Hubbard, Emily Alice Grace

Hubbard, Emily Alice Grace

Unique reference number (URN): 2732577 Address: 41 Hampstead Road, DORKING, RH4 3AE Type: Childminder Registered with Ofsted: 28/06/2023 Registers: EYR, CCR, VCR Registered person: Hubbard, Emily Alice Grace

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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 are making very quick progress in a short space of time in this setting. Their speech and language skills are developing rapidly. All children learn the skills they need to progress through the curriculum. Children are keen, enthusiastic learners, who enjoy exploring the environment. They are curious and relish playing with sensory materials and tools to make marks and patterns, sustaining engagement and focus.

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Achievement Strong standard

Children benefit from opportunities to develop life skills, such as finding their drink when they are thirsty. They develop independence and gain the skills they will need for future learning. Children enjoy receiving praise, which motivates them to persevere at tasks. For example, children beam with pride when they successfully follow and complete an instruction or a task.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a wonderful and calm environment, where children are happy and content. She has high expectations for children's behaviour, which she shares with parents and carers. The childminder promotes children's regular attendance to ensure they fully benefit from their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gently plays alongside children, offering praise and encouragement that motivates them to engage and interact. Children keenly explore resources and include the childminder in their play. For example, children offer play food to the childminder during their imaginative games and respond with delight as she interacts with them. The childminder is a positive role model. She teaches children positive manners and reminds them to say please and thank you. Children are very kind to their peers. They include them in their games and show care and concern, when they are upset. For example, young children gently pat their friends' shoulders to give them comfort.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently adapts her expectations to meet the ages and stages of all children in the setting. She promotes sharing and provides opportunities for children to practise taking turns. Children follow the routines of the setting. For example, they know to wash their hands before mealtimes and find a comfortable space to read a book before sleep time. The childminder gives gentle prompts and reminders to prepare children for their next activity. This helps them to feel secure and move very happily through the routines of the day.

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Children's welfare and wellbeing Strong standard

The childminder gathers detailed information about all children's needs prior to them starting to ensure she can meet their health and wellbeing requirements. For example, she requests information about children's allergies and intolerances to ensure children eat the correct food and are safe. The childminder shares her policies and procedures with parents and carers so they understand her expectations and how she supports children's welfare. She follows children's individual routines very carefully, such as sleep patterns and rest times, which she adjusts when necessary to meet children's changing needs.

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Children's welfare and wellbeing Strong standard

The childminder teaches children to be safe on trips outside of the setting. For example, children have road safety awareness and know to hold the childminder's hand. The childminder promotes healthy eating and provides experiences for children to learn about food. For instance, children visit a shop and choose fruit to make a smoothie.

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Children's welfare and wellbeing Strong standard

The childminder has excellent bonds with children and she knows them well. She responds quickly to meet their needs and sensitively extends them during play to help build their confidence. For example, she gives children time to practise putting on their shoes and encourages them to keep trying. The childminder offers lots of positive reinforcement and encourages children to express their feelings. This helps children to learn to manage their emotions and helps to build their self-esteem. As a result, children are very comfortable in the setting and keen to have a go and tackle tasks.

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Curriculum and teaching Strong standard

The childminder plans a curriculum to help children build the skills they will need for future learning. She focuses on strengthening children's physical skills and encourages them to be independent. For example, the childminder provides lots of opportunities for children to run and climb to develop their muscles and coordination. She encourages children to practise skills, such as getting dressed and feeding themselves, to promote their independence.

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Curriculum and teaching Strong standard

The childminder confidently supports children's speech and language skills, using high- quality interactions and questioning techniques to develop their thinking and understanding. Her strategies are consistent and embedded in practice with the ethos that every experience is a learning opportunity. During play, the childminder counts resources with children and introduces mathematical and positional language to develop children's understanding and vocabulary skills. For example, she asks children to place toys 'in front, behind' and 'on top' of objects.

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Curriculum and teaching Strong standard

The childminder skilfully links activities that help children engage and focus on their tasks. For example, after reading a story she suggests they make porridge and asks children to find the 'biggest' and the 'smallest' spoon. The childminder arranges opportunities for children to develop their social skills by meeting other childminders and attending group activities. The childminder acknowledges children's different levels of understanding and adapts her teaching as necessary. This ensures children with special educational needs and/or disabilities and those who face barriers to learning have the opportunity to achieve very well.

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Inclusion Strong standard

The childminder uses a continuous cycle of observation and assessment very carefully to plan for children's learning and their next steps. She also completes statutory assessments, such as the progress check at age 2, to identify developmental needs and ensure children are meeting their milestones. The childminder shares this information with parents and carers and professionals and provides extra support when necessary. For example, she uses mouth exercises to help children develop their speech sounds securely. When available, the childminder uses extra funding, such as early years pupil premium to purchase resources or provide extra experiences to support children's individual needs. This helps children with special educational needs and/or disabilities and those who face barriers to learning have the opportunity to make rapid progress. The childminder regularly completes training to learn new skills and strategies to support children's learning and

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Inclusion Strong standard

development. For example, she has enhanced her knowledge of how to follow a programme to use signs, symbols and speech to support children's early communication skills.

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Inclusion Strong standard

The childminder has high expectations for all children and commits to reducing barriers to learning. She understands that children are at different ages and stages of development and adapts activities to meet their individual needs. For example, she puts resources down low for young children to reach independently. This ensures that all children are included.

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Leadership and governance Strong standard

The childminder is reflective and identifies areas of her practice to develop and improve. For example, she regularly completes professional development to extend her skills and knowledge even further. This includes learning strategies to support children's speech and language skills. The childminder knows how to identify children who have barriers to learning and ensures that she supports them to make the best possible progress. The childminder liaises with parents and carers to make sure she is meeting their wishes and knows how she can access support from other professionals. This ensures children with special educational needs and/or disabilities or those who may have barriers to learning have the opportunity to achieve and make good progress.

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Leadership and governance Strong standard

The childminder takes care of her own wellbeing and manages her workload well. She networks with other childminders for support and shares ideas and examples of excellent practice. Parents give positive comments regarding the care and education the childminder provides. They particularly like the range of activities the childminder delivers, including exciting trips outside the setting for their children, such as bus rides, visits to the library, farms and parks. The childminder is passionate about her provision using her knowledge and experience to provide all children with wonderful learning experiences and opportunities.

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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 home-from-home environment, where children are extremely happy and content. She has close bonds with children, who enjoy having cuddles for comfort and reassurance. Children make excellent progress from their starting points, particularly with their speech and language skills. The childminder skilfully provides high- quality interactions and uses a variety of strategies to help children develop their communication skills. This includes repeating key words clearly to help children hear language and expand their vocabulary. The childminder values children's home languages.

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About this setting

She provides opportunities for children to build a solid foundation for learning English. This includes providing an environment rich in language, where children experience a range of words so they can practise their speech. As a result, all children are becoming very effective communicators.

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About this setting

The childminder focuses on developing children's independence skills. For example, children practise managing zips so they can learn to put on their coats. The childminder ensures children have time to tackle these tasks and be successful. This encourages children to persevere and helps then build resilience. There is a sharp focus on supporting children to develop their physical skills. Children benefit from lots of outdoor experiences and have opportunities to run and explore open green spaces, such as parks and woodland. The childminder knows what children can do and identifies opportunities for them to develop their skills further. For example, while splashing in water, the childminder encourages children to try and jump with 2 feet together, to develop their balance and coordination.

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About this setting

The childminder provides a wonderful calm environment, where children feel safe. Children know the routines in the setting and show excitement for their familiar activities. For example, they eagerly choose a book and listen to a story to prepare them for sleep time. The childminder shares policies with parents and carers to ensure children's attendance is positive.

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Next steps

Leaders and those responsible for governance 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 children who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2732577

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Address:

Registered person: Hubbard, Emily Alice Grace

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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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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