Foran, Chloe

Foran, Chloe

Unique reference number (URN): EY455651 Address: 4 Bugdens Close, Amesbury, Salisbury, SP4 7WG Type: Childminder Registered with Ofsted: 25/01/2013 Registers: EYR, CCR, VCR Registered person: Foran, Chloe

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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 typically progress their development well. Older children particularly acquire many useful and relevant skills and are prepared effectively for their move on to school. They develop their hand strength and coordination in activities. For example, children connect blocks, thread, and use pens with increasing precision. They manage their self-care skills and learn to do things for themselves. Children build their sense of responsibility, tidying away the resources, and they start to empathise with others.

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Achievement Expected standard

Older children communicate well, confidently taking turns in conversation. They listen and share their knowledge, linking this to their previous learning and experiences. Gaps in development for children who face some barriers to their learning are closing, and they make steady progress. However, some aspects are not closing as much as others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's regular attendance. She leads suitably organised routines that help establish beneficial patterns for children's future education. The childminder knows children and families well. She flexibly supports their individual changing circumstances, offering very useful and thoughtful support. The childminder treats children with kindness and respect, and she builds beneficial caring relationships with them. She provides timely, age-appropriate explanations of what is expected and useful reminders on safety practices. Children behave well and respond to her requests promptly. Older children show empathy for others with the childminder's attentive support. They learn to appreciate others' needs, patiently helping younger children and learning to teach them skills by modelling how they do things. Parents and carers notice these developments and say their children are usefully acquiring 'emotional intelligence'.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children focus and engage well, particularly during the childminder's planned activities, which are organised effectively to meet the needs of all the children involved. Older children concentrate; they solve problems and show positive attitudes to learning and developing the skills they will need for their move on to school. The childminder has developed her practice since the last inspection. For example, she thoughtfully allows children to follow their interests and explore and create in their own chosen way. However, occasionally, the childminder does not adapt her support to help all the children continue to focus as they freely play. Sometimes, children's play is disrupted as they work to use the spaces together. The childminder does not consistently adapt the area and resources to help them remain engaged and continue their learning for as long as possible.

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Children's welfare and wellbeing Expected standard

The childminder has a very caring manner and provides a warm environment for the children. Children build close relationships with her. They show confidence in her provision and enjoy her company. The childminder is thoughtful and values children's individuality, choices and creations. This promotes children's emotional wellbeing and happiness. Children smile proudly as the childminder praises their constructions and places their creations carefully to show their parents and carers later.

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Children's welfare and wellbeing Expected standard

The childminder follows children's care needs, ensuring their physical wellbeing is supported carefully. She makes sure children are comfortable, safe and happy in her home. The childminder encourages children to drink to stay hydrated and gives them reminders on safe play. Generally, children cooperate well with arrangements and acquire useful self-care skills. Older children learn to do these themselves. However, sometimes, the childminder's explanations are a little lengthy. This means younger children and those who face barriers to their learning do not readily understand and then follow these consistently.

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Children's welfare and wellbeing Expected standard

The childminder provides children with lots of interesting trips out in the local community. She takes them to visit parks to use different equipment and indoor play areas to progress their physical skills. Children go to play-based groups to develop their social skills, and the childminder selects these carefully to ensure that they meet all the children's needs. Children learn about nature on walks in the local area. They enjoy watching and identifying birds in the childminder's garden, developing their understanding of the world further.

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Curriculum and teaching Expected standard

The childminder clearly outlines what children need to learn next, assessing their achievements and progress. She plans interesting activities that closely focus on children's next steps in learning. She also ensures that older children are acquiring the skills they need in readiness for school, planning focused activities that help them practise suitable skills. The childminder adds in other experiences to her curriculum to extend children's exploration in different ways and their confidence with new experiences. For example, she uses her 'magic boxes' to offer them interesting resources to explore. These include items children may not have come across before, as well as everyday resources and toys that spark their curiosity. This builds children's confidence with new experiences and their personal development and character.

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Curriculum and teaching Expected standard

The childminder embeds support for mathematics in activities and her routines. She teaches children to identify shapes as they explore obstacle courses, developing their physical skills and coordination. Children learn about colours, sizes and numbers during interesting activities, which is particularly effective for the older children.

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Curriculum and teaching Expected standard

The childminder understands the importance of building children's communication and language skills. She is bubbly and chatty and offers a running commentary to children. The childminder explains and describes things as they play and explore. Older children engage readily in conversation with her, confidently taking their turns and showing an extensive vocabulary. However, younger children and those who face some barriers to their learning sometimes struggle to hear, understand, act on and copy the childminder's extended dialogue and key speech. As a result, their communication skills do not progress as much as possible.

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Inclusion Expected standard

The childminder strives to ensure that all children are included in activities. She considers plans carefully. The childminder is mindful of children's different ages and abilities and any barriers they may face to interacting with others. She is very reassuring and sensitively builds children's confidence and consideration of others. Older children learn to appreciate younger children's needs and follow the childminder's inclusive approach.

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Inclusion Expected standard

The childminder flexibly works with families. She is aware of their different backgrounds and circumstances, as well as any barriers to children's learning and wellbeing. The childminder does all that she can to help children reach their potential. She identifies any persistent gaps in children's development. The childminder works closely with parents and carers to outline these. She recognises when children may have emerging special educational needs and/or disabilities and need specialist support. The childminder makes timely referrals to get children the help they need. She then works to help the gaps in their development close. Overall, the childminder is successful, and children who face barriers to their learning make steady progress.

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Leadership and governance Expected standard

The childminder dedicates herself to providing the best possible care for the children and families who use her service. She enjoys her work and spending time with the children. The childminder links closely with her local advisers and other childminders. She undertakes a wide range of training to keep up to date with changing legislation and gain new ideas for her practice. The childminder thinks through what she can provide for children, planning her environment well, with children's needs in mind. Overall, she is reflective of her teaching, making adjustments at times to help children engage and learn.

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Leadership and governance Expected standard

The childminder links closely with parents and carers to support a consistent approach for children. She provides useful packs to help develop children's learning at home. The childminder focuses these on the skills older children need to acquire for their move on to school. She promptly seeks support from outside professionals to get children and families the help they need. Parents are very positive about the childminder's provision. They say it is like a 'home from home' and say that children love attending and are thriving.

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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 values each child. She builds caring relationships with them. This fosters children's confidence, ensuring that they are happy, relaxed and can thrive. The childminder helps all children to achieve, and they make steady progress in their development. She loves to play with children, which helps to engage them in learning. Children enjoy the childminder's fun and bubbly manner and the individual attention she provides them. They show a sense of belonging and very much enjoy their time at her provision.

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

Children acquire beneficial skills to help prepare them for their move on to school. Older children learn about hazards and risks. They manage these with the childminder's careful support, beginning to understand how to keep themselves safe. Children begin to notice details, such as the fact that mats have a 'sticky' side that needs to be placed down. This helps them in their game of 'the floor is lava'. Older children lead their own self-care with minimal support, independently using the toilet and washing their hands. They help tidy up, get their things at lunchtime and show a growing sense of responsibility.

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

Children enjoy books and stories. The childminder does well to encourage children's literacy development. Overall, children develop their understanding, speech and problem-solving skills well. Children learn to use books and printed material as a source of information, such as to identify different birds. Older children learn to form lines and start to refine their movements to form letters of their name, carefully tracing over dots. Younger children and those with barriers to their learning start to extend their engagement and perseverance with tasks. They are developing their understanding and some essential skills.

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Address:

4 Bugdens Close Amesbury Salisbury SP4 7WG

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

The childminder should adapt her language and interactions with children more readily to progress all children's communication more consistently, particularly for those who face some barriers to their learning. The childminder should continue to extend her focus on children's current fascinations and consistently help them all engage for continued periods in their self-chosen play, adapting areas and resources more quickly.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took into account parents' written views.

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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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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. 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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