Horner, Rachel Newton

Horner, Rachel Newton

Unique reference number (URN): EY473911 Address: 74 Rushdale Road, SHEFFIELD, S8 9QB Type: Childminder Registered with Ofsted: 14/07/2014 Registers: EYR, CCR, VCR Registered person: Horner, Rachel Newton

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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 achieve well and make rapid progress across all areas of learning. They recall prior learning with enthusiasm and demonstrate secure skills in mathematical concepts and communication and language. Children show how they have secured and understood basic concepts and are ready to build on and develop new skills. Children are excited to learn. They explore the concepts of weight and size. Children compare and make predictions, sharing their thoughts with friends. Children master physical skills as they coordinate putting on shoes and coats themselves. They explore balance and coordination as they play outside. Children demonstrate their fine motor skills as they carefully plant seeds. Children who face barriers to their learning make rapid progress. This means all children, including those with special educational needs and/or disabilities, develop their skills, confidence and independence extremely well in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The nurturing childminder builds kind and respectful relationships with children. She has very high expectations for their behaviour and is understanding of the children's age and stage of development. She is an excellent role model and reminds children to say please and thank you. The childminder has established a positive environment. Children are courteous and friendly as they engage in play together. The childminder teaches children to have high levels of respect for each other. The childminder is very supportive when younger children need help to manage their behaviour. She takes time to acknowledge when they are upset and frustrated, but helps them to understand that they need to wait their turn. For example, she carefully explains that another child was looking at a book first and encourages the child to think about what is the right thing to do. The child gives the book back to the other child and looks at a different book until that one becomes available.

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Behaviour, attitudes and establishing routines Strong standard

Children receive lots of praise from the childminder. They show high levels of patience and consideration for each other. The childminder explains to families the importance of punctuality and consistent attendance so that children can access the exciting environment and curriculum. The childminder helps to instil kindness within her home, including towards the environment and each other. For example, she teaches children to understand the importance of taking care of nature and the planet, including animals and wildlife.

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Children's welfare and wellbeing Strong standard

Children are happy and clearly have a positive bond with the childminder and their peers. They rapidly learn to recognise, express and manage their emotions with confidence. For example, a child explains to the childminder how it made them feel sad when another child took a toy from them. Children evidently enjoy their time at this provision. The childminder places a high focus on promoting children's welfare and wellbeing, and she does so to an excellent standard. The childminder prioritises children's care needs and has suitable provision for managing these, while also encouraging their growing independence. For example, children independently take themselves behind the privacy screen to use the potty, and they wash their hands after using a portable sink in the room.

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Children's welfare and wellbeing Strong standard

The childminder has many ideas she implements to support children to keep themselves healthy and well. She involves children in sourcing food, such as collecting eggs from her chickens at the allotment. The childminder cooks with children using fresh fruit and vegetables that they grow themselves. For instance, for lunch, they eat omelettes made from the eggs they collected the previous day sprinkled with dehydrated kale that grows in the garden. For the second course, they eat home-made yogurt. She provides advice and guidance to parents and carers on how to help their children stay healthy and well and shares recipes that the children enjoy.

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Inclusion Strong standard

The childminder supports every child to take part fully in the setting. She identifies children's needs early, including those with special educational needs and/or disabilities (SEND) and those who may face other barriers to learning. She adapts the setting and activities so that all children can join in and experience success.

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Inclusion Strong standard

The childminder places a clear focus on supporting children's communication and language. She models simple words and short phrases and repeats key vocabulary throughout activities. This helps children to communicate their needs, follow routines and join in with play alongside other children. She understands the importance of developing her knowledge in order to support children who may require additional help. As a result of training, she has undertaken to support children with SEND. She has implemented a more sequenced approach in assessing children's needs, supporting gaps in learning swiftly.

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Inclusion Strong standard

The childminder adapts routines where needed so children feel settled and included. Calm and responsive interactions help children to take turns, share and respond to their friends. These daily experiences support children's confidence and emotional development.

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Inclusion Strong standard

The childminder uses observations to monitor children's progress. She notices emerging needs quickly and plans support to help children make progress. She seeks advice from external professionals when needed. As a result, children feel valued and secure. They build confidence and develop the skills they need for future learning and participation in group activities. The childminder understands how to utilise funding to identify targeted training or resources to reduce any barriers to children's learning, promoting the individual needs of the children.

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Leadership and governance Strong standard

Ongoing reflection and evaluation of the provision underpin the childminder's commitment to delivering high-quality experiences for all children. She regularly adapts planning and the environment to sustain children's engagement and promote excitement in learning.

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Leadership and governance Strong standard

The childminder is proactive in evaluating her practice and teaching. She knows her strengths and uses these to fully support and develop children's learning. She identifies her own professional development needs and seeks to gain further training to enhance her teaching. She adapts and changes the teaching environment to ensure she consistently

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Expected standard

meets the varying ages and stages of the children who attend. The childminder is fully aware of the importance of any weakness identified and is aware that on occasion, when she is nervous, she speaks quickly, not always giving children time to think and respond. She is looking into methods to help her in these situations, such as counting after asking a question.

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Expected standard

The childminder establishes effective and collaborative partnerships with parents, fostering warm and trusting relationships while ensuring that they are consistently informed about their children's experiences and developmental progress. She provides parents with guidance and resources to support learning at home. Parental feedback is highly favourable, expressing appreciation for the quality of care provided and their children's enthusiasm for attending the setting. The childminder builds positive working relationships with professionals from other outside agencies to support children to meet their full potential.

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Curriculum and teaching Expected standard

Children's learning and development are well considered and supported through the well- sequenced curriculum. The childminder builds on children's interests and they enjoy their learning. Children show consistent levels of involvement. The childminder has a focus on building children's independence skills, and they manage their self-care needs well. The curriculum for communication and language is a priority. Children test out the rich language that the childminder introduces as they play. Children are surrounded by books, and it is clear that all children have a love of reading. They all enjoy looking at books on their own or as part of a group reading session, and they regularly approach the childminder with a book for her to read. There is a strong focus on outdoor learning, and children have fantastic opportunities to learn about the world around them as they plant fruit and vegetables and collect eggs for lunch from the chickens at the allotment. Mathematics is interwoven well into

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Curriculum and teaching Expected standard

all aspects of play as the childminder expertly uses mathematical language.

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Curriculum and teaching Expected standard

The childminder celebrates and values each child as an individual, promoting high levels of confidence and self-esteem. She adapts her curriculum to meet the age and stage of each individual child's development, including those who have any barriers to learning. The childminder supports all children very well and they make noticeable progress overall in their learning. However, occasionally, the childminder does not provide enough time for children to think and respond when she asks questions. This means children do not have time to process new information and further develop their thinking skills.

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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 calm, nurturing and homely environment. Children feel happy, settled and eager to learn. They benefit from a well-balanced and ambitious curriculum, which is woven naturally into their play and thoughtfully planned activities. This helps them develop the knowledge and skills they need to be very well prepared for the next stage of their education.

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

The childminder knows each child and their family. She provides settling-in sessions tailored to each individual family and their needs. From this, she gauges children's starting points

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About this setting

and plans next steps to ensure all children, including those with special educational needs and/or disabilities and those who may face other barriers to learning, develop well. Children enjoy rich, two-way conversations filled with laughter, shared memories and meaningful interactions. This means that they are valued, listened to and part of a close, caring community. Children learn to negotiate, take turns and collaborate, developing excellent social skills. This prepares them well for life in the wider world.

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About this setting

Independence is nurtured from the earliest age. Children are given the time, tools and encouragement they need to practise new skills. For example, even the youngest children find their own coats and shoes and attempt to put them on. Children enjoy helping at the allotment where they grow their own food and collect eggs from the chickens. This strengthens their physical skills, gives them a sense of achievement and develops their understanding of healthy choices.

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About this setting

Children form highly secure attachments with the childminder. This gives them confidence to explore and try new things in the safety of her care. They know the routines, understand what is expected and behave very well. When small disagreements arise, the childminder models calm, respectful behaviour and helps children understand fairness. For example, she sensitively reminds a child who had taken a book from another child about turn-taking and offers another story until the other child has finished. This supports children to develop empathy, self-regulation and a clear sense of right and wrong.

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Next steps

The childminder should provide children with more time to think, reflect and respond when asking them questions so they have time to process information.

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About this inspection

The inspector spoke with the childminder and parents 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): EY473911

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Address:

Registered person: Horner, Rachel Newton

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:15 - 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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