Claire Louise Flynn

Flynn, Claire Louise

Unique reference number (URN): EY473313 Address: 3 Ashington Road, Eastbourne, BN22 9EB Type: Childminder Registered with Ofsted: 06/01/2014 Registers: EYR, CCR, VCR Registered person: Flynn, Claire 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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Inclusion Strong standard

The childminder shows meticulous care in ensuring that she is fully aware of where children are in their development and thinks carefully about how to offer them the most effective support. She makes ongoing adjustments to the support for children who may face barriers to their learning and/or wellbeing, continually assessing, reviewing and checking that what she does has a positive impact. For example, she recognises when children will benefit more from short, highly focused activities rather than more complicated tasks that need more concentration.

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Inclusion Strong standard

The childminder very successfully helps reduce barriers to learning and offers support that makes a consistent and sustained difference to these children's experiences. For example, she focuses sharply on helping any children with special educational needs and/or disabilities to build skills that help them develop positive relationships both with their friends at the setting and more broadly at home and within their community. She understands how to ensure that any additional funding is used in a purposeful and meaningful way to enhance children's experiences. She works closely with parents and other professionals where appropriate to make sure that all children experience a shared, consistent approach.

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Achievement Expected standard

Children typically achieve well overall. They develop confident language skills and happily join in with conversations and share their ideas. They recall previous outings and events clearly and enjoy talking about their experiences, such as a visit to the zoo. They learn new words, such as 'mushy' and 'sharp', when describing their fruit at snack time and quickly use this vocabulary independently. Children develop a secure understanding of number and shape. They accurately count out berries to eat and recognise shapes, such as a red circle for a 'stop' sign during their game.

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Achievement Expected standard

Children learn to manage simple tasks for themselves, such as taking off their shoes and looking after their own belongings. They listen attentively and learn to cooperate with one another. Overall, all children gain useful skills for their next stage of learning and for starting school, and those with special educational needs and/or disabilities or other barriers to their learning progress particularly well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour. She is a positive role model and effectively supports children to behave well according to their age and stage of development. She focuses on helping all children build secure relationships with her and each other. Children learn to get along well together and show respect and kindness to one another. For example, they understand that sometimes they need to wait for their turn and that it is kind to share resources with their friends. They share positive interactions with the childminder and are settled in her care.

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Behaviour, attitudes and establishing routines Expected standard

Overall, there is a calm atmosphere at the setting that helps children focus on tasks and develop a positive attitude to learning. Children are familiar with the daily routines. For instance, they know that they wash their hands before meals and sit carefully up at the table. The childminder encourages children to take part in decisions and make choices, such as which game to play or what activity to do next. When children disagree, she supports them to reach a fair decision, such as by voting on the outcome or agreeing that an activity or outing will take place on another day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder keeps an eye on children's attendance and follows up any issues promptly with parents to help establish positive routines.

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Children's welfare and wellbeing Expected standard

The childminder follows well-established practices and routines that help children gain an understanding of their physical skills and how to stay healthy and safe. Children see the childminder wash her own hands before handling food and they help her set up for snack and clean tables. They receive lots of support to be independent and do things for themselves. For example, the childminder gives them time to try opening their lunch box themselves before she offers to help them. She reminds children to think carefully about their own safety and what might be dangerous, such as when they leave toys on the floor. She supervises children well.

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Children's welfare and wellbeing Expected standard

The childminder has warm, caring relationships with children. She puts in place well- thought-out individual strategies to help them understand and manage their emotions. For example, she recognises that for some children, spending time in a safe, quiet space helps them feel calmer and ready to play again more quickly. Overall, she knows the children she cares for well and successfully meets their needs. However, she has not fully extended her understanding of all aspects of children's home backgrounds and experiences to help maintain an even more responsive individual approach.

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Curriculum and teaching Expected standard

Children experience a broad curriculum that typically covers most areas of learning well. The childminder is ambitious for each child's learning, including those with special educational needs and/or disabilities (SEND), and plans experiences that build step by step on what they already know and can do. For example, when children can confidently press bricks together to join them, the childminder provides opportunities to try building larger and more complex shapes. Children eagerly design large constructions, such as a castle, and are proud of their finished work.

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Curriculum and teaching Expected standard

The childminder adapts teaching successfully, making sure activities are suitable for any children with SEND and for the youngest children, as well as those who are older. For example, she supports younger children to hold glue sticks or to explore paint with their fingers, while encouraging older children to express their imagination as they paint pictures. She places a sharp focus on communication and language, and children progress particularly well in this area of learning. They join in with detailed discussions and conversations with the childminder, who listens well and builds children's confidence as they express their thoughts and ideas.

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Curriculum and teaching Expected standard

Children have some opportunities to learn about the world around them, including some aspects of different cultures and beliefs. The childminder considers how to support bilingual families by incorporating their language into activities. However, she has not fully broadened the curriculum to provide children with a wider cultural experience to help them learn about the differences and similarities in their lives and home backgrounds. This does not consistently support children to gain a deeper understanding of diversity.

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Leadership and governance Expected standard

The childminder has a clear oversight of the service she provides and regularly reflects on her practice. On the whole, she accurately identifies most areas for improvement and quickly puts plans in place to develop the provision. For example, she is reviewing the outdoor provision to make sure it fully meets the needs of the children who currently attend.

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Leadership and governance Expected standard

The childminder makes appropriate use of professional development opportunities. For example, she plans to complete training about oral health to help her enhance the support she offers with this. However, she is still working on making sure her professional development is very precisely matched to any priorities for improvement to ensure it consistently has a highly positive impact on the quality of the provision.

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Leadership and governance Expected standard

There are positive partnerships with parents, and they are happy with the care the childminder provides. The childminder has made some improvements to how she shares information with parents since her last inspection. For instance, she shares regular updates and photos with them through social media. She has plans in place to build on this further, so parents have access to even more information about their child's progress and development.

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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 feel a positive sense of belonging at the setting. They receive a warm and affectionate welcome from the childminder, and they quickly follow the familiar daily routines. The childminder is highly inclusive in her practice. She recognises each child as a unique individual and prioritises all children's wellbeing, including those with special educational needs and/or disabilities or who face other barriers to their learning. She is sensitive to how children feel and explains any changes or disruptions to the usual day clearly and simply, which helps them feel safe and secure. Younger children are gently comforted when needed and go to the childminder confidently for cuddles and reassurance.

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

Older children are active partners in deciding how to spend their time at the childminder's home. She involves them in making choices about the activities and outings for the week. Children learn how to negotiate with others as they try to convince them to choose the same activity and begin to understand how to take the feelings and views of others into account. The childminder offers calm, gentle guidance and support that helps children behave well. She encourages children to be independent, giving praise and reassurance to boost their confidence.

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

The childminder provides an interesting range of activities and experiences for children. She sparks children's curiosity and helps them engage well, for example by planning activities around their current interests and fascinations. Children are excited to explore different vehicles and talk about their own experiences of being driven in a car. The childminder helps them build on their learning, for instance by introducing different resources that encourage them to focus on new skills or using books and stories to help them find out even more

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 about a familiar topic. Children generally make consistent progress from their starting points and achieve well overall.

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Next steps

The childminder should develop her provision to further support children's understanding of diversity and different lives and experiences. The childminder should focus professional development even more precisely on any priorities for improvement.

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About this inspection

The inspector spoke to the childminder, children 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. Local authority: East Sussex

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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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