Hart, Claire

Hart, Claire

Unique reference number (URN): 151465 Address: 40 Earlshall Road, Eltham, London, SE9 1PT Type: Childminder Registered with Ofsted: 07/06/2001 Registers: EYR, CCR, VCR Registered person: Hart, Claire 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

All children flourish and achieve in this setting. The childminder plans fun and engaging activities geared to meet the children's ages and next steps in learning from a well-thought- out curriculum. This impacts positively on the children's achievement. All children make progress, as she adapts her approach to support children with special educational needs and/or disabilities. As a result, children thrive and participate fully.

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Achievement Strong standard

Children are confident and independent learners who will eagerly attempt new experiences and stay focused for long periods of time. Children make strong progress and are ready for their next stage in learning. Children count and match spots on dice and are familiar with mathematical concepts. They take turns and work cooperatively, and children who need support with their communication and language receive this promptly, through strong interactions. Children play imaginatively and use their knowledge to make a den under the kitchen table. They communicate with one another and ask each other questions as they decide who will live in the den. This helps children develop their thinking and problem- solving skills as they learn to collaborate and find a solution.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a warm and welcoming learning environment. Her positive approach acknowledges children's efforts. Praise and encouragement comes naturally, and, as a result, children develop confidence and are proud of their achievements. Children feel settled and secure as the daily routine is well planned and structured around their needs. Children are given choices and access resources independently and request the activities they would like to do.

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Behaviour, attitudes and establishing routines Strong standard

Children collaborate and invite each other to join their play. They take turns and show concern for one another. Children learn to manage their feelings and label their emotions as the childminder uses a gentle and reassuring approach. Children have strong attachments with the childminder and each other and feel at ease to ask for help and express themselves. To help children gain the most from their time, the childminder promotes punctuality and good attendance with parents. Children's positive behaviour and attitude to learning reflect the childminder's high expectations and values.

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Children's welfare and wellbeing Strong standard

The childminder knows the children and their families well. Children's wellbeing and welfare are at the forefront of everything she does. She offers flexible settling-in sessions to enable children to develop secure attachments and obtains valuable information about the child. For example, home routines and sleeping habits ensure continuity of care.

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Children's welfare and wellbeing Strong standard

The childminder teaches children to lead a healthy lifestyle and to make healthy choices through providing wholesome foods and following good hygiene practices. They brush their teeth after lunchtime and automatically wash their hands when they come in from outside play with very little prompting. Children learn to use knives safely to cut up their fruit at snack time and are shown how to do this safely.

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Children's welfare and wellbeing Strong standard

The childminder supports children to keep themselves safe as she talks to them about stranger danger and road safety when out and about. She takes them on regular outings where they are physically active, explore nature and play outside.

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Children's welfare and wellbeing Strong standard

Children learn to manage their personal needs, including toilet training. She ensures that children's privacy is always respected when providing intimate care. Children are encouraged to be independent as they feed and dress themselves.

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Curriculum and teaching Strong standard

The childminder is extremely experienced and plans fun and stimulating learning opportunities that build on what children know and can do. Children are curious and concentrate well. They engage in continuous conversations, developing new vocabulary. Children are eager to share their views and are met with questions and opportunities to make predictions. The childminder carefully adapts her practice so that all children can benefit and succeed.

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Curriculum and teaching Strong standard

Children learn through a range of independently accessed, child-led resources and adult- focused activities that are planned by the childminder in accordance with each child's learning needs. For example, during a story session, children listen carefully as the childminder uses new vocabulary and extends learning. After reading The Very Hungry Caterpillar, the childminder discusses the life cycle and plans to obtain real caterpillars, enabling the children to watch them grow into butterflies. This helps them learn about natural life cycles and caring for a living creature.

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Curriculum and teaching Strong standard

The setting has a broad range of resources, both indoors and outdoors. The childminder skilfully weaves learning opportunities into the daily routines and ensures that she covers all areas of learning. Children enjoy weekly trips to the local forest school and plans outings to increase children's understanding of the wider world. They learn about nature and environmental issues, such as pollution and recycling, and have opportunities to climb trees in the local park. This helps them learn to take managed risks and strengthen their physical skills.

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Curriculum and teaching Strong standard

Children also benefit from experiences that introduce different cultures and traditions through stories and activities that reflect the backgrounds of the children attending the setting. This helps children learn about the wider world and develop respect for others.

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Inclusion Strong standard

The childminder ensures that all children, including those with special educational needs and/or disabilities, are supported to access all areas of learning. She uses information gathered from parents at the start to establish starting points and plan next steps. For example, activities are planned in accordance with children's interests, and she carefully adapts her approach so that all children receive lots of input.

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Expected standard

Children's individual needs are planned for with a strong emphasis on developing independence. Ongoing assessments help identify gaps in children's learning, and early intervention is provided. The childminder helps families facing difficult experiences and who need additional support, and, as a result, children make progress in their learning and wellbeing.

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Expected standard

The childminder interacts with all children as they play, enabling them to feel included and listens to their ideas. She regularly reflects on her curriculum and evaluates the impact it is having on individual children's learning. The childminder understands the importance of working in partnership with other professionals to obtain support and guidance when needed.

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Leadership and governance Expected standard

The childminder is very experienced and has a wealth of knowledge, including on child development. She provides high-quality learning experiences and regularly reflects on her provision. She evaluates her setting and strives to make improvements and keep up to date with recent developments. She undertakes regular training to help widen her knowledge and make changes to her practice.

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Leadership and governance Expected standard

The childminder works with other agencies should she have concerns regarding children's learning and development. This also includes children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder establishes strong partnerships with parents and obtains regular feedback to help improve her setting. She values their comments, and parents share that they receive daily updates and feel well informed. Information is shared through a range of methods such as through a newsletter and communication book.

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Leadership and governance Expected standard

The childminder prioritises children's safety and shares regular updates such as keeping children safe online. However, important assessments of children's development are not always discussed with parents with ideas to support children's learning at home. This limits parents' ability to fully contribute to children's progress and identify concerns early.

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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 greeted with affection and warmth as they enter this welcoming and homely setting. Children separate from their parents with ease and are keen to explore the resources and start their day. They have strong attachments, and, as a result, they feel safe and secure, as the childminder knows their needs well. They choose what they want to play with, promoting their independence.

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

The curriculum is well planned and supports children's interests, helping them to build on what they know. For instance, a child listens to the story of The Very Hungry Caterpillar and

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About this setting

Unique reference number (URN): 151465 develops a fascination with butterflies. The childminder models and listens to the child's comments and asks simple questions. She then takes part in a fun butterfly counting game that helps teach the child about colours and numbers. This encourages children to take turns and concentrate as well as introduces early mathematical concepts and builds new knowledge.

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About this setting

The childminder has a good understanding of how children develop. She identifies gaps in learning and plans a range of activities to help make rapid progress. Children receive lots of encouragement and praise for their efforts, helping to build their confidence and self- esteem, and, as a result, they clap and are proud of their achievements.

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About this setting

The childminder ensures that safety is a priority and provides a safe environment for all children. She teaches children how to keep themselves safe, for instance, when riding on public transport and uses the green cross code when crossing the road. Children behave well together and take turns, tidy up and use good manners. They understand the rules and routines of the setting and write these down and display them. The childminder helps children learn to manage their emotions and express themselves when they are feeling sad and supports them in a gentle and caring manner.

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Next steps

The childminder should ensure that information regarding children's development, including ideas to support children's learning at home, is shared regularly with parents to strengthen partnerships further.

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About this inspection

The inspector spoke with the childminder, the parents 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 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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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

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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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