Williams, Emily Ann

Williams, Emily Ann

Unique reference number (URN): 2743696 Address: 2 Rowan Close, Didcot, OX11 6BE Type: Childminder Registered with Ofsted: 11/09/2023 Registers: EYR, CCR, VCR Registered person: Williams, Emily Ann

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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 make progress across the areas of learning and develop growing confidence as they join in activities, everyday routines and experiences. They build early communication skills through stories and nursery rhymes. Children use new vocabulary in play and begin to express their ideas with increasing confidence.

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Achievement Expected standard

Young children make some progress in their mathematical development. For example, they are starting to use simple counting skills and recall numbers in a range of well-known counting nursery rhymes, such as 'I Had a Little Turtle'. In addition, they use simple mathematical language, such as big and small, and over and under.

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Achievement Expected standard

Children strengthen their physical development and coordination through their play. For example, children enjoy taking steps from one stepping stone to another and balancing on the soft-play beam. These experiences help children to develop balance, control and confidence in movement. Children build secure foundations for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder forms positive bonds with all children. She offers a range of settling-in sessions to support children's routines. She has enhanced this with changes to her 'All About Me form', and this enables her to glean more information from parents about children, their home life, their interests and their starting point information.

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Behaviour, attitudes and establishing routines Expected standard

Children follow embedded routines set by the childminder. For example, children know to sit at the table for snack in age-appropriate seats. There is a culture of kindness, care and respect in the setting. The childminder has high expectations for children's behaviour and acts as a positive role model. She shares her policy with parents and teaches essential social skills, such as taking turns and being respectful to one another. The childminder supports children to understand what is expected of them and learn how to manage their behaviour. The childminder is a positive role model for children, showing them kindness and respect when she plays alongside them.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of punctuality and attendance with parents and carers to ensure that all children access the education the childminder provides. She has paper registers and follows up on any absences or lateness.

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Children's welfare and wellbeing Expected standard

The childminder finds out about children's routines and behaviours at home. This ensures that she is able to replicate them in her setting and manage situations to help children regulate their emotions. Children receive comfort from the childminder if they become upset, giving them time to regulate their emotions. The childminder uses simple language and gestures for younger children, such as a thumbs up and smiling, to help younger children to

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Needs attention

identify how they may be feeling. Toddlers are learning to express themselves and recognise words such as happy and sad.

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Needs attention

The childminder is responsive to children's needs and supports them to develop a healthy lifestyle. She provides daily opportunities for children to access the outdoors, where they learn about how to keep themselves safe. They complete the daily school run as well as accessing local parks. The childminder recognises that some children are reluctant to try new foods so provides nutritious, home-made food to children. Over time, children begin to try different fruit and vegetables. Lunchtime is a social occasion, and the childminder and children engage in conversation about their day. The childminder recognises the importance of supervising children when they are eating. She talks to children about not getting up from the table during mealtimes.

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Inclusion Expected standard

The childminder knows the children well and typically has a secure understanding of their individual needs. In the main, this helps her to recognise where there may be emerging gaps in children's learning and development.

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Inclusion Expected standard

The childminder has a secure knowledge of how to support children who are disadvantaged and those with special educational needs and/or disabilities. The childminder knows who to contact in her local authority to seek support for children who may need additional help with their learning and development.

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Inclusion Expected standard

The childminder uses appropriate strategies, such as simplified language and practical support, to promote equality, confidence and a sense of belonging. Children are encouraged to take turns, share and express their ideas, which supports positive social skills and empathy.

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Inclusion Expected standard

The childminder has improved her settling-in experiences and takes further information from parents to assess children from the outset. The childminder adjusts the curriculum and her teaching to ensure that all children are included. For example, she adapts her interactions with children during activities, so they hear and practise using different vocabulary to help them in their communication and language development. Additionally, when children show dislikes and fears of certain situations, she sensitively manages this to promote their inclusion and emotional wellbeing.

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Curriculum and teaching Needs attention

Children do not consistently benefit from an ambitious or clearly focused curriculum, because the childminder has not defined what she wants them to learn well enough. This lack of clarity means children do not always build securely on what they already know or develop confidence in new learning. Because activities are not consistently planned with children's next steps in mind, they sometimes miss opportunities to deepen their knowledge and skills. Children benefit from regular observations by the childminder. However, assessments do not precisely identify what the childminder needs to teach children and in what order. Nonetheless, children thoroughly enjoy the activities on offer. For example, they enjoy filling small troughs of water and pretending to feed or wash the pretend animals.

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Curriculum and teaching Needs attention

The childminder has a good understanding of how to support children's communication and language skills. For example, children hear clear words and phrases, modelled by the childminder as they play. She consistently talks to children and provides a narrative as children play, introducing new words to support their emerging vocabulary. For instance, the words 'hoof' and 'tail' are introduced, explaining these relate to the horses they are playing with. The childminder asks children questions and gives them plenty of time to gather their thoughts and ideas before responding. The childminder prioritises some independence and self-care skills to help children become ready for their next stage in their learning.

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Leadership and governance Needs attention

The childminder has not fully reflected on ways to enhance her professional development to support children's learning further. This means that there are gaps in her knowledge and understanding of how to plan an ambitious curriculum for children. The childminder has had a recent visit from the local authority and recognises her professional development and training are areas for further development. She now knows how to access training through the local authority and is exploring a range of other resources to enhance her professional development.

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Leadership and governance Needs attention

Parents are complimentary about the service the childminder provides. Parents state that the childminder creates a safe and caring environment for children. This helps parents to feel confident and comfortable in leaving their children in her care. The childminder works with parents and gives them information about what their children are doing in their day. However, the childminder does not work consistently in partnership with parents, or other settings that children may attend, to support children with their ongoing development. For example, the childminder provides daily information for parents. However, this is primarily information about their care needs and routines rather than to provide a consistent approach to learning for children across the setting and 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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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 do not consistently experience an ambitious curriculum that responds well to their individual interests. They engage enthusiastically in activities they choose and benefit from the childminder's improved settling-in routines that support a better understanding of children's starting points. However, children do not always take part in activities that reflect what they need to learn next, which limits how their learning builds over time.

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

Nevertheless, children enjoy spending time with the childminder. They demonstrate they feel safe and comfortable in her home. For example, when they feel tired, they seek her out for a nurturing cuddle. Children invite the childminder to join in with them as they play. They develop close bonds with the childminder. Children confidently access the resources available. The childminder is very welcoming and overall works well with families. For example, she knows children's individual care routines well and supports these at her setting, such as weaning and sleeping routines. Children are becoming more independent. Young children learn to sit in age-appropriate seats at mealtimes and drink from cups designed for their age. In addition, they are starting to learn about toilet training and good hygiene habits.

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

Children's experiences vary because professional development is not yet focused enough to raise the quality of teaching. However, children will benefit from future improvements, as the childminder engages with the local authority and shows commitment to raising standards.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure you have an accurate understanding of what children already know and can do and use this information to develop an ambitious, sequenced curriculum 07/05/2026

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Action Completion Date

ensure collaborative working with parents and other settings so there is consistency for children's learning and development 07/05/2026

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Action Completion Date

focus professional development more sharply on how to best support children's individual needs 07/05/2026

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About this inspection

The inspector spoke with the childminder during the inspection as well as taking account of feedback from parents and other relevant professionals.

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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. Registration date: 11/09/2023

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About this inspection

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

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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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