Chaplin, Alison Louise

Chaplin, Alison Louise

Unique reference number (URN): EY432301 Address: 14 Portal Road, York, YO26 6BQ Type: Childminder Registered with Ofsted: 02/08/2011 Registers: EYR, CCR, VCR Registered person: Chaplin, Alison 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

Children are extremely happy and curious in the wonderful, nurturing environment created by the childminder. They benefit from exciting activities that suit their individual interests and next steps in development. Children develop positive self-esteem and independence very well. Children smile with enthusiasm as they independently pour their own drinks and cut their own fruit. They confidently help to clear away toys and resources before snack and happily put their dishes in the dishwasher once they have finished eating. This helps them understand the importance of looking after their own environment.

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Achievement Strong standard

Children make excellent progress from their starting points. This includes those with special educational needs and/or disabilities or where there are barriers to learning. The childminder monitors this by carefully assessing their progress and creating next steps. Children are motivated and engaged in their learning and concentrate well. Children advance extremely well in communication and language. They have time to think and respond to the childminder's open questions. This boosts children's confidence and encourages independent thinking, as well as improving communication skills. Children benefit from the childminder celebrating their achievements. They persevere in tasks they find challenging. Children build on what they already know and develop essential skills needed for their future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a highly nurturing environment where children are treated with respect and care. She sets clear expectations for behaviour, tailored to each child's age and stage of development. The childminder supports children by staying close, acknowledging their efforts in sharing and teaching them to interact kindly. Her calm and consistent approach promotes respect through clear rules, helping children feel safe and secure and develop a strong sense of belonging. Well-established daily routines ensure children's needs are met. Calm and responsive interactions help children to take turns, share and respond to their friends. These daily experiences support children's confidence and emotional development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands that some children are still learning to manage emotions and provides clear strategies to support them. She acknowledges feelings and helps children name emotions, planning activities that build skills for future learning and school readiness. Children know what is expected and make choices about what to do next. They help tidy up before eagerly moving on to new activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model and consistently reminds children to use their manners. She supports parents to adapt routines at home and provides information about clear boundaries. This consistency between the childminder's setting and home benefits children's understanding of expectations. The childminder emphasises the importance of punctuality and regular attendance to parents. This ensures that children gain the maximum benefit from their early years education.

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Children's welfare and wellbeing Strong standard

Children are remarkably happy and clearly have a wonderful bond with the childminder and their peers. They rapidly learn to recognise, express and manage their emotions with confidence. Children evidently enjoy their time at this provision. The childminder places a strong focus on promoting children's welfare and wellbeing and does so to an excellent standard. She is incredibly intuitive and swift to identify and support children's changing emotional and physical needs. She shares ideas with parents to support children at home. As a result, children make excellent progress in their emotional development from their starting points.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's care needs and has a highly suitable provision for managing these, while also encouraging their growing independence. For example, children put on their own shoes and coats before going to play outside, follow hygiene practices independently and wipe their own faces after mealtimes. The childminder teaches children healthy attitudes towards food and physical activity. She provides safe and supervised opportunities to take risks. For example, children safely use knives to cut fruit. This helps them to learn to manage risk and develop healthy habits for life.

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Children's welfare and wellbeing Strong standard

Settling-in arrangements are very impactful. The childminder gathers detailed information from parents and carers, including about their children's routines, likes, dislikes and family backgrounds. She offers several settling-in sessions, which enable children to become familiar with the environment and develop secure attachments with her, which help fully support their emotional development.

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Curriculum and teaching Strong standard

The childminder plans an ambitious, well-sequenced curriculum, which is bespoke to the needs of all children in her care, including those where there are barriers to learning. She skilfully changes activities to ensure that all children are highly engaged during their play and learning.

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Curriculum and teaching Strong standard

The childminder draws on her expert knowledge of child development to support high-quality teaching. She skilfully uses daily activities and routines as learning opportunities to support children's learning. For example, during snack time, she encourages children to count their pieces of fruit as they independently cut them using a knife. Mathematics is expertly introduced into all activities. The childminder introduces mathematical language, discussing size, weight and height, which introduces children to mathematical concepts.

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Curriculum and teaching Strong standard

Everyday teaching is highly effective and purposeful at this setting. The childminder consistently uses routines, play and care moments as learning opportunities. For example, during snack and lunch routines, the childminder narrates actions, names foods and models language. This supports vocabulary development and early communication.

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Curriculum and teaching Strong standard

The childminder understands the importance of independence and ensures that children can follow toileting and hygiene routines independently. She teaches them how to put on their own shoes and coats. This gives children confidence and helps them to be prepared for school. Children learn about the diverse world in which they live during regular outings in the local community.

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Inclusion Strong standard

The childminder supports every child to take part fully in the setting. She carefully identifies children's needs early, including those with special educational needs and/or disabilities and those who may face other barriers to learning. She sensitively adapts activities and routines so that all children can join in, experience success and feel settled and included.

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Inclusion Strong standard

The childminder closely observes children and monitors their progress. She notices emerging needs quickly and plans support to help children make progress. The childminder works very effectively with other agencies to ensure children's wellbeing is monitored and that focused support is provided when needed. She builds secure partnerships with parents and carers to embed strategies that help children make progress in their learning. As a result, children feel valued and secure. They build confidence and develop the skills they need for future learning and participation in group activities.

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Inclusion Strong standard

The childminder understands the importance of using additional funding effectively. She invests in resources that enhance the curriculum and improve individual children's learning experiences. This targeted and monitored approach ensures that all children receive secure opportunities to develop essential skills.

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Leadership and governance Strong standard

The childminder regularly reflects on her own provision and teaching. She recognises and prioritises the importance of continually enhancing her knowledge and skills. She regularly accesses courses for her professional learning and seeks out training that is relevant to the specific needs of the children attending her setting. This includes ensuring she meets the needs of children with special educational needs and/or disabilities. This has a positive impact on the children in her care.

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Leadership and governance Strong standard

Parents and carers are well informed about their children's development. They value the childminder's knowledge, expertise, professionalism and friendship. The childminder gives focused and thoughtful advice to parents to support tailored home learning. The childminder accesses local services and works collaboratively with other professionals, including those who have shared care for the children. She shares ideas and resources with other childminders and the local nursery to ensure she can meet each individual child's needs. These excellent partnerships help to secure children's regular attendance and enhance their progress during their time at the setting.

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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 have close relationships with the friendly and professional childminder. They discuss how they and others are feeling as they look in the mirror at their faces and look at pictures of children expressing different emotions. Children enjoy well-established routines and are free to choose what they would like to play with. This means that they lead their own learning and create a secure sense of belonging. Children are very confident and quick to invite visitors into their play. Children thoroughly enjoy an exciting, well-designed, well-sequenced and highly ambitious curriculum. The childminder skilfully builds on children's interests and is mindful of their different starting points. The childminder values and celebrates children's home lives. For example, children are encouraged to talk about their home life, family members and pets.

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

Children's communication and language skills are a priority at this setting. The childminder uses a wide range of effective strategies to encourage conversation. For instance, their speech is well developed and supported, and they are keen to initiate detailed and interesting conversations. Children are introduced to new words through play, for example when a child is placing cars around the outside of the tuff tray, she talks about him placing the cars on the perimeter. All children, including those who need more support or have barriers to their learning, flourish in their communication and language skills and their learning.

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

The childminder reflects on and continually enhances her provision to improve outcomes for children. She is highly reflective and completes professional learning to enhance her knowledge and skills, which has a positive impact on children's learning. She has great relationships with the local nursery and other childminders. They work collaboratively and share resources to further enhance the provision for all children. She uses her excellent knowledge of child development to ensure that children access a wide range of interesting experiences.

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

The childminder understands the value and importance of children being part of their local community. Children attend local play groups where they meet with children who attend other local childminders and enjoy trips to the park and woodland. Children enjoy using public transport daily as they travel to collect the older children from school.

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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 learners, 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 childminder and parents 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: Chaplin, Alison Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:15 - 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. 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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