Mercer, Tracey Louise

Mercer, Tracey Louise

Unique reference number (URN): EY405672 Address: 62 Nortons Way, Five Oak Green, Tonbridge, Kent, TN12 6TE Type: Childminder Registered with Ofsted: 15/03/2010 Registers: EYR, CCR, VCR Registered person: Mercer, Tracey 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 Expected standard

Children develop the knowledge needed for the next stage of their education, and they gain the skills and confidence they need to start school. Children make good progress at their own pace. With gentle help, they learn to do things for themselves. Children develop communication skills in line with their age and stage of development. For example, children show that they recognise some of the letters of their name for when they progress to reading and writing. Children learn about patterns, shapes, numbers, counting and colours. They use this knowledge accurately when playing. For example, they count cars, identify their colours and use mathematical language, such as higher, lower and the same. Children enjoy activities that help them to grasp a good knowledge of early mathematics and literacy skills.

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Behaviour, attitudes and establishing routines Expected standard

Children have close bonds with the nurturing childminder, who has a secure understanding of children, their early experiences and how these can impact on their learning. The childminder places a priority on monitoring children's attendance and works closely with parents and carers to discuss and support children's needs and preferences. There are high expectations of children's behaviour. The childminder models positive behaviour and listens and responds to children with respect. The childminder reminds children to be polite and respectful to each other. She knows when to stand back and watch and when to provide swift and sensitive support. This helps children to play collaboratively and resolve minor disputes independently.

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Behaviour, attitudes and establishing routines Expected standard

Children are polite and well behaved, regularly saying 'please' and 'thank you'. However, the childminder does not consistently support children to develop their understanding of how their choices affect others. For example, she does not make sure that they know the reasons why they should not throw toys.

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Children's welfare and wellbeing Expected standard

The childminder has created a safe, welcoming environment where children enjoy play, learning and social activities. She has established effective practices that promote children's health and wellbeing. The childminder takes children out in the local community, and children enjoy games and activities outside. They have daily access to opportunities that support their physical health and development. Additionally, when meeting with other children, they begin to develop social skills such as sharing, and are supported to recognise that others have needs and emotions too.

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Children's welfare and wellbeing Expected standard

Mealtimes are used to promote social skills. The childminder helps children to take responsibility and develop their independence skills. For instance, children chop their own fruit and make their own choices about what they would like to eat and drink. Hygiene practices are well considered by the childminder, who ensures that children's personal needs are met appropriately. She teaches children to become increasingly independent in managing their personal care and encourages a healthy and active lifestyle.

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Children's welfare and wellbeing Expected standard

The childminder understands how to adapt care practices for all children who attend, such as around sleeping and feeding. She liaises with parents and carers to tailor routines that are consistent in meeting every child's individual needs.

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Curriculum and teaching Expected standard

The childminder delivers a play-based curriculum. She provides various stimulating activities and resources and helps children to make their own choices based on what they are interested in. The childminder observes and assesses children's progress and consults with parents and carers to expand on what children already know and can do. Children enjoy activities that extend their physical development. For example, they take part in community outings. Children meet with wider groups at the playground to socialise with others and further develop their confidence in social situations. Mathematical development is also taught well, and the childminder skilfully interweaves ways for children to practise numbers and counting. The curriculum meets children's needs, and children make typical progress.

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Curriculum and teaching Expected standard

The childminder models the correct use of language, including the pronunciation of words. Young children confidently speak in full sentences. They speak to visitors with confidence and explain that they enjoy spending time with the childminder and the games they play together. The childminder recognises the importance of assessment through her curriculum. She understands the types of support to offer should children show gaps in their learning, including planning targeted learning and activities to reduce learning barriers.

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Inclusion Expected standard

The childminder understands her responsibility to ensure that all children should have access to equal opportunities. This relates to anything that may cause a barrier to learning. For example, there is a focus on helping children to develop communication skills, particularly those who speak English as an additional language. The childminder engages children in interesting conversations, giving them time to think and respond. She describes how she speaks to children in their home language and English to support their learning of new vocabulary in both.

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Inclusion Expected standard

The childminder uses observations and discussions with children's families to understand their needs when they start. She tailors routines to reflect what care is provided at home, such as sleeping and feeding. This helps all children to feel secure and settled, particularly babies. This individual care ensures children feel included, safe and ready to play and learn. Where possible concerns for development are identified, the childminder seeks advice from external professionals as appropriate. She has experience of supporting children with speech and language delay and demonstrates an understanding of the importance of early identification and support. The childminder adapts care sensitively and knows children well.

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Leadership and governance Expected standard

The childminder uses observation and assessment to ensure that children are making the progress that they are capable of. She completes statutory progress checks at age 2, sharing children's development and next steps with parents. The childminder identifies and supports any gaps in learning, providing parents with ideas to support children's development at home. However, she has not yet established links with other settings that children attend to support continuity of learning, such as sharing next steps. This will help to provide a more consistent approach to children's learning and development to ensure they continue to make good progress.

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Leadership and governance Expected standard

Parents and carers comment that the childminder is trustworthy, supportive and always willing to discuss any questions or concerns. The childminder reflects on her practice and evaluates her provision. She keeps her knowledge current by reading updates and networking with other local childminders to share ideas and good practice.

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Leadership and governance Expected standard

The childminder has failed to notify Ofsted of significant events. This is a requirement of her registration. However, the childminder demonstrates that this was an administrative oversight and has taken swift action to rectify this issue. She has reviewed and improved her knowledge of her responsibilities and understands when to make notifications in the future. There was no impact on children's safety and welfare because of the breach to the statutory requirements.

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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 are eager to arrive at the childminder's home to enjoy the exciting opportunities there. There is a wide range of toys and activities on offer, and the childminder plans motivating activities based on children's interests. For example, there are lots of different toy vehicles for children to choose from. Children explore and investigate various surfaces for the cars to move over, and they experiment with slopes and slants, watching their cars speed up. The childminder regularly praises children's achievements and encourages them to problem-solve, for instance when they persevere with things they may find difficult. Children show their obvious pride in their achievements, demonstrating their confidence and self-esteem. The childminder is calm and is a positive role model for children. Due to gentle guidance and intervention from the childminder, children develop positive relationships and understanding of respectful boundaries.

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

Children demonstrate an effective understanding of the routines. For example, they use the toilet independently and know to wash their hands afterwards. Additionally, children help the childminder to tidy up the toys before moving on to another activity, such as completing crafts. The childminder encourages children to develop positive attitudes to learning. She skilfully engages children of all ages to join in with activities. Children enjoy choice as they play, for instance as they choose the toppings that they would like on their pancakes. The childminder asks individual questions, engaging children well and encouraging them to make their own choices and decisions. This helps children to develop their independence and creativity successfully. The childminder encourages children's mathematical skills well. She counts with children and explains different shapes, supporting their understanding and

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Address:

62 Nortons Way Five Oak Green Tonbridge Kent TN12 6TE

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Address:

Registered person: Mercer, Tracey Louise

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should gather and share information with other settings that children also attend, to gain a fuller picture of children's abilities and to plan more precisely for their learning. The childminder should strengthen behaviour management strategies to help children develop an understanding of the consequences of their behaviour and choices.

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About this inspection

The inspector spoke with the childminder and children 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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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. 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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