Herring, Lauren Rachael

Herring, Lauren Rachael

Unique reference number (URN): 2743946 Address: 30 Berwick Way, Morecombe, LA3 2UB Type: Childminder Registered with Ofsted: 20/08/2023 Registers: EYR Registered person: Herring, Lauren Rachael

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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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Children's welfare and wellbeing Strong standard

The childminder is an extremely nurturing practitioner and is vigilant in identifying children's care needs throughout the day. She works remarkably well with parents to really understand children's unique needs from when they initially start. At all times she tries to emulate routines from home so that children are provided with consistency from all their carers.

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Children's welfare and wellbeing Strong standard

The childminder has experience of caring for children with special educational needs and/or disabilities. She takes time to understand their needs so that she can remove barriers to learning and help them to thrive. The childminder is very responsive to when children find something a little difficult. For instance, she patiently helps children to successfully use a spoon as they eat soup without spilling it. Children have built secure attachments with the childminder and demonstrate a superb sense of emotional wellbeing. Children are supported to recognise, express and manage their emotions effectively.

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Children's welfare and wellbeing Strong standard

The childminder supports children to understand their personal safety. For example, she encourages them to consider where they place stepping stones on the floor so that they do not slip. Children begin to understand healthy lifestyles. For example, the childminder is very good at introducing new foods to children so that they have a varied diet and talks with children about good oral health. Routines, such as eating, are executed extremely well so that they support children's needs constantly throughout the day.

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Achievement Expected standard

Children make consistent progress in their learning and development. They invite adults into their play, make choices and can express their needs. They initiate discussion about things they have enjoyed doing while at home, such as going to the zoo and seeing gorillas, and make effective progress in their communication and language. Children are enthusiastic and confident, exhibiting high levels of self-esteem. They show resilience, such as when building with construction blocks. They keep trying to balance bricks together and enjoy their accomplishments as they proclaim, 'Yes, I did it.' All children, including those with special educational needs and/or disabilities, make effective progress from their starting points. They develop resilience and the confidence to manage change, such as when a new sibling is born. They are well prepared for their next stage in learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for all children in her care. She is a positive role model and is consistent when promoting positive behaviour. The childminder provides children with lots of praise and encouragement, which helps to develop children's self- esteem and wellbeing. Children understand behaviour expectations. Children are attentive, exhibit good listening and attention skills and show care and consideration for one another. Children have built warm attachments to the childminder and are completely settled and happy in her care. As the childminder and children get on the floor to tidy away resources, they enthusiastically leap onto her back, giggling with delight as she gives them a 'horse ride' on her back. Children are encouraged to work together and learn to collaborate with one another. The childminder teaches children to consider the needs of others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is aware of promoting attendance. If children do not arrive as expected, she will telephone the child's home to ensure that all is well. The childminder considers children's ages and stages of development when supporting them to understand expectations. For example, she encourages children to explore their emotions as they look at different faces on a poster on the wall. She reassures children that it is okay to feel a bit sad sometimes. Children demonstrate good manners and positive behaviour.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum, which helps children to sequence their learning and make effective progress in their development. She provides lots of opportunities for children to think about prior learning and recap on past experiences. This supports children to cement their knowledge and establish important skills. The childminder offers opportunities for children to learn through all areas of the early years foundation stage. For example, children take part in risky play, increase their coordination and develop their balance as they walk across stepping stones.

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Curriculum and teaching Expected standard

Overall, the childminder supports children in their communication and language skills. She provides a running commentary for children, introduces them to new vocabulary as they play and asks children questions. However, she does not consistently model the correct way to say words and will often abbreviate vocabulary. This does not consistently help children who are developing their language skills. Developing the way she models language will support this. The childminder offers age- and stage-appropriate learning opportunities for children exploring mathematics. For example, she supports younger children with early counting skills and asks older children if they can identify different 2-dimensional shapes. Children as young as 3 years of age can identify shapes, such as a triangle.

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Curriculum and teaching Expected standard

The childminder supports children's physical, personal, social and emotional development well. She encourages children to recognise different feelings and emotions and tailors and adapts her practice to support children at different stages in their development.

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Inclusion Expected standard

The childminder observes and identifies children's needs effectively. She observes children as they play and assesses their needs, before adapting the activity and shaping the curriculum. The childminder makes all reasonable adjustments and endeavours to always be inclusive. This helps to reduce the barriers that children may face.

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Inclusion Expected standard

The childminder regularly assesses and monitors children's progress to make sure that the curriculum is supporting them to develop and establish new skills. She encourages parents and carers to share things from home, as she appreciates that children can develop skills differently across the setting and home. The childminder can demonstrate how she has cared for children with special educational needs and/or disabilities in the past. She makes adjustments and considers children's access to activities. She reflects on resources and ensures that the environment supports children to be excited and enthusiastic about learning.

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Inclusion Expected standard

The childminder evaluates the progress that children make. She engages well with parents and other professionals to support children's individual needs. The childminder understands the importance of targeting any funding that children receive to have a direct positive impact on children's learning and development.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality childcare. She has an ethos of treating children just as she would her own. She understands the importance of working alongside parents to understand children's needs and sharing information so that children receive a consistency of care. The childminder undertakes some evaluation. She attends some training and meets regularly with other childminding professionals to share ideas and practice. However, she does not sharply identify areas to further improve her practice and provision. She should now focus her attention on evaluating her provision to identify strengths and areas for improvement.

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Leadership and governance Expected standard

The childminder takes decisions in the best interests of the children in her care. For example, she shares information about children's stages of development with other settings when children attend more than one provision. This helps to provide a consistent approach for children and remove any potential barriers to learning. The childminder consistently supports children's care and enriches children's learning and development extremely well.

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

Children are active learners at this setting. They access resources with glee and show a real joy for learning and exploration. They develop their physical skills as they enjoy building structures with construction blocks and use their imaginations as they pretend to hold conversations on the telephone. The childminder understands children's individual care and developmental needs well. She undertakes regular observations to identify children's progress and then offers learning opportunities to help them develop new skills. Children have lots of opportunity to develop their independence and confidence. For example, the childminder supports younger children to express their needs as they acquire language and

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Inspector:

Elisia Lee gives older children small responsibilities, which helps to develop their confidence. Children enjoy lots of cooperative play and take pleasure in playing alongside each other. For example, the childminder encourages older children to invite younger children into their play and model how to use different resources. The childminder differentiates the curriculum and sequences children's learning so that they build on the skills they need for future learning.

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Inspector:

The childminder welcomes parents and carers into the setting. She invites them to be part of their child's learning and assessment and values their feedback. She regularly shares information about their child's progress and promotes learning at home to extend children's development further. Children demonstrate they feel happy and secure at this setting. For example, they independently go to her for a reassuring hug if they accidently fall over, placing their arms around her to lay their head on her shoulder. Children and families have developed positive relationships with the childminder.

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Inspector:

The childminder understands the importance of children attending their sessions. She will contact parents to ensure that all is well at home if they do not arrive as expected. The childminder identifies and supports children's unique individual needs. For example, she is a positive role model for younger children and gives gentle reminders to older children so that all children understand behaviour expectations. The childminder carefully considers children's care needs and learning and development needs, which supports them to thrive and flourish.

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Next steps

The childminder should develop the curriculum for communication and language and ensure that vocabulary is consistently modelled correctly to fully support children's communication skills. The childminder should undertake more precise evaluation to identify professional development opportunities and develop key priorities in order to further improve outcomes for children's learning and development.

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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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Address:

Registered person: Herring, Lauren Rachael

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Address:

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

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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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