use simple tools in the play dough. They use cutters to imprint and roll the dough using a rolling pin. Younger children squeeze and squish the dough, exploring the marks that they make. Children are developing skills to support their independence and confidence. These skills help them prepare for their next stage of learning and development. Children are ready for their future education and moves to school.

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Achievement Expected standard

Children have a love of reading. They listen to stories of interest and repeat words modelled by the childminder. Children enjoy being actively involved in reading. They turn the pages and feel the sensory elements of a book. Furthermore, children eagerly join in with familiar action songs when choosing objects out of a box. Overall, all children make steady progress in all areas of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm, nurturing environment. Children form close bonds with the childminder and know what is expected from them. Children know to wash their hands before eating, and they stay sitting at the table during snack and lunch. The childminder gives children prompts to ask them for help. For example, children tidy toys to a certain song. Furthermore, the childminder supports younger children by using clear instructions that they can understand and follow. The childminder also shares policies and procedures to support parents to follow and continue support at home. For example, parents know to inform the childminder of non-attendance. The childminder also informs parents of the importance of punctuality to set positive routines and support children to settle quickly in her care.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to learn to take turns, using their names to remind children of who is next. The childminder demonstrates solutions when sharing to help build on children's social skills. For example, when children want to hold a book to themselves, the childminder explains that putting the book in the middle helps everyone to see. Additionally, the childminder shares advice for supporting children's continued behaviour development at home.

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Children's welfare and wellbeing Expected standard

The childminder is responsive to how children are feeling. All children are very well supported through times of change, such as the birth of a sibling. They receive comfort and reassurance throughout. Furthermore, when younger children show signs of tiredness, such as rubbing their eyes, the childminder talks to them about how they are feeling and prepares them for nap time. The childminder supports children to manage their emotions well.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to support key milestones in children's development, such as toilet training and weaning. This collaborative approach helps to support consistency in children's care. The childminder also shares advice and guidance to parents on nutrition to promote healthy lunches. Children have a well-balanced diet.

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Children's welfare and wellbeing Expected standard

The childminder offers flexible settling-in sessions and works with families to help understand each child. This allows children to gradually build confidence and become familiar with the environment and the childminder. Children settle quickly in a short period of time of attending the setting. Children feel secure and confident, accessing the toys and resources that are readily available.

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Curriculum and teaching Expected standard

The childminder knows the children well. She gathers detailed information from parents before children attend. The childminder uses this information to help inform her planning and teaching. Typically, she builds on what children know and can do. For example, the childminder broadens some children's vocabulary of colours by introducing light and dark. She sometimes repeats new words, supporting children's understanding and embedding new knowledge. Similarly, the childminder models counting skills using different resources, helping children develop their mathematical understanding. The childminder follows children's lead effectively. For example, when children watch the rain outside, the childminder asks questions, and through informative comments, expands children's understanding of weather. She talks about what appropriate clothing to wear. Children are becoming more self-reliant. Additionally, the childminder regularly plans opportunities for

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Curriculum and teaching Expected standard

children to explore the local community, such as parks and community groups. These outings help broaden children's understanding of the world and build their social skills through real-life experiences.

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Curriculum and teaching Expected standard

Although the childminder typically builds on children's knowledge and understanding, she does not consistently embed highly effective teaching and interactions with children at every opportunity to maximise progress. For instance, at times, the childminder does not adapt her language or interactions to meet the speaking and understanding needs of younger children.

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Inclusion Expected standard

The childminder accurately makes assessments to establish appropriate next steps in learning. She uses this information to put in place strategic support. For example, the childminder previously adapted her teaching to regularly encourage babies to practise walking. The childminder attended her local soft play and used soft landings to practise in her home. The childminder collaborates effectively with parents. This helps the childminder to understand the individual child's needs, interests and experiences. For example, the childminder notices children's specific signs of toilet training discussed with parents. Children's personal needs are well considered.

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Inclusion Expected standard

The childminder knows the importance of ongoing assessment to identify if children need further support, such as possible referrals. She knows to work with parents, other professionals and external agencies in a timely manner. This helps all children to make the best possible progress. She regularly attends relevant training. Recently, the childminder attended training with a particular focus on supporting children with special educational needs and/or disabilities (SEND). Although at the time of inspection, there were no children with SEND attending, this has supported her to be knowledgeable and skilled for any child who may attend in the future. The childminder knows how to receive and use additional funding to support those eligible in their next steps in learning.

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Leadership and governance Expected standard

The childminder reflects on her strengths and areas to develop. For example, the childminder has identified areas of improvement and has recently put in place training to support her skills to grow. Although at the time of inspection, there were no children with special educational needs and/or disabilities (SEND), the childminder shows secure, developed knowledge around SEND to help her support any children she may have in the future. The childminder is passionate about her role and values her ongoing professional development. She has put in place timely refreshers for statutory training and has kept up to date with changes of the early years foundation stage. She reflects on these changes and implements improvements. For example, the childminder shares policies and advice with parents about safe internet use. This helps to keep children safe online.

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Leadership and governance Expected standard

The childminder works in positive partnership with parents. She keeps parents well informed of their children's day, such as by sharing information on activities and food they have eaten. The childminder also shares with parents her assessments of children's learning. However, she does not consistently share this information with other settings that children attend. This means that strategies to support transitions to school are not fully embedded in order to promote effective continuity of children's education and care.

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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 feel safe and secure and form positive relationships with the childminder. The childminder works in partnership with families, sharing the importance of attendance, so that all children can access the education and care she provides. She gathers information to find out children's likes and dislikes to implement within her provision. Furthermore, she spends quality time with them to get to know their needs from the start. All children happily engage with activities and experiences provided by the childminder. Additionally, the childminder encourages children to recall their prior learning. For example, when looking outside at the weather, the childminder encourages children to talk about what they did when it was snowing. This helps children to remember and build on their knowledge and understanding, supportive of their preparation for their next steps in learning.

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

Children are developing their independence. Through embedded routines, children independently place shoes where they belong and put rubbish in the bin after wiping their own noses. The childminder supports children's confidence and guides them to succeed during tasks. For example, the childminder models opening and closing scissors to snip, and children copy. Furthermore, this develops children's smaller muscles and hand-eye coordination. Additionally, children self-select what they want to play with confidently and ask the childminder for more resources. The childminder is responsive to requests and helps children build on their learning around their interests. For instance, when children ask for and receive cars to add to their play, the childminder encourages them to play collaboratively by pushing the cars to each other.

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

Children have positive attitudes towards learning from a young age. When children face difficulty, the childminder encourages children to try again. Children continue to persevere, building their resilience. When children feel frustrated, the childminder supports children to

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Address:

15 Tewkesbury Avenue Mansfield Woodhouse Mansfield NG19 8LA

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Address:

Registered person: Youngs, Laura Jane Rebecca

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30 manage their emotions. For example, she uses distraction when younger children want to play with the same toy.

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Next steps

The childminder should consistently embed highly effective teaching and interactions to ensure all children are meaningfully engaged in their play and learning. The childminder should explore further ways to share information on children's learning with other settings that they attend to help ensure continuity of care and education.

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About this inspection

The inspector spoke with the childminder, parents 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: Nottinghamshire County Council

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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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