Atkins Charlotte Ann

Atkins Charlotte Ann

Unique reference number (URN): EY315931 Address: 31 Beltona Gardens, Cheshunt, Waltham Cross, Hertfordshire, EN8 0PA Type: Childminder Registered with Ofsted: 19/10/2005 Registers: EYR, CCR, VCR Registered person: Atkins, Charlotte 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 Strong standard

Children know what is expected of them in their learning. They develop a deep love for learning and how to become resilient when carrying out tasks. For example, children dig dinosaurs from ice cubes using appropriate hand tools and pipettes. They enjoy exploring and investigating as they build their skills and confidence to develop their physical coordination.

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Achievement Strong standard

Children have excellent communication skills as they learn to build structures and use their imaginations. They talk about their ideas and express them into their play as they name objects and describe what they see. This extends and builds on children's vocabulary.

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Achievement Strong standard

Children develop self-esteem and confidence in their abilities. All children, including those who face barriers to their learning, make rapid progress in all areas of learning. Children make choices in their play and show high levels of confidence to join activities. They become very ready for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an extremely calm environment, where children feel safe and make very smooth transitions between activities and routines. She demonstrates clear instructions to children to build on their interactions as they learn what is expected of them. For example, children learn how to hold knives and use spread for their sandwiches at lunch. This helps children to build on children's safety and promote their independence skills well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models patience and gentle interactions to help children understand and manage their feelings and develop positive behaviour. Children from a young age learn about rules and boundaries and treat one another with respect. For example, children use 'gentle hands' to share and take turns and become positive role models. This helps children to kindly cooperate with one another and maintain extremely positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's attendance and builds trusting partnerships with parents and carers. She follows procedures to ensure that children's attendance is punctual and uses systems to monitor absences effectively. The childminder checks in regularly with parents and prioritises children's learning.

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Children's welfare and wellbeing Strong standard

The childminder supports children to make healthy choices and embeds highly effective practices in her learning. She encourages children with healthy and balanced meals to develop their overall physical health. For example, children prepare their lunch and cut fruit and vegetables and talk about how food tastes. Children learn about the positive impact foods have on their bodies and develop an interest in nutrition. They pour their own drinks and have access to water throughout their time to stay hydrated. The childminder helps to build children's independence from a young age. Children demonstrate effective handwashing skills between nappy changes and before and after eating. They use individual towels to dry their hands and how to develop excellent habits. From a young age, children demonstrate effective hygiene practices and the importance of cleanliness. This helps them to feel valued and take part in the day.

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Children's welfare and wellbeing Strong standard

The childminder organises the environment, so children access child-friendly resources and spaces that meet their age and stage of learning. She consistently meets children's needs very well. The childminder builds loving attachments to support children's emotional wellbeing and to feel a sense of belonging. She provides a nurturing environment, so children feel safe and secure.

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Curriculum and teaching Strong standard

The childminder provides purposeful activities that precisely consider children's interests to build on their knowledge and skills. She offers a very ambitious and well-sequenced curriculum that consider all children's stages of development. The childminder works in collaboration with local schools to focus on gaps in children's learning to prepare them for their next stage of learning.

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Curriculum and teaching Strong standard

The childminder supports children's early communication and language extremely well. She uses techniques, such as open-ended questions, to support children's learning. For example, when children build structures with blocks, the childminder encourages them to share their ideas of what they have built. The childminder skilfully extends this learning and introduces mathematical language. Children use their fingers to count blocks and describe the different-sized pieces.

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Curriculum and teaching Strong standard

Children benefit from various ways to explore physical activity. They have access to equipment and confidently climb, building their core strength and stability. Children take pride in their abilities and take turns going down the slide. Children encourage one another in their play, developing very positive relationships with their peers.

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Curriculum and teaching Strong standard

The childminder supports children's learning at every opportunity. For example, during care routines, such as nappy changes, children benefit from meaningful interactions with the childminder as she talks about the importance of what she is doing. This helps children to understand hygiene practices.

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Inclusion Strong standard

The childminder swiftly identifies children's individual needs. She is proactive in prioritising children who may face barriers in their learning, such as children with special educational needs and/or disabilities. The childminder carefully monitors children's progress and works with other professionals, so children access early support. She puts targeted plans in place to support children's progression and adapts activities, so all children access an inclusive environment. For instance, sensory resources are available, so all children can succeed.

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Inclusion Strong standard

The childminder confidently involves additional support services when needed and how to use additional funding, so all children receive equitable experiences. She discusses children's individual needs with parents and carers to track children's progress and continuously plan support. This helps all children to achieve and thrive in their development.

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Inclusion Strong standard

The childminder is reflective in her practice and tailors the environment to meet the needs of all children. She attends training to learn more about inclusion to develop her knowledge and skills. For example, she attends interactive webinars with the local authority, so children achieve the best possible outcomes. She uses visual aids to help children to understand their emotions. This helps children to communicate their feelings, building on their experiences and their emotional development.

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Leadership and governance Strong standard

The childminder is reflective and committed to enhancing her professional development. She attends regular training and webinars to keep up to date with relevant information and continuously improve practice. The childminder networks with other professionals to maintain effective partnerships. This helps the childminder to maintain high expectation and continuously adapt her provision to identify areas that would benefit from further development.

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Leadership and governance Strong standard

The childminder engages with parents and carers regularly to build on what she knows about children to plan targeted support in their learning and provide inclusive care. She receives feedback from parents to develop what she offers to children and their experiences. Parents speak highly of the childminder and the care children receive. They make recommendations to others about the childminder and compliment the care she gives to children.

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Leadership and governance Strong standard

The childminder consistently promotes children's interests and an environment that reflects these. She thoughtfully plans the environment to intentionally build on children's experiences, including those who receive additional support. This enables children to immerse fully in purposeful learning and make excellent progress across all areas of learning.

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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 very happily arrive at the childminder's home. They confidently put away their belongings and get ready to start their day. Children explore activities with much curiosity and have settled extremely well into the childminder's nurturing home. They form very secure relationships with the childminder and benefit from a stimulating environment that supports their development and interests. This helps children to feel safe, secure and a real sense of belonging. The childminder is deeply responsive to children's needs and offers reassurance to support their emotional wellbeing.

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

Children deeply engage with the wide range of activities available to them. They take part in learning that develops their fine motor skills. Children listen very carefully to the childminder as they explore play dough. For example, they follow the childminder's instructions and demonstrate how to 'roll' and 'cut' play dough confidently. Children show interest in one another's creations and share appropriate tools, such as rolling pins. They learn from the childminder's positive role modelling. This helps children to build on their current abilities and skills very effectively.

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

The childminder extends children's thoughts and ideas through meaningful interactions. Children enjoy listening to stories. The childminder asks open-ended questions and models words clearly. Children sustain high levels of concentration. They show excitement when pointing to pictures and repeat new words. The childminder praises children for their efforts, building their confidence in their learning.

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

The childminder knows children very well and prepares them for their next steps in learning. She supports all children to make excellent progress from their starting points. The

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Address:

31 Beltona Gardens Cheshunt Waltham Cross Hertfordshire EN8 0PA

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Address:

Registered person: Atkins, Charlotte Ann childminder helps children to reduce barriers to their learning and takes targeted action. Children develop positive relationships and are encouraged with their independence in different environments. This enhances children's experiences as they build high levels of confidence in all areas of learning.

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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 of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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