Taylor, Michelle Kristen

Taylor, Michelle Kristen

Unique reference number (URN): EY102876 Address: 30 First Avenue, Walton-on-Thames, Surrey, KT12 2HN Type: Childminder Registered with Ofsted: 26/03/2002 Registers: EYR, CCR, VCR Registered person: Taylor, Michelle Kristen

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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 achieve extremely well from their starting points and constantly remember what they have learned. For instance, when exploring books, they recall construction vehicle names that they previously learned from observing a local building site.

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Achievement Strong standard

Children who initially struggle to settle, quickly develop confidence and form a close bond with the childminder, seeking reassurance when needed. This emotional security underpins effective development of communication. Children who started with limited vocabulary now use short sentences confidently to share their ideas and initiate play.

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Achievement Strong standard

Children enjoy undertaking small responsibilities, such as tidying up their toys after playing and helping the younger children achieve. They take great pride in this and are cooperative and helpful. Older children develop superb social skills and excellent imaginations. Younger children become absorbed in their play and develop impressive levels of concentration.

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Achievement Strong standard

The childminder forges links with schools and nurseries to support children's smooth transitions and ensures that she implements consistent approaches across the curriculum. She provides detailed reports that inform settings about each child's needs and current progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has formed strong relationships with children. She treats them with respect and kindness, and they approach her for reassurance and cuddles. The childminder supports children in remaining focused on activities. She has a good understanding of child development and what she can expect from children at different ages.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently promotes positive behaviour through gentle, positive interactions. She has high yet realistic expectations of behaviour that are based on the child's age and stage of development. She gives praise when children show kindness, care and respect to others. As a result, children are considerate to others and learn to share. This contributes to a positive learning environment where children are compassionate to their friends.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that attendance is supported at the setting. She helps parents to understand that effective and predictable routines help children be ready to learn. She actively supports families to overcome any barriers to attendance and helps children to settle in quickly after rare periods of absence. This ensures children are able to benefit fully from the curriculum and develop positive habits for future learning.

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Children's welfare and wellbeing Strong standard

Children's physical safety is promoted extremely well. The childminder ensures that her premises are secure, and she monitors children as they play, sleep and eat. The childminder reinforces safety during children's outdoor play, for example by advising them to consider what might happen if they reverse in the toy car without looking.

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Children's welfare and wellbeing Strong standard

The childminder provides children with cuddles and comfort, supporting their emotional wellbeing and attachments successfully. Children are encouraged to manage their self-care well, learning to keep themselves healthy. Older children immediately go to wash their hands when coming in from the garden.

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Children's welfare and wellbeing Strong standard

The childminder manages personal care routines, such as nappy changes, handwashing and cleaning children's noses with warmth and attention. She talks to children throughout each step, explaining what she is doing and reassuring them, which helps them to feel safe and secure. The childminder uses these moments to engage children, encouraging them to participate where they can.

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Children's welfare and wellbeing Strong standard

The childminder manages children's dietary needs carefully through individual care plans. This ensures that all children eat safely, rest comfortably and participate fully in daily life. The childminder works closely with parents and carers to introduce new foods gradually, reviewing and testing foods collaboratively to ensure safety and confidence.

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Curriculum and teaching Strong standard

The curriculum is well planned and ambitious, reflecting children's interests and needs while preparing them extremely well for future learning and development. The childminder has a good understanding of child development and the early years foundation stage. She sets clear priorities that include robust support for children's communication, independence and emotional wellbeing. She has a secure understanding of how to adapt her teaching and when to seek additional advice for children who have special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

The childminder teaches effectively, adapting activities in the moment to follow children's lead. For example, she uses spontaneous events, such as making sand cakes, to connect learning to children's personal experiences of recent birthdays.

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Curriculum and teaching Strong standard

The childminder's commitment to children's personal development is excellent. She provides an extremely calm environment and follows predictable routines, creating a safe space for children to learn. Children excel in confidence and quickly become self-assured learners who are keen to engage in activities on offer.

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Curriculum and teaching Strong standard

Mathematical language is purposeful and deeply embedded at the setting. Children independently compare the weight of different objects, using weighing scales. They confidently count 'one more' as they add pebbles to each side of the scales. They talk about selecting small and large pebbles to help balance the scales. These interactions build and secure children's early mathematical skills.

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Curriculum and teaching Strong standard

The childminder supports children's physical development effectively. She supports younger children to work on their gross motor skills by using self-propelled bikes and cars, and the older children master smaller movements during an exciting game of golf.

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Curriculum and teaching Strong standard

The childminder values diversity and helps children learn about different cultures and traditions through planned activities, including festivals such as Christmas and Chinese New Year.

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Inclusion Strong standard

This is a highly inclusive setting. The childminder thoughtfully organises her provision around the needs and attendance patterns of the children. For example, when caring for children of different ages, she precisely considers how best to plan the timetable each week to ensure they all receive the time and focus they need. Children are encouraged to take turns, share and express their ideas, which supports positive social skills and empathy.

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Inclusion Strong standard

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

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Inclusion Strong standard

The childminder ensures that children receive an excellent start to their education. She gains a thorough understanding of each child through meticulous assessments and highly effective communication with parents. This allows her to identify emerging gaps in children's development quickly and put targeted support in place, particularly for those children with SEND.

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Inclusion Strong standard

The childminder demonstrates an understanding of how she would use additional funding, where eligible, to support children's inclusion and learning, for example by seeking specialist advice, purchasing resources and accessing training. As a result, children develop confidence and form positive relationships.

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Leadership and governance Strong standard

The childminder is organised and professional. She ensures that provision is consistently of a high quality, inclusive and aligned with the needs of all children. The childminder regularly reflects on her own knowledge and skills. She has an accurate understanding of what she does well and what she would like to do next to develop her provision further. She ensures that she is up to date with changes in legislation and guidance through reading and research. The childminder actively seeks out training and successfully applies what she has learned to her practice to help improve the outcomes for all children.

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Leadership and governance Strong standard

Parents praise the childminder and talk positively about the range of support she provides. The childminder has established effective partnerships with parents and ensures they feel well informed about their children's progress and next steps in learning. She reflects on the daily routines and activities she provides through a detailed journal. The childminder identifies areas that she wishes to improve and works carefully to raise the quality throughout her practice. This ensures that all children benefit from her high standards and expectations.

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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 benefit from a nurturing and welcoming environment. They form secure bonds with the childminder. A sense of belonging runs through daily routines. For example, children independently fetch their own slippers to get comfortable before sharing a story, showing their confidence and independence. This confidence extends into the local community. Children benefit from regular visits to an allotment, local walks and visiting other childminders, where they interact with others. Children show how well embedded the routine is as they quickly settle themselves when it is time to sleep.

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Address:

30 First Avenue Children show care and kindness towards one another. Older children often act as role models, gently encouraging younger children to join in and take risks. Younger children respond positively, showing enjoyment and celebrating their achievements. Children are confident to explore. They enjoy being creative and playing in the sand. Children keenly talk about what they are making and invite others to help them make cakes. The childminder has a clear, well-established routine that children follow.

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Address:

Children with special educational needs and/or disabilities and those with other barriers to learning feel welcome and have a sense of belonging in the setting. The childminder successfully adapts activities to reduce any possible barriers to learning. This allows all children to fully participate in the learning experience on offer. The childminder supports families to have high levels of attendance and to understand the importance of an established regular routine at home. Children's uniqueness is valued, which develops a strong sense of belonging. Children learn to respect diverse families, who may be different to them.

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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 children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke to 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. Walton-on-Thames Surrey KT12 2HN Type: Childminder

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About this inspection

Registered person: Taylor, Michelle Kristen

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About this inspection

Operating hours: Monday,Tuesday,Wednesday : 07:15 - 17:30

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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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