Simms, Annabel Mary Lanzer

Simms, Annabel Mary Lanzer

Unique reference number (URN): 2749981 Address: 36 Headley Drive, Epsom, KT18 5RP Type: Childminder Registered with Ofsted: 19/10/2023 Registers: EYR, CCR, VCR Registered person: Simms, Annabel Mary Lanzer

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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 are making significant progress from their starting points. They have plenty of opportunities to practise and refine their physical skills, both inside and outside the setting. For example, children enjoy painting with brushes to develop their fine motor skills and climb enthusiastically on a slide outside to develop their balance and coordination.

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Achievement Strong standard

Children play cooperatively, and they are learning to socialise and share. They receive highly effective support to develop their speech and language skills and are building their vocabulary well. Children express their needs using hand signs, such as 'more', 'please' and 'all done'. This helps reduce barriers to learning and supports children with special educational needs and/or disabilities to communicate effectively.

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Achievement Strong standard

Children are extremely friendly and take part in activities with great enthusiasm. Overall, children are happy, content and thriving. They are making excellent progress as they move through the curriculum and prepare for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and clearly shares her rules and boundaries with parents and carers. The childminder understands children have different levels of understanding in relation to their ages and stages of development and adapts her expectations accordingly. For example, she uses short, clear instructions that young children can understand. This is particularly important for children with special educational needs and/or disabilities and those who may face barriers to learning to help them make progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes attendance and punctuality with parents to ensure that children fully benefit from the curriculum and learning experiences on offer. She is a positive role model who teaches children to behave well and use manners. For example, the childminder helps children learn to share by encouraging them to wait patiently for their turn. She gently reminds children to say 'please' and 'thank you' using both hand signs and words. The childminder uses positive language, such as 'kind' and 'gentle', to support young children's understanding of social situations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gives children time and space to practise their skills, such as dressing and putting on shoes. She encourages children to keep trying to build their perseverance and resilience. As a result, children eagerly attempt tasks and demonstrate a positive attitude towards learning.

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Children's welfare and wellbeing Strong standard

The childminder knows the children well and follows their individual routines to help them settle in the setting. For example, she knows when children are tired and provides a safe place for them to rest, relax and sleep as required. The childminder uses information gathered from parents to ensure that all children's individual needs are met. This is especially important for children with special educational needs and/or disabilities and those who may face barriers to learning. The childminder follows the latest nutritional guidance and closely supervises children while eating to keep them safe. She gathers information regarding children's dietary requirements to ensure that they eat the correct food. The childminder promotes healthy eating and helps children learn to make healthy choices. She advises parents to replace sweet treats for healthy options so children can learn to adopt a healthy lifestyle. The childminder enjoys growing fruit and vegetables with the children to

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Children's welfare and wellbeing Strong standard

help them understand where food comes from.

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Children's welfare and wellbeing Strong standard

The childminder teaches children to take care of their personal needs. She successfully toilet trains children and teaches them to wash their hands to remove germs. The childminder helps children learn about oral health and how to adopt good hygiene routines. She works in partnership with parents to ensure that children are registered to receive dental care.

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Children's welfare and wellbeing Strong standard

The childminder assesses all activities for risk and ensures that any trips she plans outside of the setting are safe. For example, children learn about road safety and know to hold the childminder's hand.

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Curriculum and teaching Strong standard

The childminder delivers a high-quality curriculum that she monitors and reviews to ensure that it meets the needs, ages and developmental stages of the children in attendance. She focuses on helping children learn essential skills and build foundations for future learning, including independence, physical development, and effective communication and social skills. Children benefit from daily outdoor experiences, enjoying fresh air, exercise, and learning about the world around them. For example, they spot the signs of spring and examine a daffodil.

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Curriculum and teaching Strong standard

The childminder includes all children in learning experiences and adapts activities where necessary. For example, she provides puzzles of varying difficulty to meet the ages and stages of development of the children, ensuring that tasks are achievable and allowing them to progress when they are ready.

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Curriculum and teaching Strong standard

The childminder is highly skilled at supporting children's speech and language development. Strategies such as hand signs and visual prompt cards help children communicate effectively, enabling children with special educational needs and/or disabilities and those who face barriers to learning to make excellent progress. The childminder is particularly successful in supporting children with toilet training in preparation for the next stage of education.

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Curriculum and teaching Strong standard

Early mathematical skills are introduced through activities and games. Children count bowls at mealtimes, sing number songs, and identify shapes in the environment. Mathematical language, such as 'big', 'small', 'more' and 'less', helps them understand size, quantity and simple concepts. The childminder monitors play and adds resources to extend learning. For example, as children fill pots with dry pasta, the childminder introduces small bottles to help children develop hand–eye coordination, fine motor skills, concentration and focus.

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Inclusion Strong standard

The childminder has the knowledge and experience to help children with special educational needs and/or disabilities and those who face barriers to learning make significant progress. For example, she undertakes speech and language training to help children learn to communicate. This includes using hand signs and visual aids to support the development of children's speech. When necessary, the childminder works with other professionals, such as physiotherapists, to follow plans to aid children's development. When available, the childminder uses additional funding, such as early years pupil premium, to provide extra resources and experiences. This helps reduce barriers to learning and supports children in making the best possible progress.

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Inclusion Strong standard

The childminder has high expectations for all children and adapts her activities and routines to meet children's individual changing needs. For example, she provides equipment to help children learn to walk and opportunities to strengthen muscles, such as having low surfaces so they can practise standing and develop their stability.

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Inclusion Strong standard

The childminder carries out statutory assessments, such as the progress check for children aged between 2 and 3 years, to track children's development and identify any gaps in their learning. Through an ongoing cycle of observation and assessment, the childminder plans next steps for children's development and shares them with parents to support home learning.

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Leadership and governance Strong standard

The childminder consistently reflects on her practice and reviews the impact her curriculum has on the children in the setting. For example, she is currently focusing on developing children's physical skills by providing a wealth of outdoor play and experiences. This focus on outdoor play is particularly beneficial for the children in the setting, as they are developing their fundamental movement skills.

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Leadership and governance Strong standard

The childminder builds strong relationships with her families and gets to know the children in her care well. She uses an app to communicate with parents and provides regular updates and reports of children's progress to support home learning. The childminder has very high standards and ensures that children's attendance is regular and punctual. Parents provide very positive feedback and highly value the care the childminder provides. At times of transition, the childminder liaises with the next setting, whether that be a nursery or school, to ensure that children can settle and move with ease.

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Leadership and governance Strong standard

Professional development is securely embedded in the childminder's practice. She regularly undertakes training to update her skills and knowledge. For example, she learns strategies to support children's speech and language skills. This helps ensure that children with special educational needs and/or disabilities and those who may face barriers to learning have the support they need to make the best possible progress. The childminder is highly reflective and commits to providing a high-quality curriculum for all children. She manages her workload well and maintains a high standard of 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

The childminder provides a comfortable setting where children are happy and thriving. She follows children's interests and thoughtfully provides a variety of learning experiences to engage them in play. Children confidently explore the play environment and enthusiastically use the resources on offer. For example, children relish playing with mouldable sand using tools and cutters to squeeze and mould the sand into shapes. The childminder uses this opportunity to support children's language development by introducing new words to extend their vocabulary. For example, she asks children to 'squeeze', 'dig' and 'cut' the sand. Children follow instructions and attempt to repeat the words. This helps children practise and develop their speaking skills.

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

The childminder identifies children's starting points when they first start to attend the setting. Through a continuous cycle of observation and assessment, she plans for the next steps in children's learning. The childminder supports children as they move through her carefully sequenced curriculum. She helps them build the essential skills they will need for their next stage of learning. For example, the childminder focuses on securely developing children's physical skills. This includes daily opportunities to walk and run in open spaces to develop young children's balance and coordination. The childminder adapts activities in line with children's ages and stages of development. When she identifies gaps in children's learning, she acts swiftly to input strategies to support their development. For example, she uses visual prompt cards to support children's understanding and communication. This ensures

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

that children with special educational needs and/or disabilities or those who may face barriers to learning receive effective support to help them make the best progress.

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

The childminder is a positive role model and plays alongside children to help them interact and play cooperatively. For example, she demonstrates how to take turns with resources. The childminder showers children with praise for being kind and sharing their toys, which helps boost their confidence and self-esteem.

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

The childminder works closely with parents to ensure that children's attendance is regular and consistent so they can fully benefit from their education and the experiences on offer.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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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:

Registered person: Simms, Annabel Mary Lanzer

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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