Passmoor, Sophie Jane

Passmoor, Sophie Jane

Unique reference number (URN): 2741579 Address: 82 France Furlong, Milton Keynes, MK14 5EJ Type: Childminder Registered with Ofsted: 04/08/2023 Registers: EYR, CCR Registered person: Passmoor, Sophie 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 are very well prepared for the next stage of their learning. They are quick to learn and secure new mathematical knowledge. Children understand properties of shapes and numbers. They show a love of learning and a sense of pride. Children are quick to share what they know and can do through meaningful play and learning.

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Achievement Strong standard

Children develop early communication skills as they learn to link spoken words with their meanings through daily routines and actions. They use new vocabulary in their communications. Children make swift progress in their social confidence and communication. They are quick to develop positive relationships with their peers. Children are confident communicators and enjoy inviting others into their play where they share their thoughts and ideas. Children show a great sense of pride in their achievements. They celebrate each other and show kindness as they share their excitement and joy together. Children make excellent progress from their starting points across all areas of the early years foundation stage.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour, consistent with their age and stage of development. She is consistent in involving all children in meaningful daily routines. This promotes teamwork, responsibility and independence. For example, children are quick to identify when it is snack time, tidy their toys then wash their hands in readiness. Children begin and carry out the routines with little prompting from the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children's understanding of how to care for themselves and others effectively. She offers gentle guidance to help children manage personal care needs. For example, children dress appropriately to prepare for play in the garden. Children are independent in putting on coats and boots. The childminder recognises and praises children's kindness when they share or take turns. Consistent modelling and positive reinforcement support children's personal, social and emotional development effectively.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's warm and positive approach supports children's engagement in learning. She motivates them to persevere and always try their best. Children revel in encouragement, helping them to remain focused and engaged. As a result, children develop positive attitudes towards learning and their peers. This is reflected in their excellent behaviour. The childminder promotes regular attendance and encourages punctuality to support learning outcomes.

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Children's welfare and wellbeing Strong standard

Children's welfare is of the highest priority. The childminder demonstrates a secure understanding of safe sleeping practices. She is consistent in ensuring practice minimises choking risks during mealtimes. There are secure procedures in place to ensure children with allergies are safe. The childminder has established secure and nurturing relationships with each child and their family. This promotes children's emotional security and supports their wellbeing very well. The childminder helps children to recognise and talk about their feelings to support their emotional development. As a result, children are resilient and confident in sharing their feelings and asking for help when needed. Parents and carers comment on the positive bonds children have developed with the childminder. They report that children miss her when not in her care and are keen to attend. The children talk with confidence about their

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Children's welfare and wellbeing Strong standard

favourite things to do when with the childminder. Children experience a wide range of opportunities to learn and develop their understanding of the world around them.

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Children's welfare and wellbeing Strong standard

The childminder has a detailed understanding of how to promote healthy lifestyles. She teaches children the importance of healthy habits and routines. For example, they learn about toothbrushing, handwashing and staying hydrated. The environment is secure, well organised and stimulating. This enables children to explore and with confidence. Children navigate the space with enthusiasm and are quick to engage in their chosen play. They are confident, independent, and curious learners.

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Curriculum and teaching Strong standard

The childminder has developed an ambitious curriculum that meets the individual needs of all children. She observes children with precision and responds to their ideas and interests. She creates purposeful opportunities for children to talk about their experiences. As a result, children make consistent progress. The childminder provides real-life experiences such as catching a bus to the library. Children know the number of the bus to catch and learn about keeping themselves safe on outings. Children learn about the local community and enjoy visiting local care homes where they engage with older people. Children learn empathy and are curious to learn about the care that other people need.

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Curriculum and teaching Strong standard

Children learn to use mathematical language when exploring shape and colour in their play. The childminder provides contextually appropriate vocabulary to support children's next steps. The curriculum is well sequenced, and the childminder has a secure understanding of how children learn. She knows children well and plans learning through effective teaching and positive interactions. Children develop secure communication and language skills. The childminder introduces new vocabulary and adjusts her explanations to support children's understanding.

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Curriculum and teaching Strong standard

Children have many opportunities to develop their physical skills. The childminder takes children on outings that support them to be physically active. They climb, run, jump and balance, securing their skills and negotiating the spaces around them. This builds children's confidence, abilities and skills superbly.

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Curriculum and teaching Strong standard

The childminder ensures the environment is accessible and stimulating for all children. She often revisits prior learning through conversations. She provides many opportunities for children to build on their early literacy skills. They enjoy exploring letters and sounds through favourite stories and rhymes. This supports children to be well prepared for their transition to school.

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Inclusion Strong standard

The childminder is quick to identify gaps in learning, particularly in communication and language development. She works very closely with external agencies to get the help children need at the earliest opportunity. Additionally, she works with parents and carers to share her assessments of children. She offers guidance on how parents can further support learning at home. This ensures a collaborative and consistent approach to children's learning and development. Children enjoy a wide range of opportunities to practise new vocabulary and explore language. This helps them to learn and develop a wide range of communication skills. They develop confidence in speaking and make rapid progress.

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Inclusion Strong standard

The childminder understands her role in identifying the needs of children with special educational needs and/or disabilities (SEND). When children need more support, she is quick to identify this and to put strategies in place. She adapts her teaching and approach to remove barriers to learning. For example, she adapts her settling-in processes to ensure children and parents are supported well. This helps her to build relationships quickly to ensure children feel safe and secure in her care. Children with SEND have excellent access to experiences that support their ongoing development.

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Inclusion Strong standard

The childminder monitors children's development precisely and seeks prompt advice if she has any concerns. She has a secure understanding of what is typical for each child in her care. She communicates this to parents, enabling shared decision-making around next steps. The childminder commits time to enhance her knowledge and skills. She evaluates her curriculum and provision with clear focus to ensure she is consistently meeting the needs of all children.

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Leadership and governance Strong standard

A secure culture of continuous improvement underpins the childminder's practice. She is proactive in developing her knowledge of early years education and engages in professional development to inform this. The childminder is well prepared to meet the diverse needs of all children in her care. She adapts resources and provision to give all children the opportunity to access early education. This ensures every child can take part and make rapid and consistent progress. The childminder promotes children's social development through varied outings. They visit a wide range of amenities within the local community, broadening children's social interactions. These activities offer valuable opportunities to reflect on practice to inform future planning.

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Leadership and governance Strong standard

The childminder often seeks feedback from parents and carers to support her professional development. Her reflective practice is a remarkable strength. The childminder evaluates her approach and adapts her communication with parents to suit their circumstances. For example, she provides comprehensive information that gives clear messages about the impact of established routines and healthy nutrition. This helps parents understand how they can support and establish healthy lifestyles at home.

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

Children show great enthusiasm for learning in the positive and happy environment. They are quick to separate from parents and carers and join their friends to play and learn. The childminder interacts well and models positive attitudes and engagement with the children. Children make confident choices in their play. The childminder offers praise, and meaningful interactions support children's focus and interest in activities. For example, the childminder joins in with children building a tower. She talks with children about how tall it is, and they compare the height of the tower and the children. Children begin to predict which is tallest. As a result, children are quick to develop their communication and language skills. Children learn new vocabulary, and teaching extends their understanding extremely well.

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

Children show a profound interest in books and develop a genuine love of stories. They share favourite books and enjoy retelling the story. Children explore the wide selection of books available and create their own artwork and stories. They are creative, imaginative and enjoy turning pages and bringing books to the childminder for further reading. This promotes secure early literacy skills. The childminder provides a safe and secure environment that enables children to engage in purposeful play. This nurtures their curiosity and builds their confidence. For instance, children find their favourite toys and share with others. This promotes their social development very well. Children receive a warm and relaxed welcome. They have time to settle and engage at their own pace. The childminder is effective in balancing time for independent learning and targeted teaching. This develops curious and resilient children who are confident in the care of the childminder.

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Address:

82 France Furlong Milton Keynes MK14 5EJ

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Address:

Registered person: Passmoor, Sophie Jane

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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.

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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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