Lee, Marianne Denise

Lee, Marianne Denise

Unique reference number (URN): EY433539 Address: 157 Middleton Road, Bognor Regis, PO22 6DF Type: Childminder Registered with Ofsted: 26/08/2011 Registers: EYR, CCR, VCR Registered person: Lee, Marianne Denise

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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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Children's welfare and wellbeing Strong standard

The childminder provides a warm, welcoming and friendly 'home-from-home' environment. She is very attentive towards all children and forms caring and trusting relationships with them. The childminder knows how to adapt her provision to take account of children's different care and learning needs, such as children from disadvantaged backgrounds and those who face barriers to learning. She nurtures children's development and they flourish within her care.

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Children's welfare and wellbeing Strong standard

The childminder expertly and sensitively notices the feelings and physical needs of the young children in her care, supporting them to understand and express their emotions. For example, she offers affectionate hugs and reassurance to children when they are showing signs of being tired. Children show how they feel safe and secure with the childminder, and this is reflected in how happy and settled they are.

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Children's welfare and wellbeing Strong standard

The childminder works extremely closely with parents before children start, completing home visits to understand children's care patterns, including how and when they prefer to sleep. Routines are flexible to meet the care needs of each individual child. For example, the childminder is mindful when babies show they are hungry and adapts the routine accordingly to have earlier mealtimes. She understands the importance of safe sleeping. The childminder completes regular checks on children when they are asleep. She follows clear hygiene and safety practices and is considerate to the privacy needs of the children during nappy changing. The childminder supports families with children's ongoing care and wellbeing, sharing her expertise about weaning and safe and healthy eating guidelines.

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Inclusion Strong standard

The childminder gathers valuable, detailed information from parents when children first start, to identify their developmental starting points. She has a clear understanding of child development and uses her exemplary knowledge and expertise to monitor children's progress extremely closely. This enables the childminder to identify any gaps in children's learning swiftly. She sensitively discusses any concerns with parents and makes timely referrals, to ensure children get the support they need at the earliest opportunity. The childminder works alongside families and other professionals, to ensure strategies are used consistently to support children to make progress. She provides a supportive culture to ensure families have a detailed understanding of their children's targeted support plans. For example, she completes home visits to support families in putting strategies into place at home. Furthermore, the childminder has developed resources to support children's

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Inclusion Strong standard

emotional development and shares these with parents.

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Inclusion Strong standard

Although the childminder does not currently care for children with special educational needs and/or disabilities or those facing disadvantage, she has a clear understanding of her responsibilities and has completed extensive training. She has a wealth of experience and has previously collaborated with professionals, such as speech and language therapists and physiotherapists, to support children's individual needs. She is highly reflective and

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Expected standard

expresses an exemplary commitment to seeking further advice and training as she needs to, to ensure all children are continually well supported.

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Leadership and governance Strong standard

The childminder has an exemplary inspection history. Having recently moved to a new area, she has used her wealth of knowledge and experience, along with her clear overview of her new provision, to accurately identify strengths and areas for future improvement. The childminder is committed to ensuring all children have ample time to develop nurturing attachments, to help them to feel safe and secure and support their ongoing development. She is dedicated to professional growth and consistently seeks to improve her high standards of practice. The childminder keeps up to date with all mandatory training and has completed a wide range of courses. For example, since moving, she has completed local authority safeguarding training to ensure she is aware of the local safeguarding partnership procedures in the new area. The childminder regularly refreshes her knowledge and maintains a highly positive attitude towards development. For example, she is looking to

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Leadership and governance Strong standard

develop her knowledge of sign language, to enhance the already high-quality teaching she provides for children's communication and language development. She engages with childminder networks, participates in regular training and completes her own research to further expand her expertise.

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Leadership and governance Strong standard

Partnerships with parents are a significant strength in this setting. The childminder nurtures secure, professional and friendly relationships. This is highly effective in ensuring that families are kept well informed about their child's progress and where there are any developmental concerns. The childminder shares activities and resources to further support children's learning at home. She maintains working partnerships with other professionals and shows commitment to supporting all children to make progress in all areas of learning. This helps to ensure a collaborative approach to every child's care and development.

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Achievement Expected standard

Children are developing age- and stage-appropriate knowledge and skills. Those who need extra support receive timely interventions. Children confidently explore the environment, engaging in activities that match their interests and individual needs. For example, they enjoy exploring different sensory materials and play alongside their friends. Children develop their communication and language skills well as they take part in activities where they learn new sounds and words. Children develop a love of books and stories, choosing books independently and engaging with the childminder while looking at the pictures. They are achieving in their physical development. For example, babies skilfully pull themselves up onto low-level furniture. Older children progress well across the early years curriculum. However, younger children would benefit further from more consistent support with how to look after their environment.

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Behaviour, attitudes and establishing routines Expected standard

Children develop a clear understanding of how to behave kindly and considerately. The childminder acts as a positive role model. She encourages children to share and take turns. Children demonstrate friendly, cooperative behaviour and play together with confidence, as they explore the environment and approach activities with enthusiasm.

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Behaviour, attitudes and establishing routines Expected standard

The childminder successfully establishes clear, age-appropriate routines that provide children with a sense of security. She considers carefully the age and understanding of the children as she uses simple prompts to encourage routines. For example, children listen to the childminder when she says it is time for snack, and make their way to the seating area, following the childminder. However, the childminder does not consistently encourage children to tidy up with her. This does not encourage children's independence in line with the childminder's curriculum or teach the children about how to take responsibility for their environment when they finish playing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's relationships with children are a significant strength. She is warm and affectionate and successfully fosters secure attachments. The childminder works collaboratively and flexibly with families to ensure that she meets all children's individual needs well. The childminder promotes punctuality and regular attendance. She maintains an open, professional partnership with parents, ensuring consistent communication regarding children's attendance, health and learning.

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Curriculum and teaching Expected standard

The childminder is thoughtful and reflective in her approach to children's learning. She adapts her teaching and what she provides to support all children's needs, including those children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. She implements a relaxed, yet purposeful, curriculum which is rooted in play-based learning. The childminder introduces mathematical concepts for older children, such as counting and learning about shapes. She knows each child's individual learning needs well. The childminder accurately assesses children's progress, using her knowledge and recommended guidance to identify what they need to learn next. This means that activities are tailored to children's individual starting points and interests.

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Curriculum and teaching Expected standard

The childminder has a clear focus on communication and language development. She builds vocabulary, engages children in conversation and introduces new words. This means children learn effective communication skills to support their language development from an early age. The childminder introduces songs and stories into the daily routine, which children enjoy and actively engage with.

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Curriculum and teaching Expected standard

The childminder has a natural and relaxed way with the children, and they involve her in their play. For example, children delight as they take turns to crawl through the tunnel and squeal with laughter as they see the childminder at the other end. The childminder should now strengthen the curriculum for personal, social and emotional development to consistently support children's independence, particularly around taking responsibility for their environment.

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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 at this setting thrive in a warm, nurturing, homely environment, where they feel safe and secure. The childminder spends time getting to know each child and their family, building trusting relationships and developing a detailed understanding of children's individual needs. Children benefit greatly from the gentle way the childminder establishes affectionate relationships. The childminder skilfully notices subtle cues and adapts the rhythm of the day to suit each child's needs, such as adapting to children's changes in sleep patterns and mealtimes.

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Inspector:

Nicole Atkinson The childminder knows the children extremely well. She understands their interests and monitors their development effectively. She organises the environment in a way that supports children to achieve their next steps in learning. For example, furniture is positioned to enable babies to cruise round, supporting them to strengthen their muscles and develop their balance and coordination. The childminder plans exciting activities to expand children's knowledge and understanding of the local community, such as going for regular walks to the beach. Children enjoy collecting items from the beach, which the childminder uses to enrich activities and recall previous learning. Furthermore, the childminder plans activities to support children in developing their social skills, such as going to local playgroups.

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Inspector:

The childminder expertly supports children's communication and language through their play by narrating their actions and introducing new words, such as the names of animals. Children delight in listening to stories and enjoy looking through books with their friends. The childminder skilfully encourages children to recognise what they can see in the pictures, which builds their confidence and vocabulary in a relaxed and comforting way.

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Inspector:

The childminder understands her responsibilities to support all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. She recognises the importance of identifying emerging needs early, making timely referrals and working in partnership with other professionals. Families are warmly welcomed, and their contributions valued. The childminder monitors children's attendance and works in partnership with parents, using her knowledge and expertise to support children's care and developmental progress.

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Next steps

The childminder should strengthen the teaching of the curriculum, to consistently teach and encourage younger children about the importance of tidying up and taking responsibility for their environment to support their attitudes to learning.

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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.

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Address:

157 Middleton Road Bognor Regis PO22 6DF

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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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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

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