Ward, Karen

Ward, Karen

Unique reference number (URN): EY270073 Address: 37 Mornington Avenue, Finchampstead, WOKINGHAM, Berkshire, RG40 4UE Type: Childminder Registered with Ofsted: 24/10/2003 Registers: EYR, CCR, VCR Registered person: Ward, Karen

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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 secure progress from their individual starting points across all areas of the early years foundation stage. They are confident learners who acquire the knowledge and skills needed to move on to the next stage of their learning, including their eventual move to school.

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Achievement Strong standard

Children confidently take on new challenges that extend their learning and development. Children consistently develop their communication skills as they listen to and answer questions and share their ideas. They clearly express their needs. As children play games, they learn to share and take turns, and they demonstrate awareness and kindness towards their friends' needs.

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Achievement Strong standard

All children, including those who face barriers to their learning, learn to be independent from a young age. They manage their self-care needs well and are keen to carry out activities independently. Children persevere with tasks with the childminder's encouragement.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She uses consistent gentle reminders to help children understand her expectations. Children use good manners and demonstrate an understanding of sharing and turn-taking. For example, the childminder plans activities where children take turns, which helps them play well alongside and with each other and build secure relationships. Children show care towards each other as they ask about friends who are unwell. The childminder uses positive praise and takes time to explain to children why certain behaviours may not be appropriate.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to 'have a go' when carrying out tasks, meaning they develop a positive attitude and persevere at tasks, trying independently to identify solutions to problems. The childminder plans activities for children that provide new challenges as well as embedding previous learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds warm, respectful relationships with the children. Information gathered from parents when children first start promotes consistency in routines for children between home and the childminder's setting. As a result, children feel safe, secure and confident in the environment. The childminder helps parents understand the importance of children's attendance and having a regular routine to support their learning and development. Procedures are in place to ensure that any non-attendance is followed up.

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Children's welfare and wellbeing Strong standard

Children receive support that promotes their health and wellbeing. Daily routines meet children's individual needs and reflect their routines from home precisely. These routines help children feel safe, secure and settled. The childminder works closely with parents as children reach new stages in their development, such as potty training. This provides children with consistency to help continuous progress.

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Children's welfare and wellbeing Strong standard

The childminder plans activities to help children understand their self-care needs. As a result, children manage their needs extremely well. For example, children cough into their arms and show that they understand this is to not spread germs on their hands. Children learn about the importance of oral hygiene. For example, they recall trips to the dentist and use resources to practise brushing teeth. Children confidently group foods into healthy and treat foods and show an understanding of the importance of a healthy, balanced diet. In addition, children are provided with many opportunities to be outdoors and develop their physical skills.

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Children's welfare and wellbeing Strong standard

As the childminder reads to children, they show an understanding of different emotions and why the characters in the book feel this way. This helps children learn about different emotions and how to identify, manage and express them appropriately.

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Curriculum and teaching Strong standard

The childminder plans a well-thought-out and ambitious curriculum to ensure that children make the best possible progress. The childminder knows the children very well. She carefully plans activities and opportunities to support children's next steps in their learning, including their eventual move to school. The childminder embeds children's next steps into a wide range of engaging activities that children enjoy exploring.

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Curriculum and teaching Strong standard

From a young age, children show a love of books and reading. They copy the childminder as they hold the book up to tell a story. The childminder encourages the children to use the pictures to think about what comes next in the story. This supports children's early reading. The childminder promotes communication and language very well. Consistent, positive interactions with children build their vocabulary and provide them with support in understanding how to listen and wait for their turn to talk. As children dress up using helmets, the childminder expands children's vocabulary and explains to them what a 'visor' is and what it is used for. As a result children are inquisitive and independent learners.

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Curriculum and teaching Strong standard

The childminder provides a range of activities outdoors to support children's physical development. They enjoy running in parks and using different equipment. As children recall previous experiences, they speak excitedly about jumping in puddles and mud. The childminder has conversations with the children about the squirrels and birds they have seen at the park. Children are excited to see how their potatoes are developing, and the childminder explains when they will need to be planted.

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Curriculum and teaching Strong standard

Supporting children's personal, social and emotional development is a particular focus. The childminder plans games for the children, and as they play, they demonstrate a clear understanding of taking turns and sharing. The childminder provides regular opportunities for children to solve problems and develop their critical-thinking skills. She adapts her approach effectively to meet children's individual needs. This includes for children who face barriers to their learning, including children with special educational needs and/or disabilities. The childminder swiftly takes action to close any gaps in children's learning and development.

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Inclusion Strong standard

Highly effective observations and assessments of children's development identify children's needs early, including those with special educational needs and/or disabilities and those who may face other barriers to learning. The childminder skilfully adapts activities so that all children can join in and experience success.

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Inclusion Strong standard

If barriers to children's learning are identified, action plans are implemented and other agencies are contacted to provide additional support where appropriate. If children attend other settings, the childminder ensures that there is communication to provide consistent support for the child and their family. The childminder undertakes an abundance of training to build on her knowledge. She has a secure understanding of her role and knows the process to follow should she have concerns. The childminder seeks prompt advice if she has any concerns regarding a child's development. Additional funding is used to enhance children's experiences and to provide additional resources to support their development further.

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Inclusion Strong standard

The childminder reviews techniques to support children's communication and language development, including for children who speak English as an additional language. For example, she uses simple signing and key words in the child's home language effectively. Books and stories in children's home language celebrate what makes children unique and help them understand differences and similarities between themselves and others.

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Leadership and governance Strong standard

The childminder plans activities that are purposeful and embed previous learning and help children build skills over time. She regularly reflects and reviews her practice and makes changes that scaffold children's learning and strengthen their experiences and outcomes. As a result, the childminder demonstrates a strong understanding of the strengths and areas for development that would further improve children's experiences. She regularly assesses each child's individual needs and achievements to make appropriate adaptations, ensuring that they are fully supported and their individual needs are met.

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Leadership and governance Strong standard

The childminder recognises her training needs and identifies areas where further professional development would be beneficial. She regularly seeks training to support her knowledge and to meet the changing needs of the children. For example, recent training has enabled the childminder to further evaluate learning activities and provided her with new ideas to further support children's learning and development. This helps children make consistent and strong progress.

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Leadership and governance Strong standard

The childminder builds strong partnerships with parents. Regularly sharing information ensures high-quality care and support for children and their families. Parents appreciate the support and guidance they receive, particularly in supporting children's self-care needs, such as potty training. Regular sharing of information provides consistency for children, helping them feel safe and secure and make the best possible progress.

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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 excited for their day at this home-from-home setting. They confidently greet visitors and are keen to show what they are doing. Children chatter happily as they explain their walk to the park. The childminder knows and understands the children's individual needs very well. She gathers appropriate information from parents when children first start to attend and uses this to plan experiences based around the children's interests and stage of development. The childminder regularly carries out observations and

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About this setting

assessments to identify and plan for the next stage of children's learning. As a result, children make consistent ongoing progress to a high standard from their starting points.

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About this setting

The childminder provides a wide variety and range of activities for children to choose from. Children excitedly explore available resources. For example, children chatter happily as they explore trucks and diggers. The childminder adds building blocks that children carefully use to build towers. The childminder is caring and nurturing towards the children, with whom she has a strong bond. Children show that they feel safe and secure. The childminder works closely with parents, offering support and advice to further enhance children's development at home. This includes ensuring that children attend regularly to provide consistency for their emotional security and development.

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About this setting

The childminder has high expectations for children's behaviour and development. She is an effective role model who provides children with gentle reminders and explanations as to why rules are in place. The childminder provides children with opportunities throughout the day to support their independence. They understand when and why they need to wash their hands and when they need to blow their noses. The childminder recognises barriers to children's learning and plans accordingly to support their development. This includes children with special educational needs and/or disabilities. Positive interactions and consistent praise provide children with the reassurance and confidence necessary to be independent learners.

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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 all children.

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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): EY270073

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Address:

37 Mornington Avenue Finchampstead WOKINGHAM Berkshire RG40 4UE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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