Rutherford, Lucy

Rutherford, Lucy

Unique reference number (URN): EY476823 Address: Treven Barn, South Hill, Callington, PL17 7LR Type: Childminder Registered with Ofsted: 30/04/2014 Registers: EYR, CCR, VCR Registered person: Rutherford, Lucy Harriet Hannah

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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 make excellent progress from their starting points. Gaps in learning are identified and targeted swiftly, including for those in receipt of early years pupil premium funding. All children are very well prepared for their next stage of education.

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Achievement Strong standard

Children have impressive social skills. Older children listen and follow instructions carefully. They help to support younger children to take turns and share. Children play cooperatively together. They happily engage in role play with each other, and their language skills are developing rapidly with support.

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Achievement Strong standard

Children are curious and excited to learn. They enjoy exploring the environment and demonstrate high levels of skill as they move purposefully around the room. They climb, balance and slide down apparatus with real confidence. Children use a range of equipment to develop their finger muscles and hand–eye coordination. They show engagement and a love of mark making. Children are confident in communicating their ideas, wants and needs.

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Behaviour, attitudes and establishing routines Strong standard

Children form secure attachments with the childminder and assistants, who build strong bonds with all children, providing warmth and care. The childminder is highly responsive to the needs of children. She offers comfort and consistent routines to promote their wellbeing and independence. For the youngest children, the focus is on building attachments and providing a nurturing environment. The childminder recognises the importance of regular attendance and punctuality, and all children are regular attenders.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a flexible curriculum with predictable routines. The childminder and assistants ensure they adapt their teaching to meet children's individual needs. For example, during story time, the childminder uses stories with movement and rhythm to support children's engagement. The childminder and assistants consistently model positive behaviour. They manage behaviour well, speaking calmly to children. They help redirect behaviours that do not meet their high expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a calm environment where children can listen and be heard. This helps children learn to self-regulate behaviours, take turns and respect other's choices. The childminder and assistants offer plenty of praise to children in recognition of their good behaviours. This allows children to feel secure and become more willing to explore and interact with others.

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Children's welfare and wellbeing Strong standard

Children form secure relationships with familiar adults who understand their individual needs. The highest priority is given to promoting children's personal, social and emotional development. Children's efforts and achievements are acknowledged and celebrated. This supports children's wellbeing and helps them to develop high levels of self-esteem. Children's emotional development is supported through thoughtful practice. For example, the childminder weaves opportunities to discuss children's emotions through their play.

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Children's welfare and wellbeing Strong standard

Children enjoy role play and use toothbrushes to clean their dolls' teeth. The childminder supports parents with ideas to promote good hygiene habits at home. This means children become confident in managing aspects of their self-care. The childminder and assistants enhance children's independence skills during mealtimes. For example, children are encouraged to pour their own water and open packets of food. They engage in meaningful discussions during mealtimes to support children's understanding of healthy lifestyles, such as the benefits of nutritious foods.

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Children's welfare and wellbeing Strong standard

The childminder and assistants are passionate about the outdoor learning environment. They give children enriching opportunities to learn about the world around them. The childminder provides a safe, calm and comfortable environment for children who need to rest or sleep.

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Curriculum and teaching Strong standard

The childminder provides an exciting curriculum based on children's next steps and interests. The curriculum is continually reviewed to guarantee it is meeting children's needs and enriching children's learning. The childminder seamlessly weaves learning through all activities and experiences for children. She meticulously supports children's communication and language development. The childminder and assistants effortlessly narrate children's play. They engage children by asking thoughtful questions to extend ideas. This means children have high levels of engagement and focus. The childminder encourages children to recall previous learning, and they delight in recalling their walks in the 'squelchy' mud, developing their understanding of the natural world. The childminder and assistants respond to children's changing interests. For example, the childminder immediately adapts her planning when children ask for play dough. This empowers children, encouraging their

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Curriculum and teaching Strong standard

The childminder actively incorporates songs and stories into daily routines. She ensures that all children have access to books and opportunities to share stories with adults. The childminder and assistants use every opportunity to incorporate early mathematics in children's learning. Children learn how to weigh and measure ingredients and work as a team to mix ingredients together, supporting their mathematics and social skills. The childminder supports and extends children. She delivers a highly inclusive curriculum for all children.

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Inclusion Strong standard

The childminder forms highly effective links with parents very early on. Parents are regarded as partners in their children's learning. The childminder gains information to build a full picture of children's needs and starting points. She develops an impressively flexible curriculum, specific to the needs of the children attending. The childminder and assistants are highly attuned to children's needs, and all children are included and can participate fully. The childminder is highly reflective. She regularly reviews the impact of the curriculum and skilfully adapts it to meet the changing needs of children. For example, the childminder expertly uses action songs to engage all children during story times.

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Inclusion Strong standard

The childminder swiftly identifies when children may require additional support. She is committed to inclusive practice and removing any barriers to learning. She has an excellent knowledge of local services. All children receive timely and targeted support.

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Inclusion Strong standard

The childminder and assistants actively seek training opportunities to further their knowledge and understanding of how children learn. This includes furthering their understanding of special educational needs and/or disabilities and trauma-informed practice. Early years pupil premium funding is used effectively to enrich the curriculum for children. The childminder is ambitious and strives to achieve the best outcomes for all children by working collaboratively to support children and families.

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Leadership and governance Strong standard

The childminder is ambitious for all of the children in her care. She strives to promote the best outcomes for all children by working collaboratively to support children and families. The childminder and assistants work highly effectively in partnership with parents to meet children's needs. They keep them informed daily about children's progress. Parents say the childminder values each child as a unique individual. Any additional funding is spent thoughtfully and has a real impact on children. The childminder and assistants are dedicated to identifying and removing barriers to learning. They liaise closely with advisory professionals to carefully meet children's needs.

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Leadership and governance Strong standard

The childminder and assistants work well together and have a clear vision that places children at the heart of their practice. Ongoing professional development strengthens the childminder's and assistants' skills and confidence. They are highly reflective and speak positively about the support and training they receive. The childminder is proactive and seeks out relevant training to improve her knowledge and understanding. This training is then put into practice, and the childminder, and assistants, reflect on its impact and adapt the provision to meet the needs of the children. The childminder shares her exemplary practice with other childminders that she meets on a weekly basis.

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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 enjoy their time in the childminder's warm, safe and highly nurturing home. The childminder is highly responsive to the needs of children. She offers comfort and consistent routines that support secure attachments. Children demonstrate very positive behaviours and attitudes towards learning. The childminder and assistants provide a stimulating learning environment where children thrive. Children benefit from a child-centred curriculum, based around their individual interests and next steps. The childminder thoughtfully prepares individual resources to enhance activities. For example, children increase their

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Inspector:

Naomi Beck emotional vocabulary through purposeful learning prompts. All children feel valued and make the best possible progress. Children demonstrate a love of learning and are excited and confident in sharing their learning with visitors.

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Inspector:

The childminder and assistants enhance children's independence skills throughout the day. For example, children are asked to help the childminder prepare resources for learning activities. All children are recognised for their uniqueness and are encouraged to make choices in their learning. Children explore the environment, following their own interests. They are eager to explore the vibrant environment and become engrossed in their play. They show impressive social skills when playing together. The childminder expertly recognises opportunities for learning. For instance, when younger children start tapping sticks, all children are invited to join in with a music activity. Children thoroughly enjoy stories with rhythm and singing songs supporting their language development.

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Inspector:

The childminder and assistants work in partnership with parents. They are dedicated to identifying and removing barriers to learning. They work extremely closely with parents to meet children's changing needs. The childminder has a good knowledge of how to support children with special educational needs and/or disabilities. She supports and advises families and seeks advice from professionals when needed.

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Inspector:

The childminder recognises the importance of regular attendance. All children flourish and thrive in their care.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those who may have special educational needs and/or disabilities or face barriers to their learning.

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About this inspection

The inspector spoke with the childminder, assistants 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:

Treven Barn South Hill Callington PL17 7LR

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Address:

Registered person: Rutherford, Lucy Harriet Hannah

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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