Presland, Laura Rachel

Presland, Laura Rachel

Unique reference number (URN): 2745293 Address: 2 Roundhill House, Brighton Road, Hassocks, BN6 9BS Type: Childminder Registered with Ofsted: 12/09/2023 Registers: EYR, CCR, VCR Registered person: Presland, Laura Rachel

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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 are making effective progress from their starting points. They receive support to help them develop the skills they need to move securely through the curriculum and prepare for their next stage in education. For example, children have opportunities to hear language and practise their speaking skills by engaging in meaningful conversations with the childminder. As a result, they are becoming confident communicators.

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Achievement Expected standard

Children benefit from fresh air and exercise while going on walks outside of the setting. This helps develop their physical skills, such as balance and coordination, as they have the freedom to walk and run in open spaces. Children demonstrate competent fine motor skills as they draw and give meaning to their marks. They show high levels of concentration during activities and persevere at tasks. For example, children enjoy using utensils to sweep and collect rice. They focus and keep trying to overcome challenges and achieve their goals. This helps them develop the skills they need for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and provides clear instructions for them to follow. She understands children are at different ages and stages of development and adjusts her expectations accordingly to meet all children's needs. Children are learning to share, and the childminder uses effective strategies to support this process. For example, the childminder encourages children to wait for a turn and provides praise when they willingly share resources. The childminder is calm and patient. She understands sharing can be a challenge for some children and is a skill they need to learn.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children well and has good bonds with them. She is a positive role model who encourages children to play cooperatively. For example, the childminder demonstrates how to ask a friend if they can join their game. She praises children's good behaviour, which boosts their confidence and self-esteem. The childminder helps children recognise their feelings and emotions by acknowledging when they are happy or sad. To establish and maintain routines, the childminder has policies in place, which she shares with parents to ensure that children's attendance is regular and consistent. Overall, children behave well and are enthusiastic learners who are willing to 'have a go' and engage in learning.

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Children's welfare and wellbeing Expected standard

The childminder gathers information from parents before their children start to attend the setting. For example, she requests information about children's eating and sleeping routines, preferences and medical requirements. This ensures that all children can be included and have their needs met, including children with special educational needs and/or disabilities and those who may face barriers to learning. The childminder provides time for children to settle securely, starting with short sessions to help them develop an attachment and feel comfortable. The childminder promotes healthy eating and encourages children to learn to make healthy choices. For example, children choose from a range of vegetables to top their pizza. The childminder shares the latest nutritional guidance with parents and follows safer eating requirements to ensure that children are safe at mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder assesses activities and trips for risks to ensure that they are suitable for all the children attending. She puts rules in place, such as holding hands, to help children learn about road safety. The childminder is respectful of children's privacy when taking care of their personal needs. She focuses on supporting children's emotional wellbeing. The childminder understands some children need time to become familiar with new experiences and provides reassurance to help them feel secure and develop their confidence. This helps children be content and ready to engage in learning.

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Curriculum and teaching Expected standard

The childminder's curriculum is typically well planned and sequenced to help children develop the knowledge and skills they will need for the next stage of their education. For example, the childminder encourages children to be independent and master essential skills, such as toileting and handwashing. She regularly reviews her curriculum and identifies areas to develop. For instance, the childminder intends to introduce more hand signs to further support children's communication skills.

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Curriculum and teaching Expected standard

The childminder supports the development of children's speech and language skills effectively. For example, she sings songs and rhymes with children to help extend their range of vocabulary. The childminder takes children to groups to provide them with opportunities to develop their social skills and build friendships. Children enjoy visits to forest school to learn about nature and the world around them and practise their physical skills. The childminder provides opportunities for children to experience mathematical concepts, such as volume and capacity, by filling different-sized pots and bowls with rice. Although children experience counting and early number skills, the teaching of mathematics is less consistent than other areas of learning.

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Curriculum and teaching Expected standard

Children relish reading books with the childminder. They enthusiastically choose their favourite stories and listen intently. Children enjoy using resources to draw and make marks on paper. They proudly describe the pictures they have drawn, such as a 'rocket ship' and a 'long wave'. This helps develop children's early literacy skills and prepares them for future learning. Activities are adapted to meet children's different ages and stages of development. For example, resources are low enough for all children to access and enjoy, such as a tray filled with sensory resources on the floor for young children to sit in. This helps ensure that children with special educational needs and/or disabilities and those who may face barriers to learning can fully access the curriculum and make effective progress.

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Inclusion Expected standard

The childminder carries out assessments, such as the statutory progress check for children aged between 2 and 3 years, to identify if children need extra support with their learning. She acts swiftly to provide strategies to reduce any gaps in children's development and learning. Through an ongoing cycle of observation and assessment, the childminder provides next steps to help children progress effectively through the curriculum. The childminder knows how to follow early help plans and undertakes training to keep her knowledge and understanding up to date. When available, the childminder uses additional funding, such as early years pupil premium, to provide specific resources and experiences to help children make effective progress.

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Inclusion Expected standard

The childminder knows how to seek help from other professionals and implement their advice to support children's learning. She understands that children are at different ages and stages of development and adapts her practice and activities accordingly to include everyone. This ensures that children with special educational needs and/or disabilities and those who may face barriers to learning have the opportunity to achieve.

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Inclusion Expected standard

The childminder knows the families she supports well. Parents are very happy with the service she provides to meet their children's individual needs. The childminder liaises effectively with parents and provides information relating to children's progress to support home learning. The childminder celebrates festivals that are important to the children and helps them learn about other people and communities beyond their own. This helps children learn about the world around them.

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Leadership and governance Expected standard

The childminder undertakes training to develop her knowledge and skills. For example, she learns strategies to support children's speech and language. This includes introducing new words to extend children's vocabulary. The childminder is reflective and has a vision to enhance her practice. For example, she would like to learn to sign to further support children's early communication skills. The childminder takes children on trips outside of the setting, such as to parks and farms. In addition, she would like to enhance her outdoor learning opportunities further. This includes strengthening her practice across all areas of learning in the outdoor space available at her home. This area currently offers opportunities for children to develop their physical skills. It could benefit from including other areas of learning for children who enjoy being outdoors.

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Leadership and governance Expected standard

The childminder helps children prepare for the next stage of their education, whether that be a nursery or school. For example, she teaches children to be independent and take care of their personal needs. She works very closely with other settings children attend and shares relevant information, such as children's next steps and any gaps in their learning. This provides a continuity of care and helps all children move smoothly through their educational journey. This is particularly beneficial for children with special educational needs and/or disabilities and those who may face barriers to 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 have secure bonds with the childminder and are happy. They approach her for reassurance and enjoy having cuddles. To prepare for the next stage in their education, children are learning to be independent. For example, they are given ample time and space to practise and master simple tasks, such as putting on their shoes and coats.

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

Children are developing their speech and language skills well. They benefit from hearing language and engaging in conversations to help develop their vocabulary and clarity of speech. Activities are adapted for children's ages and stages of development. For example,

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About this setting

Unique reference number (URN): 2745293 resources are low enough for babies to access safely alongside older children. This ensures that all children are included and supported appropriately, reducing any barriers to learning.

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About this setting

Children have opportunities to explore the local area and learn about nature and the world around them. For example, they enjoy going for walks with the childminder where they look for signs of spring, such as flowers and buds. Additionally, children benefit from forest school experiences where they enjoy being outdoors and learn to use tools safely and manage risk.

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About this setting

Through role-play games with their peers, children learn to interact and play cooperatively with each other. This provides the opportunity for children to experience sharing toys and resources. They receive appropriate support when necessary to help them learn to negotiate and wait for their turn. This helps children learn to regulate their emotions and consider their friends' feelings. As a result, children are developing their social skills well.

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About this setting

Partnerships with parents are positive, and there are policies in place to promote children's regular attendance. This ensures that children can fully benefit from all the learning experiences on offer.

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Next steps

The childminder should strengthen teaching of mathematics and enhance opportunities for children to consistently practise their numeracy skills. The childminder should enhance opportunities in the outdoor area to include all areas of learning to support children's holistic development.

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About this inspection

The inspector spoke with the childminder and children 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:

2 Roundhill House Brighton Road Hassocks BN6 9BS

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Address:

Registered person: Presland, Laura Rachel

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Address:

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

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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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