Forder, Amanda Ga Ling

Forder, Amanda Ga Ling

Unique reference number (URN): 2764031 Address: 4 Aragon Place, Morden, SM4 4QD Type: Childminder Registered with Ofsted: 12/12/2023 Registers: EYR, CCR, VCR Registered person: Forder, Amanda Ga Ling

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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 Expected standard

All children make the levels of progress of which they are capable and are well prepared for their eventual move to nursery school overall. This includes children who require additional support and those who face barriers to their learning. Children develop their problem-solving skills from an early stage. They have daily opportunities to develop the dexterity and coordination needed for later writing. For example, younger children learn how to manipulate play dough into different-sized containers and pull levers to squeeze the dough through. Older children use their imaginations to make different items using various apparatus. They use their hands to squeeze, roll and pat the dough so that it can be manipulated in different ways. Children develop their communication skills as they are encouraged to talk about what they are making and how they are doing this.

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Achievement Expected standard

Children develop their independence and are given choice from an early age. For example, babies and younger children learn to wash their hands, choose the foods that they would like to eat and begin feeding themselves. Older children dress themselves and manage their own personal hygiene independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment for children with their calm and nurturing approach. They have clear expectations of children's behaviour and remind them to play cooperatively with their peers. The childminder helps children to understand their feelings and talks to them about their emotions. They help children to manage minor conflicts when they arise. For example, the childminder reminds children to share the resources and supports them to understand the impact their actions have on others. Children respond to this and play alongside their peers well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works in partnership with parents and carers to ensure children are provided with familiar routines when they first start at the setting. They tailor the support each child receives according to their stage of development and individual care needs. This helps children to settle in quickly.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has discussions with parents about the importance of regular attendance. They follow up with parents when children do not arrive for their session. The childminder explains how regular attendance helps to ensure children receive the best support and opportunities for learning.

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Children's welfare and wellbeing Expected standard

The childminder teaches children how to make healthy choices. They encourage children to try new foods and provide them with a variety of healthy, nutritious and balanced meals and snacks. The childminder ensures babies are provided with varied diets while weaning and follows safety guidelines. This is done alongside parents and carers to promote a consistent approach between the setting and home. The childminder provides children with opportunities to be physically active and exercise while playing outdoors.

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Children's welfare and wellbeing Expected standard

The childminder supports children to learn how to manage and regulate their emotions. They have consistent daily routines that children show they are familiar with and follow well. Children know what is expected of them, as the childminder talks to them about what they are doing 'now' and what is coming 'next'. The childminder uses communication cards to help children who need additional support with managing their feelings and emotions. Children respond well to this and use them when needed throughout the day.

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Children's welfare and wellbeing Expected standard

The childminder responds sensitively to the individual needs of all children. They provide children with the reassurance that they need when they become unsettled. The childminder is quick to recognise and respond to children's changing needs. For example, they bring forward lunchtime when children show that they are hungry. The childminder recognises when children are tired and settles them down to sleep. Children show that they are settled and feel safe in the childminder's care.

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Curriculum and teaching Expected standard

The childminder implements her curriculum effectively in practice overall. They plan activities and learning experiences that help to build on what children already know and can do. The childminder adapts their curriculum to incorporate each child's interests and ensure that they receive the targeted support that they need generally.

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Curriculum and teaching Expected standard

The childminder focuses on supporting children to develop their communication and language skills. For example, they provide a narrative to children during their play and encourage back-and-forth conversations. The childminder uses simple language with children who face barriers to their learning. They build on their vocabulary to support them to speak in sentences over time. The childminder does not always make the best use of the resources available to extend children's vocabulary even further so that they make even greater levels of progress. For example, they have introduced word maps in different areas of learning to help prompt them to develop children's vocabulary even further, but these are not yet consistently used.

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Curriculum and teaching Expected standard

The childminder develops children's mathematical skills well throughout their play and daily routines. For example, they teach children to count the different pieces of fruit that they add to their plate. The childminder helps children to learn that the total number of items in a group is the last number that they have counted.

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Curriculum and teaching Expected standard

The childminder provides children with a range of opportunities to learn indoors that cover all areas of development. Outdoors, learning is currently focused on developing children's physical skills and understanding of the natural world. There are plans in place to expand outdoor learning to cover all areas of learning. However, these are in their infancy and not yet fully embedded to provide children with further opportunities to learn outdoors.

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Inclusion Expected standard

The childminder knows each child they care for well. They take the time to get to know each child before they start at the setting. The childminder gathers important information from parents and carers about their child's individual care needs and stage of learning. They use this to plan familiar routines and activities that match children's interests and stage of development. The childminder regularly monitors children's progress. They quickly identify and respond to emerging gaps in children's development.

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Inclusion Expected standard

Children benefit from the childminder's inclusive and welcoming environment. The childminder works closely with parents and external professionals to ensure any barriers to children's learning are addressed promptly. They provide targeted support and put strategies into practice effectively to promote children's physical development and their communication and language skills. For example, the childminder uses communication cards to help children develop their speech and language during play and daily routines. They also offer regular opportunities for children to use walking aids, climbing equipment and balancing resources to build their physical skills. As a result, any gaps in children's development begin to close.

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Leadership and governance Expected standard

The childminder values the importance of reflecting on their practice to identify areas to improve. They seek feedback from children, parents and carers and external professionals to evaluate the quality of the service that they provide. They use the feedback that they receive to identify any areas of improvement. Following feedback from parent questionnaires, the childminder now shares daily observations and photos to show parents what their child has been doing each day. Parents praise the childminder and comment positively about how they adapt their approach to help support children who face barriers to their learning. Parents are complimentary about the levels of progress their child has made since starting at the setting.

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Leadership and governance Expected standard

The childminder works effectively with other professionals involved in children's care. They work collaboratively to identify the individual support that children who face barriers to their learning need. The childminder seeks feedback and evaluates the quality of their setting alongside the childminder that they work at the same premises with. They access mandatory training to help ensure that they meet the requirements of the early years foundation stage. The childminder does not currently access training that focuses on developing the quality of their teaching to help strengthen their practice and raise this to a greater level.

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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 thrive in the childminder's care. They build a strong bond and relationship with the kind, caring and attentive childminder, who responds to their individual needs effectively. Children are relaxed and show that they feel safe and secure in the childminder's care. They are provided with cuddles, support and the reassurance that they need throughout the day. Children are motivated by the praise that they receive for their positive work and efforts. Children have many opportunities to develop their social skills. For example, they join in group activities where they learn how to share and take turns. Children go on visits to parks

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About this setting

Unique reference number (URN): 2764031 and playgroups, where they meet new people and learn how to play and cooperate with children in the wider community. This helps to prepare children well for their future learning and eventual move on to nursery school.

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About this setting

Children are eager to learn and join in the activities and learning experiences with enthusiasm. They show great levels of interest and intrigue as the childminder reads familiar stories. For example, children thoroughly enjoy listening to stories and help to retell these using props that the childminder provides for them. Older children answer questions about what is happening in the story and what might happen next. Younger children join in with repeated refrains. The childminder is animated while singing action songs and nursery rhymes with children. This helps to build on younger children's listening and attention skills, as they are captivated by the childminder's singing and dancing. Older children move their bodies freely and follow the instructions as they complete different action songs. The childminder adapts her approach and provides children with the targeted support that they need overall. This enables each child to participate and supports them to make the levels of

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Next steps

The childminder should further develop the outdoor environment to support all areas of children's learning throughout the year. The childminder should focus their training on areas that help strengthen and raise the quality of teaching and expertise to a greater level.

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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: Forder, Amanda Ga Ling

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Address:

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

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 .

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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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