Clark, Samantha Joan

Clark, Samantha Joan

Unique reference number (URN): 2754606 Address: 53 Meadow Lane, Halifax, Yorkshire, HX3 5JR Type: Childminder Registered with Ofsted: 01/11/2023 Registers: EYR, CCR, VCR Registered person: Clark, Samantha Joan

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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 develop an in-depth range of skills that are appropriate for their age. They are becoming confident communicators who are happy to share their thoughts and ideas. They make choices about where they would like to play. For example, children confidently ask for a jigsaw that they cannot reach.

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Achievement Strong standard

At mealtimes, children learn to complete a range of challenging tasks. This provides them with the opportunity to make choices for themselves and develop their independence skills very effectively. They pour their own drinks and help themselves to bowls. They then confidently cut their own snack. On other occasions, children assist the childminder in preparing meals. As a result, children are developing a range of very useful life skills and high levels of confidence. Children gain beneficial skills and positive attitudes that will effectively support them in their next stage of learning and their move on to school. They confidently locate their own coats from the hall and put them on along with their wellies. Children are gaining increasing confidence in managing their own personal care needs, such as using the bathroom.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a highly supportive environment. Her gentle and nurturing approach means children feel supported and encouraged. There are warm, trusting and secure relationships between children and the childminder. Children develop high levels of respect for each other and positive self-esteem. As they complete a jigsaw, the childminder ensures each child has a turn, as some children are quicker to find the pieces than others. They are proud of their own achievements. For example, they declare themselves as smart when they complete a jigsaw. Children offer praise to each other as they all share delight in completing the jigsaw.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. These take into account children's age and stage of development. The childminder consistently demonstrates kindness to children. She embeds this further through discussions about insects, taking care not to harm them. Children are supported to tidy away their toys once they have finished with them. This is supported further with the use of a dedicated tidy-up song. Children are delighted to help her tidy away.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has positive relationships with families. Therefore, she is able to support children's attendance and punctuality on an individual basis. This ensures all children are able to attend their planned sessions.

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Children's welfare and wellbeing Strong standard

The childminder strives to provide a home-from-home environment. Children demonstrate they feel safe and secure in her care as they freely move around the setting with confidence. Children are encouraged to talk about how they are feeling. The childminder supports this by providing them with language they may not be familiar with. For example, when children show they are afraid of going down the slide, the childminder recognises this and quickly responds with sensitivity.

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Children's welfare and wellbeing Strong standard

The childminder is sensitive to children's needs. She teaches children about privacy when they use the bathroom. Regular communication with parents ensures she remains updated on children's personal care needs. For example, she liaises with parents about changes to children's required naps and those who are toilet training.

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Children's welfare and wellbeing Strong standard

Hygiene practices are highly effective as children learn the importance of personal hygiene. The childminder explains why they need to wash their hands, for example before snacks and after playing outside, as they may have new germs on their hands.

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Children's welfare and wellbeing Strong standard

The childminder provides children with varied and healthy meals. She supports children to make healthy choices. Children recall what they have previously learned about the foods that are good for them. For example, children explain that milk is good for their bones and teeth. The childminder further supports this discussion around oral hygiene. She asks children if they have brushed their teeth that morning and discusses their experiences at the dentist.

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Curriculum and teaching Strong standard

The childminder plans an ambitious curriculum that focuses on teaching children the skills they need for their future success. She plans a range of engaging activities that specifically focus on children's next steps in learning. For example, an activity outside supports children to practise their skills in pouring. This very effectively helps to embed the skills needed for pouring their own drinks.

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Curriculum and teaching Strong standard

The childminder is skilled in supporting children's imagination and communication in the moment. Children learn new words through their play, and the childminder ensures she teaches children the correct words. For example, when a child states they have found a dinosaur image, the childminder explains it is an iguana. She ensures she says the word clearly for children to hear how it should be pronounced.

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Curriculum and teaching Strong standard

Within play, the childminder skilfully supports children's mathematical development. She finds moments in play to embed counting skills. For example, they count the number of oranges within the picture.

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Curriculum and teaching Strong standard

The childminder teaches children to take turns when completing an activity. For example, some children are quicker than others at finding jigsaw pieces. The childminder is mindful of this, and she supports children's social skills as they work together. With the support of books and stories, the childminder beneficially teaches children about the similarities and differences between themselves and others.

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Inclusion Strong standard

The childminder has a secure understanding of child development. She uses this in-depth knowledge alongside guidance to identify the most important next steps in children's learning. The childminder accurately understands what might not be typical development for a child. The childminder has formed close working relationships with parents. This allows the childminder to have open and sensitive conversations with families of children where concerns arise. The childminder signposts parents to the appropriate specialists. This ensures swift action can be taken where necessary.

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Inclusion Strong standard

The childminder has identified how additional funding can be used for the children it is intended for. For example, the childminder has identified gaps in children's communication and language.

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Inclusion Strong standard

The childminder is aware of any situations that may have an impact on children's learning and emotional wellbeing. The childminder puts in place strategies to support children, for example those who will be starting school. She is also aware of other family circumstances that may have an impact on a child, such as the arrival of new siblings. She provides carefully planned support, including opportunities for children to explore their feelings and emotions around such events.

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Leadership and governance Strong standard

The childminder is dedicated to her own professional development. She ensures she keeps her knowledge up to date with regular training. The childminder is proactive in seeking out further opportunities that support individual children's needs. She seeks out additional support and is confident to ask for guidance and advice.

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Leadership and governance Strong standard

The childminder has a development plan in place. She continuously reviews how she can develop her setting even further. She seeks feedback from parents on how she can improve. This means she is always driving towards continual improvement.

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Leadership and governance Strong standard

The childminder works effectively with other childminders. She shares good practice with them and shares ideas. This also allows children to play in larger groups of children and develop their social skills. The childminder works effectively with other settings that children attend, such as local pre-schools. This enables a joined-up approach to children's care and learning.

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Leadership and governance Strong standard

The childminder engages with parents regularly. She is confident to signpost parents when children or families may need additional or specialist support. The childminder regularly updates parents on their children's development and what she is currently working on with them. She gives parents ideas on what they can do next to support children's learning. This helps parents to support children's learning at home and further strengthens parent partnerships. The childminder also provides parents with advice on topics such as the use of dummies and screen time.

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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 benefit from a warm and nurturing home-from-home environment. The childminder is dedicated and passionate. She genuinely cares about each of the children in her care. This dedication is noticed by parents, who recommend her to other families.

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

The childminder has wonderful and caring relationships with children. They are comfortable going to her for cuddles and sit on her knee to enjoy a story. The childminder supports children when they feel afraid, for example when a child is scared of a fly. The childminder encourages them to observe it more closely. She uses this opportunity to count the fly's legs

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About this setting

Unique reference number (URN): 2754606 and to teach kindness, explaining the importance of being gentle and not harming it. The childminder has plans in place to further develop children's understanding of nature. For example, the childminder intends to begin growing her own fruit so children can learn where fruit comes from.

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About this setting

The childminder knows children very well. She knows each of the children, what makes them unique and their families. The childminder ensures children have a wide range of experiences. For example, she takes children on outings to shops. This is particularly exciting for children who do not regularly go to supermarkets.

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About this setting

The childminder teaches children how to keep themselves safe. For example, children cut their own snacks with child-safe knives. The childminder reminds children how to use the knife safely. She guides them to hold the knife safely to ensure they do not cut their fingers. Children gain very beneficial lifelong skills. The childminder understands the importance of attendance and what to do if a child is absent. She follows up on any non-attendance in line with her policies and procedures.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities 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 and took account of parents' views 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:

53 Meadow Lane Halifax Yorkshire HX3 5JR

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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