Riordan, Claire Ann

Riordan, Claire Ann

Unique reference number (URN): 2739387 Address: 10 Webber Street, Horley, RH6 8NQ Type: Childminder Registered with Ofsted: 23/08/2023 Registers: EYR, CCR, VCR Registered person: Riordan, Claire Ann

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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 Expected standard

Children make steady progress with the childminder and are well prepared for the next stage in their education. They demonstrate confidence, independence and sustained engagement as they access activities and resources. They build securely on what they already know and can do because the curriculum is tailored to meet their next steps. This teaches them that it is worth trying and they take pride in their achievements.

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Achievement Expected standard

Children develop age-appropriate social skills. They learn to express themselves appropriately, when something feels wrong or unfair, and to seek help when needed. For example, a toddler firmly says 'stop' when another child tries to take a toy. Children enjoy playing collaboratively and develop their turn-taking and sharing skills. This prepares them well for life in the wider world.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides a nurturing and joyful environment, where clear expectations for behaviour help children to feel secure. Throughout the day, the childminder reminds children to use polite language, which they do in age-appropriate ways. Routines such as handwashing are well embedded. Children know what is expected of them and follow the routines with ease. This supports children to develop their independence skills in a way that is appropriate to their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

Children form very secure attachments with the childminder. They confidently turn to her for support to resolve minor conflicts and reassurance, when things do not quite go as they had hoped. The childminder supports children to manage these situations by using picture prompts to help them to express their feelings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to learn social skills and take turns effectively. She encourages positive behaviour through gentle reminders and rewards with praise. For example, she uses 'now and next' strategies so that children understand they just need to wait a little while and then it will be their turn. The childminder discusses the importance of attendance with parents, to ensure that all children can fully engage with all aspects of the curriculum.

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Children's welfare and wellbeing Expected standard

The childminder knows each child's background, individual circumstances and is attentive to their needs. She helps them to form close and trusting relationships with her. The childminder seeks children's suggestions and adapts activities so they feel valued and listened to. This strengthens their confidence and sense of belonging. She supports children to recognise and understand their feelings. The childminder offers age-appropriate strategies to help children express and manage their emotions and makes adjustments for children, who face barriers to their learning. The childminder regularly discusses sleep routines and individual needs with parents to ensure consistency between home and her setting. This collaborative approach promotes children's wellbeing. She prepares meals that meet individual children's dietary requirements. The childminder enables all children to share the same mealtime experience

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Children's welfare and wellbeing Expected standard

and she talks to them about nutrition in ways they can understand. Mealtimes are social and positive occasions. Weaning is carefully planned with parents, so that the childminder is confident in selecting safe and appropriate foods and textures for each child.

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Children's welfare and wellbeing Expected standard

Children learn about their physical development through self-care routines, such as washing their hands and feeding themselves with growing independence. Through conversations on regular outings, children begin to understand how to keep themselves safe. These experiences prepare them well for the next stage of their education.

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Curriculum and teaching Expected standard

The childminder provides a balanced and well-sequenced curriculum that is ambitious for all children. Teaching is typically of sound quality. She regularly assesses children's progress and adapts the curriculum to meet children's individual needs and areas for development. As a result, all children make steady progress and any emerging gaps in learning or development are identified promptly. The childminder places a clear emphasis on developing children's social and emotional skills. These are taught in age-appropriate ways using positive reinforcement and strategies, such as 'now and next', to support turn-taking. This helps children to learn about fairness effectively.

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Curriculum and teaching Expected standard

Language development is promoted throughout all activities. Working with themes, the childminder introduces and reinforces new vocabulary, such as 'pigeon', which younger children enjoy practising. This supports children to extend their vocabulary and their understanding of the wider world. Children are encouraged to persevere and develop independence. For example, they practise putting on their shoes and learn to wash their hands by themselves. However, opportunities remain to further extend independence during mealtimes, such as encouraging children to drink from open cups and pour their own water.

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Curriculum and teaching Expected standard

Mathematics is taught explicitly and effectively. Children complete puzzles, notice small differences and identify sizes during arts and crafts activities. These experiences support children to develop early mathematical understanding and critical thinking skills.

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Inclusion Expected standard

The childminder is inclusive in her practice and ensures that every child is able to participate fully in the setting. She knows the children she cares for very well and she regularly assesses their progress to ensure that any emerging gaps in learning or development are identified and assessed. When children face barriers to their learning, she adapts her teaching to provide targeted support and she continues to monitor their progress. She works closely with parents and other professionals when appropriate. This collaborative approach ensures that children benefit from consistent support and helps to close any gaps in their learning and development.

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Inclusion Expected standard

The childminder has clear policies in place for the use of additional funding for disadvantaged children. This ensures that this funding is used to provide targeted support for children based on their individual needs and circumstances. The childminder does not currently have any children with special educational needs and/or disabilities on roll. She regularly undertakes training to ensure that her knowledge is current. This supports her to be confident that she can identify needs as they arise and support parents and children.

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Leadership and governance Expected standard

The childminder has a clear understanding of her practice and undertakes regular training to keep her knowledge current and ensure that children's safety and welfare are prioritised. She is highly reflective and continually seeks ways to improve children's experiences. For example, training about supporting children to manage frustration and emotions has been particularly effective for young children, who are not yet speaking.

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Leadership and governance Expected standard

The childminder works closely with other settings that children attend. They exchange information about children's development, achievements and effective teaching strategies. This joined-up approach supports continuity in children's learning. Transitions are managed well, with information shared to help children feel prepared and confident about what will happen next. The childminder maintains active dialogue with parents about their children's experiences and development, including any gaps in learning that may emerge. Parents feel supported and listened to. The childminder asks about home experiences so she can continue building on children's knowledge. This helps children to feel that their world is connected and strengthens their sense of belonging.

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Leadership and governance Expected standard

Overall, the childminder supports parents effectively. However, there are further opportunities to guide parents in supporting learning and development at home to provide an even more cohesive approach to children's 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 experience secure relationships with the childminder and quickly develop a sense of belonging. Children are safe because the childminder responds consistently and with genuine warmth. They feel entirely at home in the setting because the childminder knows them very well and understands what makes each child unique. This deep knowledge enables her to plan activities that genuinely capture their interest. For example, the childminder uses children's favourite small-world characters to draw them into learning about wildlife.

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

Children benefit from an ambitious, well-planned curriculum that nurtures happy, curious learners. Learning is carefully sequenced so that children build knowledge over time and make progress. Themes, such as wildlife, run consistently through activities and resources, helping children revisit ideas and hear new vocabulary repeatedly. Even very young children confidently use words, like 'wood pigeon', showing the strong impact on their language development.

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

When children arrive, the childminder sensitively supports those who need help to settle by singing their favourite nursery rhymes. This helps them to relax, feel safe and begin their play with confidence. Throughout the day, children learn to manage their emotions and develop positive social skills. With gentle praise and clear explanations, they learn to share, take turns and understand the feelings of others. Children enjoy rich opportunities to explore early mathematics and observation skills during craft activities. They compare the lengths and textures of different feathers and talk about how they feel to touch. This develops early mathematical language and scientific curiosity.

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

Children are encouraged to persevere and develop independence. The childminder gives them time to try tasks for themselves, such as fastening the straps on their chairs. Children

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 show pride in their achievements, even when they need a little help, and this builds their confidence for the next stage of their learning.

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Next steps

The childminder should provide opportunities for children to drink from open cups and pour their own water during mealtimes to extend the development of children's independence. The childminder should further guide parents in supporting children's learning and development at home, to provide a more cohesive approach to children's development.

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About this inspection

The inspector spoke with the childminder and parents and carers 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: Surrey

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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

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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