Forey, Sarah

Forey, Sarah

Unique reference number (URN): EY313470 Address: 55 The Gardens, Chudleigh, Newton Abbot, Devon, TQ13 0GE Type: Childminder Registered with Ofsted: 04/08/2005 Registers: EYR, CCR, VCR Registered person: Forey, Sarah

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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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Behaviour, attitudes and establishing routines Strong standard

Children are very secure in the childminder's care, where relationships are harmonious. She encourages friendships, and children cuddle up as they share books together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a consistently positive role model, teaching the children to be kind and considerate. She positions herself alongside them as they play, listening and responding very sensitively to each child. She ensures that there is sufficient time for children to become deeply involved in their learning, following their interests without being rushed. As a result, children behave very well and learn to be kind and value each other. Younger children, for example, enjoy learning as older friends show them how to roll a ball of play dough between their hands.

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Behaviour, attitudes and establishing routines Strong standard

Relationships with parents are strong, and parents feel that their children are very settled and happy at the setting. The childminder encourages parents to ensure that children attend reliably and have robust systems in place to enable families to communicate with her when a child is absent. This approach supports a positive attitude to learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder emphasises the importance of routines, which teach children to develop social skills and confidence. For example, they learn to take turns as they sit together for mealtimes.

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Children's welfare and wellbeing Strong standard

The childminder provides information to parents to ensure that children learn about eating healthily and bringing a healthy lunch box. She uses a well-structured snack time routine to involve children in helping to prepare the fruit and vegetables, which they go on to enjoy. Children develop skills with tools, which helps them to be safe, for example using knives to chop up strawberries. Children learn to understand their bodies as they learn about the importance of drinking water to stay hydrated.

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Children's welfare and wellbeing Strong standard

The childminder is very sensitive in her management of the personal care routines for the youngest children. She uses the secure relationships formed with children to make the routine meaningful, such as counting up the poppers being done up after a nappy change. Older children learn about the importance of washing and drying their hands independently after using the toilet, which helps to develop a solid foundation for self-care in readiness for moving on to school.

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Children's welfare and wellbeing Strong standard

Children have fresh air and exercise in the trips outdoors with the childminder, where they have opportunities to be active and to socialise with wider groups of children. The childminder creates a safe and happy environment where children can express their joy in learning, laughing and having fun together.

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Inclusion Strong standard

The childminder works closely in partnership with parents when children may face barriers to their learning. She provides advice to families, for example about toilet training strategies, in order to ensure that there is consistency of support for children.

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Inclusion Strong standard

The childminder keeps up to date and is well informed about how to help all children learn, including training about special educational needs and/or disabilities. She regularly communicates with shared settings where children attend, for example regarding the check for 2-year-olds, in order to ensure that any gaps in learning are identified early and that there is a consistent approach for children.

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Inclusion Strong standard

The childminder carefully considers the individual learning and progress for every child and adapts her interactions skilfully between different children to ensure that their needs are met. The childminder celebrates children's own families. She uses words from other languages so that all children develop an understanding about differences and similarities.

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Inclusion Strong standard

The childminder takes account of the different ages and stages of children with the range of resources she provides. She is extremely sensitive in the way that she listens and responds to children, continually assessing progress, for example when a younger child develops the new skill of learning to balance wooden blocks for the first time.

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Leadership and governance Strong standard

The childminder continually improves her knowledge, for example by meeting up with other childminders who share good practice ideas. She attends relevant training and updates, including with the local authority, and instigates changes to her provision as necessary. For example, she shares information with families on safer sleep approaches and healthy eating guidance and is highly reflective about her own practice. She frequently seeks out further training to help her to remain very well informed about any children who face barriers to their learning and to ensure that she understands the changing context for keeping children safe.

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Leadership and governance Strong standard

The childminder recognises the strength of her setting in supporting each and every child she cares for. She places great value on thoughtful and engaging partnerships with families, supporting learning at home and sharing information about children's learning. The childminder's curriculum is well considered, and she is aspirational about the quality of provision, continually working to provide engaging learning opportunities.

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Leadership and governance Strong standard

The childminder ensures positive professional relationships with shared settings and with schools as well as with professionals more widely.

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Achievement Expected standard

Children make good progress in communication and language, learning to understand and use a range of vocabulary that helps them to explore and develop their ideas. They develop a love of rhymes and stories, joining in with familiar language and talking about the illustrations.

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Achievement Expected standard

Children show enjoyment for learning. Younger children concentrate intently as they play with magnetic shapes, creating patterns. Older children use previous experiences as they learn, creating a house with rainbow curtains 'like mine at home'. The childminder engages children about the visits to school they make, which helps to support their confidence in readiness for the next stage in learning.

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Achievement Expected standard

The childminder works in partnership with families. She identifies any gaps in learning and celebrates achievements, such as when sharing photos of the children at her setting.

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Achievement Expected standard

Children relish being outdoors with the childminder but sometimes have fewer opportunities to enjoy active physical skills independently while in the childminder's home.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum that emphasises children's communication skills and their personal development. Children make choices about favourite books, and they sing together, learning the meaning of new words such as 'bend' and 'bow' in a rhyme about London Bridge.

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Curriculum and teaching Expected standard

The childminder skilfully interacts with children, continually observing and assessing their progress as they play and sharing this regularly with parents. Older children develop literacy skills as they use sticks to form familiar letter shapes and explore making marks in sand.

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Curriculum and teaching Expected standard

Children learn how to count in order while they play, and the childminder extends their mathematical understanding further by introducing colours and shapes, such as 'diamond' and 'star'. Occasionally, the childminder is less aware of the sequence of small steps younger children need to progress through, such as when she introduces some younger children to writing numerals before they have the necessary foundation skills in mark- making.

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Curriculum and teaching Expected standard

The childminder provides regular opportunities to explore outdoors on visits to a variety of places outside of the setting. Occasionally, the childminder provides fewer opportunities indoors for the younger children to be taught and practise physical skills to strengthen large muscles and coordination further.

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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 arrive very happily at the home of the childminder, who warmly greets them and their families. Children develop confidence as they learn to separate from their parents, taking the hand of the childminder as they go off to play. The childminder encourages regular attendance, which supports children to feel safe and secure as they learn the routines of the setting, such as tidying their own wellies by the front door. The childminder engages the children as they arrive with playful opportunities, which helps them to make a good start in learning. Children are encouraged to be creative and develop their own ideas

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About this setting

as they learn. For example, some children make bunches of flowers pressed into foam pieces, developing dexterity with their hands.

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About this setting

Children thrive in the nurturing environment, rapidly developing communication and language skills. The childminder skilfully adapts her approach for different children, ensuring that all their needs are met. She introduces a wide variety of new vocabulary to extend older children's knowledge and supports younger children in the early stages of speaking to try saying new words. She links closely with families, supporting children's language skills developing at home, which helps all families to develop a sense of belonging.

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About this setting

Older children develop skills in readiness for the next stage in their learning at school. They learn to concentrate and explore mathematical ideas about shapes and counting as they play. They develop socially, sharing resources such as pens for the whiteboard with their friends. The consistent routines help children become independent when tidying up their lunch box or using the toilet by themselves.

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About this setting

Children have regular opportunities to be active outdoors as the childminder makes the most of the area around her home to introduce children to the beach, the moor and the library. Families value these opportunities, which enrich children's learning and support their understanding and knowledge of the place where they live.

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Next steps

The childminder should enrich opportunities even further for all children to engage in activities that enable them to be physical, active and healthy. The childminder should further consider the strategies used to support the steps younger children make that are necessary to support early writing.

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About this inspection

The inspector spoke with the childminder, parents 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. Unique reference number (URN): EY313470

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Address:

55 The Gardens Chudleigh Newton Abbot Devon TQ13 0GE

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Address:

Operating hours: Monday,Wednesday : 08:30 - 18:00,Tuesday : 08:00 - 17:00,Thursday : 07:30 - 16:00

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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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