Taylor-Ulyatt, Marie Louise

Taylor-Ulyatt, Marie Louise

Unique reference number (URN): 2740121 Address: 239 Oregon Way, Derby, DE21 6UR Type: Childminder Registered with Ofsted: 06/10/2023 Registers: EYR, CCR, VCR Registered person: Taylor-Ulyatt, Marie Louise

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make progress from their starting points as they access a broad and interesting curriculum. They participate in age-appropriate activities that align with their developmental stages and individual needs. For example, they enjoy imaginative play in the role-play kitchen. However, when counting carrots for their stew, their mathematical understanding is not extended. Children learn through planned activities, such as stories to support their communication and language. Young children hear new vocabulary to name objects. Children enjoy exploring and investigating new experiences that interest them. They freely explore play activities. For example, children concentrate for prolonged periods as they focus on pouring water into different containers. Children develop independence, social skills and learning behaviours that prepare them well for the next stage of learning. For example, they take turns when playing with their friends.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She establishes clear routines that help children feel secure and support their emotional wellbeing. This helps children settle quickly and engage positively in their play and learning. The childminder models positive behaviour by reinforcing manners and encouraging children to consider others. The childminder fosters a calm, cooperative and purposeful learning environment for children.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show they feel safe and secure in the care of the childminder as they approach her for reassuring hugs. They form trusting relationships with the childminder and begin to develop friendships with other children. This confidence enables them to explore their environment independently. For example, toddlers confidently use outdoor physical play equipment, taking appropriate risks and developing their coordination and strength. Children learn to share resources as they make models with play dough. They play together companionably as they learn social skills that will support their move to school and future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder is clear with parents and carers about the importance of regular and punctual attendance. She has recently written to them explaining why this is important and how attendance will support children in making the best possible progress in their learning.

p.2

Children's welfare and wellbeing Expected standard

Children have positive relationships with the childminder. They show a genuine attachment to her, which gives them a sense of security that enables them to explore the environment. The childminder provides a nurturing environment that supports children's emotional wellbeing. She ensures that children with special educational needs and/or disabilities are included in all activities, promoting an atmosphere of inclusion. The childminder provides calm interactions that help children to regulate their feelings. As a result, children develop confidence and a secure sense of belonging within the setting. The childminder gathers information from parents and carers to understand their children's individual needs, interests, dietary requirements and stages of development as soon as they start. This means that children experience continuity of care from their home to the childminder's care. Children make visits to the childminder before they start, which helps

p.2

Children's welfare and wellbeing Expected standard

them settle quickly and feel safe and secure. The childminder matches routines and practices closely to those used at home, supporting children's emotional security and wellbeing.

p.3

Children's welfare and wellbeing Expected standard

The childminder helps children develop an understanding of what contributes to a healthy lifestyle. Children benefit from daily fresh air, physical activities and healthy meals and snacks. They show that they can wash their hands and manage an increasing number of their care needs independently. This gives children a sense of pride and prepares them for when they move to school.

p.3

Curriculum and teaching Expected standard

The childminder focuses her curriculum on children's interests, developmental stages and individual needs. She assesses what children can do and adapts her teaching to support what she knows they need to learn next, including children with special educational needs and/or disabilities. For example, she ensures that the floor area is clear so that children with physical needs can safely develop their ability to walk. The childminder uses outings into the local community to extend children's learning beyond the home and provide meaningful real- life experiences. She uses these experiences to help children to develop their knowledge of the wider world around them and their physical skills. For example, the childminder regularly takes children to a local park to run and climb and a pond to look at nature and ducks.

p.3

Curriculum and teaching Expected standard

The childminder plans a broad range of meaningful learning experiences in her home. She reacts spontaneously to children's interests in their play and talks to them about their choices. The childminder uses singing sessions and stories to help children learn new vocabulary. However, she does not consistently use her questioning techniques to provide children with opportunities to express their thoughts. As a result, interactions do not consistently build precisely on children's communication skills.

p.3

Curriculum and teaching Expected standard

The childminder supports children's personal, social and emotional development as she plans activities for them to learn to play together. She incorporates basic counting and mathematics into daily routines, such as counting slices of cucumber for lunch. However, the planning and teaching for older children do not sharply focus on enhancing their mathematical reasoning. Consequently, children do not extend their knowledge, such as by understanding 'one more' or 'one less'.

p.3

Inclusion Expected standard

The childminder promotes the inclusion of all children. She promptly identifies children's individual needs and seeks appropriate support from professionals. The childminder has a secure understanding of referral pathways. The childminder shows how she advises parents and carers to seek additional support and funding from appropriate professionals when required. She takes advice from professionals, such as physical therapists, to enable her to support children to develop their core strength. The childminder carries out progress checks for children aged between 2 and 3 years and uses them to identify their emerging needs. She plans inclusive activities to support children's development and reduce potential barriers to learning. The childminder makes any reasonable adjustments to ensure that all children are able to access activities in her home. For example, she does not have steps in her garden, so children are easily able to

p.3

Inclusion Expected standard

The childminder is passionate about providing an inclusive environment where all children can make progress. She has a qualification to support children with special educational needs and/or disabilities. The childminder is clear about how she intends to use funding to support children's development. She understands children's learning needs and interests, such as providing opportunities for children to enjoy sensory play to develop their small- muscle skills.

p.4

Leadership and governance Expected standard

The childminder always puts children, including those with additional needs and those requiring multi-agency support, first when making decisions about her setting. She demonstrates a secure understanding of safeguarding procedures. The childminder works appropriately with external professionals, including social services, to support children and families if they face difficulties. The childminder works effectively with an assistant and monitors her workload.

p.4

Leadership and governance Expected standard

The childminder works closely with parents, carers and external professionals. She ensures timely support is in place and uses resources, including any additional funding, effectively to reduce barriers to children's learning. Parents highly value the care and attention children receive. They comment on the positive communication and home-from-home environment the childminder provides. Parents value the care and education the childminder gives to the children in her care.

p.4

Leadership and governance Expected standard

The childminder provides a welcoming and inclusive environment. She uses information from parents' and carers' questionnaires to improve practice. The childminder understands the strengths of her provision. She reflects thoughtfully on areas where further development would strengthen outcomes for children and improve the quality of teaching over time. The childminder keeps her professional development up to date, including first-aid and safeguarding training. She regularly attends training to continue her professional development and has completed a course to develop her understanding of supporting children with special educational needs and/or disabilities. The childminder plans to explore further training to improve the quality of her teaching.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children quickly become familiar with routines. They know where to find the toys and resources they want to play with, so they can lead their play. Children, including those with special educational needs and/or disabilities, confidently develop their own play. For example, they find food in the role-play kitchen to make pretend meals to serve to the childminder. Children demonstrate that they feel safe, confident and valued by the childminder. For instance, they enjoy including the childminder in their play. Children quickly

p.5

About this setting

settle and form positive relationships with the childminder as she takes time to find out about their likes and dislikes during a thorough settling-in process.

p.6

About this setting

Children are encouraged to safely explore and investigate, such as when they search for insects in the garden. They enthusiastically engage in a wide range of activities that support their learning and development inside and outside. The childminder assesses what children are capable of doing as she observes their play. She plans play activities that support what children need to learn next to ensure that they make progress. Children are well prepared for the next stage of their learning, as the childminder has a clear curriculum for school readiness.

p.6

About this setting

Children enjoy attending and building relationships with the childminder and other children at the setting. Their regular attendance enables them to become familiar with routines and feel they belong in the setting. Children learn to behave well. They are kind to one another, listen carefully, follow instructions and show positive attitudes towards learning. Children develop independence in the care skills. For example, children learn to use the toilet independently and understand the importance of washing their hands after and before eating. Children help to prepare snacks for their friends and develop their small-muscle skills as they cut fruit and vegetables. They benefit from healthy meals, regular outdoor play and opportunities to be active.

p.6

Next steps

The childminder should develop her use of questions to extend children's communication and language skills to enable them to confidently express their thoughts. The childminder should enhance her curriculum for mathematics to enable children to consistently make progress in their learning.

p.6

About this inspection

The inspector spoke with the childminder and her assistant during the inspection.

p.6

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): 2740121

p.6

Address:

Registered person: Taylor-Ulyatt, Marie Louise

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8