Hiscutt-Blackmore, Mark Troy Dale

Hiscutt-Blackmore, Mark Troy Dale

Unique reference number (URN): 2745333 Address: Apple Tree House, Hereford, HR2 9LS Type: Childminder Registered with Ofsted: 25/09/2023 Registers: EYR, CCR, VCR Registered person: Hiscutt-Blackmore, Mark Troy Dale

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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 from their starting points. They develop their language and communication skills through stories, group discussions and daily routines. Children name colours and shapes, describe textures, and explore mathematical concepts, such as counting cups, comparing weight and recognising sizes and shapes.

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Achievement Expected standard

Children develop independence, confidence and social skills as they take turns, share resources, help set the table and make choices about their play. However, opportunities to deepen their understanding are sometimes missed. Children do not always develop a clear understanding of the reasons behind rules or the consequences of their actions. When minor disagreements arise, they do not always have sufficient opportunities to resolve them themselves. As a result, children do not consistently develop the negotiation skills and strategies they need to manage conflict independently.

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Achievement Expected standard

Regular observations and assessments ensure that activities are adapted for all children. Overall, children make consistent, meaningful progress across the curriculum and are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children thrive in a warm, welcoming environment where positive behaviour is typically well promoted. Clear daily routines help children to feel secure and understand expectations. They wash their hands regularly, help set the table at mealtimes and tidy away toys independently, supporting their self-care, responsibility and understanding of routines.

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Behaviour, attitudes and establishing routines Expected standard

Children form secure, supportive relationships with the childminder and their peers. They practise sharing, taking turns and cooperating during activities, such as making bird feeders and playing with small-world toys. When minor disputes arise, the childminder intervenes calmly and reminds children to be kind. However, he sometimes resolves conflicts for them rather than helping children find their own solutions. For example, he gently reminds children not to feed cereal to the dog or tap the snail's tank, but the childminder does not clearly explain why such actions may be harmful. As a result, opportunities are sometimes missed to help children understand cause and effect, reflect on their behaviour and further develop their self-regulation and problem-solving skills.

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Behaviour, attitudes and establishing routines Expected standard

Attendance and punctuality are promoted, and activities are adapted to children's ages and stages so everyone can participate. Children demonstrate confidence, independence, and positive attitudes to learning. Overall, the childminder promotes a culture of kindness, care and respect, helping children develop social skills, confidence and independence.

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Children's welfare and wellbeing Expected standard

The childminder places children's welfare and wellbeing at the centre of his practice. He provides a safe, clean and well-organised environment where children feel secure and confident. Effective, responsive relationships are evident, with children seeking reassuring cuddles when needed and forming warm, trusting bonds with the childminder and their peers.

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Children's welfare and wellbeing Expected standard

Care routines are tailored to meet individual needs, supporting physical development, personal safety, and emotional wellbeing. Children are encouraged to develop healthy habits, such as handwashing, preparing snacks and helping set the table. Healthy choices are promoted, and the childminder works with parents to encourage balanced meals from home. Physical development is further supported through outdoor play, such as in the childminder's garden and attending forest school sessions.

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Children's welfare and wellbeing Expected standard

Emotional wellbeing is prioritised through consistent routines and positive interactions. Children use props during story time to discuss feelings and are encouraged to express and manage their emotions. They are developing an awareness of their feelings and those of others. However, opportunities to further support children's understanding of behaviour expectations are still developing. As a result, children do not always fully understand why rules are in place or how their actions affect others.

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Children's welfare and wellbeing Expected standard

While children do not use digital devices in the setting, the childminder recognises that they access technology at home. However, age-appropriate online safety learning has not yet been introduced or shared with parents.

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Children's welfare and wellbeing Expected standard

Overall, the childminder creates a nurturing, inclusive environment that promotes children's welfare, health and wellbeing effectively, enabling them to thrive socially, emotionally and physically.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum that reflects children's interests and stages of development. He plans activities based on what children already know and can do, supporting their communication and language, early mathematics, and personal, social, and emotional development. Children take part in hands-on activities, such as threading cereal to make bird feeders, adding feathers and moss to create nests, and exploring small-world and cause-and-effect toys. These experiences help children develop fine motor skills, counting, problem-solving, and creativity. The childminder makes good use of their rural community, including forest school sessions and library visits, to enrich learning.

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Curriculum and teaching Expected standard

The childminder regularly observes and assesses children to track progress and plan for their next steps in learning. Activities are adapted so all children can participate. However, opportunities to deepen learning are sometimes missed. For example, when children drop cereal on the floor or tap on the snail's tank, the childminder reminds them not to but does not clearly explain why it may be harmful. As a result, children are not always helped to understand the reasons for rules or the consequences of their actions.

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Curriculum and teaching Expected standard

Daily routines, story times and group activities support communication, social skills, and independence. Children chop fruit, pour drinks, and use coloured props to discuss emotions. They learn to share, take turns and make choices, developing confidence, independence and positive relationships.

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Inclusion Expected standard

The childminder demonstrates a secure and inclusive approach, ensuring that children's individual needs are identified and supported appropriately. Before children begin at the setting, he seeks detailed information from parents about their development, routines and interests. This helps him plan activities effectively from the start and make adjustments so that all children can participate fully and feel settled, safe and included in the setting. The childminder reduces barriers to children's learning and wellbeing through careful planning, tailored support, and the effective use of additional funding. He makes regular assessments of what children know and can do, using this information to identify children's next steps and adjust support as needed.

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Inclusion Expected standard

The childminder engages closely with families and professionals from other settings children attend to ensure consistent and complementary learning experiences. He applies his knowledge of the graduated approach and communication strategies to everyday interactions, helping children develop confidence, language and social skills.

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Inclusion Expected standard

Overall, inclusive practice enables children to participate fully, feel valued and supported, and make steady progress from their starting points. The childminder's careful planning, partnership working, and responsive practice create an environment where all children thrive.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and a clear commitment to providing high-quality care and education. He understands the strengths of his setting and takes steps to maintain and improve practice, drawing on feedback from parents, professionals and fellow childminders. Children's progress is closely monitored, and provision is adapted to meet their individual needs.

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Leadership and governance Expected standard

The childminder prioritises and regularly undertakes professional development to keep his knowledge of child development and inclusive practice up to date. For example, he actively engages with other professionals, participates in a childminding committee and runs a weekly playgroup session. These activities support his professional growth and give children additional social and learning opportunities.

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Leadership and governance Expected standard

Partnerships with families and other professionals are effective and support continuity of care. The childminder recognises that, although children do not use technology in the setting, they access digital devices at home. He acknowledges that age-appropriate online safety learning has not yet been introduced or shared with parents. By addressing this issue, he can strengthen leadership and ensure that all aspects of children's safety are consistently promoted. Overall, leadership is reflective and well informed. The childminder is committed to continuous improvement, ensuring that decisions are made in the best interests of the children in his care.

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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 happy and settled, demonstrating that they feel safe in the care of the nurturing childminder. They develop secure relationships with him and their peers, and they confidently ask for help when needed. Children's individual needs are met effectively, and they feel included and supported. Children display high levels of focus and are eager to engage in their chosen play, exploring independently or alongside others.

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

Children take part in a wide range of activities that support their learning and development. They play imaginatively with cushions, explore small-world toys, and press buttons to make toys move or produce sounds. These activities support problem-solving, early mathematical understanding and creativity. Sensory experiences, such as modelling with clay, using tweezers, and making bird feeders, develop fine motor skills and hand–eye coordination. Story time about a coloured monster helps children identify and discuss feelings, supporting their emotional development and communication.

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

Mathematics is encouraged through everyday activities. Children count objects such as feathers, compare weight using scales, and discuss size, shape and concepts of 'more' and 'less', developing early number and reasoning skills. They learn to follow instructions, share and take turns, building social skills and confidence.

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

Children are independent in daily routines, such as washing hands, laying the table, pouring drinks, and managing personal care. The childminder models healthy eating, hygiene and safe behaviour, helping children learn to care for themselves and others.

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

Regular observations and assessments identify what children can do and what they need to learn next. The childminder shares information with parents through daily conversations, diaries and digital photos. The childminder communicates with professionals from other settings children attend to provide consistent and complementary learning experiences.

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

Overall, children achieve, belong, and thrive. They enjoy their learning, feel valued and included, and are well prepared for the next stage of development.

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Next steps

The childminder should support children in understanding the reasons for rules and the consequences of their actions to help further develop their self-regulation, problem- solving and resilience. The childminder should encourage children to resolve minor disagreements independently to further develop negotiation skills, confidence and the ability to manage conflict. The childminder should introduce age-appropriate learning activities about online safety and provide guidance for parents to further increase children's awareness of digital risks and how to stay safe when using technology.

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About this inspection

The inspector spoke with the childminder during the inspection.

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Address:

Registered person: Hiscutt-Blackmore, Mark Troy Dale

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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2 to 5

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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