Green, Joy Helena

Green, Joy Helena

Unique reference number (URN): 160440 Address: 24 Littleton Road, ASHFORD COMMON, Ashford, Middlesex, TW15 1UQ Type: Childminder Registered with Ofsted: 22/08/2001 Registers: EYR, CCR, VCR Registered person: Green, Joy Helena

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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 make sustained progress across all areas of learning. They quickly develop the necessary skills to help them understand and use specific vocabulary. Older children are introduced to the concept of letters through playful songs that ignite a love for learning.

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Achievement Strong standard

Children are very well prepared for their next steps in learning, which are suitably planned for each child. They gain the foundational knowledge to access the next stages in their journey. For example, children persevere and work hard to overcome challenges. When children then succeed and achieve their goals, they have a sense of pride. This encourages them to continue to build on what they already know and make progress.

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Achievement Strong standard

Children, including those with barriers to learning or wellbeing, are curious and excited to explore their surroundings and show a keen interest and motivation to learn. They confidently try new things and gain important skills to support their learning. For example, children with physical challenges make secure progress, learning to walk with support.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's calm and positive approach ensures that children feel supported from the outset. She sets clear behavioural expectations and consistently offers gentle reminders throughout the day. As a result, children behave well, receiving frequent praise when expectations are met and sensitive guidance when they need support. This respectful, harmonious environment enables children to increasingly manage their own feelings and behaviour. The childminder teaches emotional understanding explicitly, using play and stories to help children identify and name their emotions. This approach ensures that every interaction makes a significant impact on children's personal development.

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Behaviour, attitudes and establishing routines Strong standard

Warm, trusting relationships underpin the childminder's practice. Positive interactions with children help them form secure bonds. Her modelling of kindness, empathy and respect is reflected in children's play. Children collaborate well, enjoy sharing their learning and show genuine interest in one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains high expectations of all children and thoughtfully adapts how each child can achieve them. She communicates clearly what is happening now and next, giving even the youngest children a secure understanding of routines. She places emphasis on attendance and punctuality. She supports families well and explains the importance of attendance in preparing children for school. The childminder reflects on her practice and uses evidence-led action to continuously improve provision. As a result, children have consistently positive attitudes to their learning and towards each other.

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Children's welfare and wellbeing Strong standard

The childminder has embedded well-structured routines to help children develop long-lasting healthy habits, such as encouraging hygiene practices and healthy eating. Children make healthy decisions independently, such as choosing which foods to eat first or cleaning their hands independently.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. She creates a nurturing, responsive environment and takes a highly adaptive approach to ensure that every child's needs are securely met. She recognises that children must feel safe, happy and connected before they are ready to learn. The childminder is extremely thoughtful during care practices to support each child's individual needs. She makes sensitive adaptations that respect the privacy of all children.

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Children's welfare and wellbeing Strong standard

The childminder helps children develop an understanding of their physical development, personal safety, health and wellbeing. She introduces road safety through playful songs about traffic lights. Children confidently say, 'Red means stop,' demonstrating their understanding from a young age. She teaches children to identify and manage their emotions, using picture cards, stories and real-life situations to help them understand and regulate their feelings. Children develop secure, age-appropriate emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Routines are well structured yet flexible and adapted to individual feeding or sleeping needs. She regularly attends training and rigorously reviews her procedures and practice to ensure that they remain effective and inclusive. The childminder supports families well, especially during transitions, adjusting routines, activities and resources to meet each child's changing needs.

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Curriculum and teaching Strong standard

The curriculum is broad and balanced while taking into account each individual child's age and stage. The childminder actively promotes the development of children's language skills, using a sequenced approach to build on children's vocabulary, understanding, listening and speech sounds. This includes introducing mathematical concepts and knowledge, which are woven throughout the day. As a result, children naturally use these concepts and develop an enjoyment of mathematics.

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Curriculum and teaching Strong standard

The childminder is extremely mindful of promoting children's personal, social and emotional development. She understands the importance of children feeling safe, secure and happy, with their basic needs met. Children are encouraged to move their bodies and develop their physical skills through music and movement sessions or visits to local attractions, such as the park or open spaces.

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Curriculum and teaching Strong standard

The childminder uses her knowledge, up-to-date training and local guidance to support all children. She uses effective assessment to make thoughtful adaptations to her teaching to ensure that all children are well supported and making sustained progress. The childminder knows children very well, and skilfully adapts the curriculum to the interest of each child. She models kindness and respect. She empowers children to build their resilience and to keep trying and have a go. As a result, children are well prepared for their next stage of learning.

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Inclusion Strong standard

The childminder takes thoughtful action to identify individual children's needs. She gathers information about starting points through careful observations and conversations with parents and carers during settling-in visits. She has extremely high expectations of all children and supports them to make secure progress. The childminder makes thoughtful adjustments to reduce barriers to learning or wellbeing. For example, when children play crazy golf, the childminder holds those who cannot walk, so they can swing the golf club.

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Inclusion Strong standard

The childminder rigorously monitors and reviews children's progress, assessing the impact the curriculum and her teaching has on each child. The childminder uses assessments, such as statutory progress checks, general observations and conversations with children and their families to monitor progress and identify gaps in learning. On identifying concerns, the childminder takes action to best support the child, including further monitoring, discussions with parents or seeking advice from external partners.

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Inclusion Strong standard

The childminder proactively seeks out regular training, identifying any areas she would like to work on. She has recently completed training to further support her already well- developed understanding on assessing children's progress using small steps and a reflective approach. The childminder works very effectively with other agencies and families, considering all children's life experiences thoughtfully. This ensures an equal and fair provision, giving all children the same opportunities. She understands how to use additional funding, such as the early years pupil premium, to support children, putting funding towards specific resources targeted for that child's appropriate age and stage or barrier to learning, for example.

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Leadership and governance Strong standard

The childminder uses a detailed and perceptive analysis of the setting's strengths and priorities for improvement. She consistently reflects on the quality of her provision and seeks external guidance, support and feedback from parents and carers and external partners. She continuously makes adaptations and consistently strives for excellence.

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Leadership and governance Strong standard

The childminder has consistently high expectations that are embedded and skilfully adapted to each child's age and stage of development. The childminder's thoughtful approach to improve the setting makes a significant, positive difference to children's early education and care. She engages in targeted professional learning to support improvement. She manages her wellbeing and workload to maintain the high quality of provision.

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Leadership and governance Strong standard

The childminder has thoughtful, positive engagement with parents and has built lasting relationships that extend beyond children's time with her. Parents express that the childminder's input ensures that children thrive in all aspects of their development and are extremely well prepared at times of transition. For example, the childminder supports families through challenging times, explaining to children what is happening at every step, to prepare them for potential outcomes in an age-appropriate way. She makes adaptations to support families and ensures inclusive practice that addresses their needs sensitively.

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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 are warmly welcomed into this extremely nurturing setting, where their safety, wellbeing and happiness are at the heart of daily practice. Children settle quickly because the childminder creates a calm and predictable environment in which they feel secure and valued. This solid foundation enables children to explore with confidence, fully engage in and enjoy their learning.

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

The childminder provides a rich, ambitious curriculum that is thoughtfully adapted to meet each child's starting points and individual needs. Children with barriers to learning or

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About this setting

Unique reference number (URN): 160440 wellbeing receive highly effective support that enables them to share the same experiences as their peers and make steady, secure and sustained progress. Children show deep engagement and motivation in activities. They demonstrate impressive independence for their age and confidently apply new knowledge and skills. They are very well prepared for the next steps in their learning and development.

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About this setting

Children form warm, trusting relationships with the childminder and with one another. They play cooperatively, show empathy, kindness and a genuine interest in each other's ideas. The childminder ensures that every child is included in all aspects of the day, and families feel welcomed, respected and involved in their children's learning.

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About this setting

Children thrive because their uniqueness is celebrated and their emotional wellbeing is prioritised. The childminder skilfully supports children to understand and manage their feelings, helping them to develop resilience and confidence. The childminder promotes attendance, highlighting the importance of this to families. She supports them to maintain routines that help children feel settled and ready to learn. As a result, children flourish developing the secure long-lasting foundations they need to succeed throughout the early years and beyond.

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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 for all children.

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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.

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Address:

24 Littleton Road ASHFORD COMMON Ashford Middlesex TW15 1UQ

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:00

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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

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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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