Rainey, Michelle

Rainey, Michelle

Unique reference number (URN): 2744583 Address: 9 Marlow Crescent, Twickenham, TW1 1DD Type: Childminder Registered with Ofsted: 13/09/2023 Registers: EYR, CCR, VCR Registered person: Rainey, Michelle

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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

Children who face barriers to their learning and/or wellbeing quickly and securely develop the necessary knowledge to access later learning, in particular in their social interactions and communication. As a result, children become confident communicators. They recognise the importance of two-way conversations and are eager to use new words, such as 'binoculars'. They talk animatedly about how they will use these to find the heron by the pond. Children confidently use a wide range of mathematical terms, such as 'big, small, float, full, half and empty', as they make their 'potions.' Furthermore, children confidently count to 10 and recognise a range of numbers.

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Achievement Strong standard

Children confidently use a range of tools. They use scissors with increasing control to snip off pine branches and ladles to transport water into the jug. Children work together to build towers and are confident to put forward ideas. They persevere at building a road out of carpet rolls and shout 'I did it' when they succeed. They help to select and purchase items on shopping trips and develop an awareness of the value of money and technology. Consequently, children are well prepared for the next stage in their learning and transitions to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder prioritises establishing clear routines that support children's behaviour and attitudes so that they all benefit from the extensive learning opportunities. This helps children develop a sense of familiarity and security. High levels of praise and encouragement significantly enhance children's confidence in their own abilities. The childminder uses her deep understanding of the children to eradicate any barriers to their learning. She carefully crafts the learning opportunities. This ensures that each child gains the most from them, dependent on their age and stage of development. This builds a strong foundation for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Being kind is a key aspect of the setting. Children play harmoniously with their friends. They learn to take turns as they play games together and share resources. The childminder helps children to name their emotions as they demonstrate happy and sad faces in the mirror. As a result of the explicit teaching, children develop the skills to manage difficult situations and resolve conflicts and gain an awareness of the importance of listening to others. Ultimately, children develop positive attitudes to learning and to each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's very positive relationships with parents ensure that families feel welcomed and valued. Parents are confident in the childminder's ability to manage challenging behaviours effectively and with transparency. The high levels of communication with parents mean they are fully involved in their child's care. This inclusive approach supports children's regular attendance effectively, which forms healthy habits for the future.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She has a comprehensive knowledge and understanding of the children in her care and is responsive to their ever- changing needs. The childminder builds warm, trusting relationships with the children. The childminder works in partnership with parents to ensure each child's experience is unique to them and enables them to settle quickly in her care. She mirrors the parents' parenting style and follows their routines for weaning and sleeping routines. This helps children develop secure attachments and promotes their health and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes the importance of being fit and well. She provides daily opportunities to be outdoors. Children are encouraged to take safe risks, such as using the leaf blower under close supervision and pulling the wagon as they collect natural resources in the woods. This helps to build children's resilience and confidence in their own abilities. She talks to them about the weather and what type of clothing they need to wear. Children learn about good hand hygiene, such as washing their hands after nappy times and before eating. Mealtimes are relaxed social occasions, where children are encouraged to develop the skills to feed themselves. She skilfully weaves discussions about the importance of eating a healthy diet and links this to promoting good oral health. The childminder helps children to understand the foods that they can and cannot eat. This encourages children to develop an awareness of their own wellbeing.

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Curriculum and teaching Strong standard

The childminder has an innate understanding of each child and the next steps in their learning. She uses this information to skilfully construct an ambitious and bespoke curriculum for each child. As a result, children are active participants in their learning. They are confident to put forward new ideas and change the direction of their play. Children are provided with opportunities to practise prior learning. This helps them to fully embed their learning. All children, including those who face barriers to their learning, make rapid progress and are meeting their milestones.

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Curriculum and teaching Strong standard

The childminder is a skilled communicator who seamlessly threads new ideas and the children's interests into the activities. She poses questions to support children's critical thinking and problem-solving skills. Songs and stories are an integral part of the curriculum. The childminder uses these effectively to support children's learning. Children are confident to select stories to read and are developing a love of early literacy. In addition, children learn that books can be used for information. For example, they successfully use books to identify different types of birds.

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Curriculum and teaching Strong standard

The childminder naturally weaves the mathematics curriculum into the activities. She encourages the children to count the items as they mix their 'potions'. In addition, she introduces mathematical language, such as 'more and less than', to describe what the children are doing. The childminder provides extensive opportunities for children to develop their physical skills. As a result, children develop confidence in their own abilities. These skills help to cement a firm foundation for future learning.

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Inclusion Strong standard

The childminder creates a highly inclusive setting where children's individuality is recognised and celebrated. The childminder recognises that some children have barriers to their learning. She is instrumental in narrowing the gaps in their learning. This is exemplified by the support provided to children who speak English as an additional language. The childminder sourced singing groups and dual language books and learned songs in the children's home language to support them. As a result of carefully targeted interventions, children make rapid progress and become fluent in both English and their home language.

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Inclusion Strong standard

The childminder works in partnership with parents to support children who may have emerging special educational needs and/or disabilities (SEND). This ensures that they receive the support when they need it most. The childminder provides strategic support and makes reasonable adjustments to ensure all children are fully included. Currently, no children are in receipt of funding for SEND. However, the childminder demonstrates an awareness of how this would be used to help reduce the barriers to children's learning.

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Leadership and governance Strong standard

The childminder has an accurate understanding of her strengths and areas for improvement. This means nothing is missed. The childminder makes decisions in the best interests of children, including those who are disadvantaged. She prioritises her professional development. There is a clear vision to provide high-quality experiences that are in the best interests of all children, particularly those who face barriers to their learning. This enables her to consider new ways of working, such as tapping into children's interests to consistently provide high levels of care and education to all children.

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Leadership and governance Strong standard

The childminder shares information with parents to support a consistent and joined-up approach to children's care and learning. Parents speak positively about the childminder's commitment to their children. They value the regular communication, guidance and support provided. They comment on the thoughtful and meaningful activities that help to build the children's life and social skills. In addition, parents are provided with activities to enjoy with their children. This helps to support the children's learning at home.

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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

The childminder provides a warm, welcoming and highly inclusive environment in which children make excellent progress from their starting points. The childminder knows that children learn best when they feel safe and secure. She builds warm, caring relationships with the children and families. This is evident in the children's thirst for learning. Children thrive in the outdoor learning environment. They relish the opportunities to 'make potions' with real and natural resources. Children are actively encouraged to have a strong 'voice'.

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Address:

9 Marlow Crescent They are confident to put forward ideas and make suggestions. Ultimately, children are very active and interested learners.

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Address:

The childminder has high but realistic expectations for children's behaviour. The childminder is a wonderful role model who consistently demonstrates positive attitudes to behaviour and learning. As a result, children are kind and polite to one another. For example, they help one another to pour water into the jugs. Furthermore, they develop empathy and tolerance to others. Special events are celebrated throughout the year. This enables children to develop a sense of self and an awareness of the community around them.

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Address:

Children are actively encouraged to be as independent as possible. Children attempt to take off their puddle suits and their wellington boots, telling the childminder, 'I can do it!' These small tasks help all children, including those with special educational needs and/or disabilities, to develop confidence in their abilities and create a strong foundation for future learning.

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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 disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder 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. Twickenham TW1 1DD Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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