Gallacher, Shelly Louise

Gallacher, Shelly Louise

Unique reference number (URN): 2750047 Address: 34 Fairfield Drive, Dorking, RH4 1JH Type: Childminder Registered with Ofsted: 04/10/2023 Registers: EYR, CCR, VCR Registered person: Gallacher, Shelly Louise

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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 exceptionally confident learners. They retain information clearly and process what they have learned. Children communicate with each other fluently and use their extremely well-developed language skills to share their ideas and convey their needs. These skills support children extremely well for starting school.

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Achievement Strong standard

Children are exceedingly well prepared for later learning. For instance, many activities are planned to help build children's finger muscles. Children practise using a range of tools, such as tongs and pipettes, to help them build strength in their fingers and hand muscles. This enables children to use their fingers for simple tasks, such as managing fastenings on their clothes and shoes. Before starting toilet training, children have ample opportunities to practise dressing and undressing, so they are confident in managing this independently when the time comes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for every child. She is kind, caring and nurturing. The childminder teaches children simple rules to help them play together happily. Children clearly understand these and respond positively. They know which behaviours are acceptable and understand how to be kind to one another. This means any incidents of unwelcome behaviour are very rare and quickly resolved.

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Behaviour, attitudes and establishing routines Strong standard

The childminder listens to children carefully and adapts the routine to take account of their needs and wishes. During tidy-up times, children are excited to help as the childminder plans this well. Children willingly join in with putting toys away before the tidy-up song stops.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's calm and gentle approach encourages children to keep on trying. Children build resilience and show real determination to succeed. The childminder praises children highly, and they delight in getting a 'high five' to celebrate their achievements. Children are proud of what they achieve. They giggle with delight and show pride when managing trickier tasks, such as putting their boots and splash suits on. These qualities support children very well for their future learning. Children attend regularly as the childminder works closely with parents and carers to help them to understand why this is important.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's health, safety and wellbeing. She takes stringent measures to keep children safe, including when children are sleeping and during mealtimes. The childminder is extremely vigilant. She quickly notices any changes in a child's wellbeing and knows what action to take if she is concerned.

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Children's welfare and wellbeing Strong standard

The childminder works collaboratively with parents to carefully agree care routines that are matched precisely to each child. Toilet training begins when both the childminder and parents agree children are ready. The childminder uses her excellent knowledge of each child's abilities to help parents understand the right times to start. This means that children quickly become independent in using the toilet, as they have the relevant skills to manage this.

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Children's welfare and wellbeing Strong standard

The childminder prepares children exceedingly well for different lifestyle events, such as the birth of a sibling. She is extremely aware of the emotional impact this has on children. The childminder focuses heavily on building children's emotional resilience, so they cope extremely well with these different changes. Children have ample time each day to be physically active. The childminder makes full use of her garden, parks and woodland to extend children's learning and promote their healthy development outside.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of healthy eating. They plant their own fruits and vegetables and pick them when they are ripe to eat as healthy snacks. These opportunities enable children to fully understand which foods are healthy and nutritious.

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Curriculum and teaching Strong standard

The childminder has created an extremely progressive curriculum that prepares children well for starting school. There are clearly defined learning intentions, and the childminder is specific about what she wants children to learn. The curriculum intentions are seen explicitly in how the childminder plans activities and supports children's learning. For instance, she encourages children to become curious learners, and builds on children's natural interests to explore and be creative. The excellent focus on building children's resilience, independence and confidence is reflected clearly across all activities.

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Curriculum and teaching Strong standard

The childminder places great emphasis on supporting children to become articulate communicators. She introduces children to an extensive vocabulary of words and encourages children to use new words as they play. For instance, when children water the plants, the childminder names the different flowers, and children remember the names 'hyacinth' and 'daisy'. They repeat these later as they play. This demonstrates how well children retain knowledge and the new words they learn.

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Curriculum and teaching Strong standard

The childminder's curriculum is exceptionally well sequenced. She successfully builds on children's mathematical development by introducing them to a wealth of different mathematical concepts. Children aged 2 years confidently count as they play. They correctly identify different shapes within the environment and successfully sort coloured pom-poms into different groups.

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Curriculum and teaching Strong standard

The childminder carefully ensures that her curriculum is accessible to all children. She adapts her provision to make sure every child can take part and reach their full potential. This includes children who may have other barriers to their learning.

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Curriculum and teaching Strong standard

The provision for children's physical development is particularly well planned. The childminder carefully organises her programme of learning to make sure children develop the physical skills they need for later learning.

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Inclusion Strong standard

The childminder is very experienced in supporting children with special educational needs and/or disabilities. She fully understands the importance of building children's range of skills to support their future learning. The childminder uses her in-depth knowledge of every child to notice early when any gaps start to emerge. For instance, she quickly recognises when some children need extra help in developing their language skills. The childminder adapts her teaching and the resources she offers children. This helps children to hear spoken words clearly and start to use language more widely as they play.

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Inclusion Strong standard

The childminder uses professional development opportunities very well to develop and enhance her knowledge of specific areas. For instance, when children have additional health concerns, she works closely with parents and and other professionals to fully understand children's specific needs. She researches information and agrees detailed care plans with parents that are personal to every child. These strategies enable every child to be welcomed into her home and fully included the programme of activities.

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Leadership and governance Strong standard

The childminder is fully committed towards her own professional development and making continuous improvement. She is insightful and critical in her own evaluation and consistently identifies further ways to improve. Parents contribute fully towards the process of ongoing improvement. The childminder frequently seeks their views and asks them for feedback through her programme of parent surveys. Parents confirm how happy they are with the childminder's provision. They commend the childminder highly and describe in detail the positive impact she has on their children's learning and personal development.

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Leadership and governance Strong standard

The childminder frequently reviews the impact of her curriculum and adapts it precisely to take account of every child's individual learning needs. She is fully committed to offering the highest standards of provision. The childminder seeks out every opportunity to enhance her knowledge and skills through a detailed and personalised programme of professional training and development.

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Leadership and governance Strong standard

The childminder has planned her service meticulously to offer an inclusive service that takes account of every child's and family's needs. The provision for children with special educational needs and/or disabilities, and those who have other barriers to their learning, is strong.

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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 develop an extensive range of skills that support them well for their future learning. A recent focus on building children's confidence and independence has made a significantly positive impact on how well younger children build relationships with others. Children aged 2 years confidently resolve their own differences of opinion. They share the resources willingly and wait patiently for their turn. Children spontaneously say 'please' and 'thank you'. They demonstrate high levels of respect, kindness and care for others. When children thank each

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Inspector:

Jo Caswell other for sharing toys, they respond by saying, 'You are welcome.' These positive actions enable younger children to play and learn together harmoniously.

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Inspector:

Children thoroughly enjoy their learning. They approach activities with excitement and anticipation. Children become deeply engaged in working out how to do things for themselves. The childminder supports this extremely well. She plans activities with precision, based exactly on what she knows children are interested in and what she knows they need to learn next. Consequently, children make rapid progress in their learning.

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Inspector:

The childminder enables every child to feel safe and included. Children develop a deep sense of pride and excitedly call out, 'I did it' when they achieve things by themselves. The positive, engaging and purposeful atmosphere encourages children to try new things and to use their natural curiosity to deepen their knowledge.

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Inspector:

The childminder builds trusting and caring relationships with children. Children gravitate towards the childminder and constantly invite her into their play. The childminder gently guides and supports their learning. When children practise making marks with chalks, the childminder draws faces and children excitedly say, 'Draw me.' The childminder enables children to think about their emotions and what they might want to look like. Children confidently talk about how they are feeling, and the childminder depicts this in her drawings. This enables every child to feel listened to, valued and included.

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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, 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 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: Gallacher, Shelly Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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