Ottlyk, Mary Louise

Ottlyk, Mary Louise

Unique reference number (URN): 2748705 Address: 1 Hillhurst Gardens, Caterham, CR3 5HX Type: Childminder Registered with Ofsted: 17/10/2023 Registers: EYR, CCR, VCR Registered person: Ottlyk, Mary 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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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model. She seamlessly instils calmness throughout her setting. The childminder truly values children's choices. She listens and follows children's interests as they explore the environment. This creates a harmonious learning environment where children's behaviour is exemplary.

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Behaviour, attitudes and establishing routines Strong standard

Children are extremely polite, kind and respectful towards each other and the childminder. They share and pass each other different tools for digging as they search for their favourite dinosaurs. The childminder is an expert at supporting children's emotions. For example, she creates an area for children to relax and discuss how they feel. She ensures that children's favourite stories are on hand to swiftly help them settle in the inspiring environment. This helps all children, including those with special educational needs/or disabilities, develop their positive attitudes towards learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established highly effective relationships with children's families. She shares her expectations of attendance at her setting when they start using her service. This helps parents understand the importance of children's regular attendance and the procedures to follow if their children are unable to attend.

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Achievement Expected standard

Children acquire key skills in readiness for their next stage of education. They develop their communication skills in an environment rich in language and broaden their vocabulary. Children develop a love for stories about their favourite dinosaur characters. They are confident communicators who frequently discuss events that are important to them. This helps children consolidate their learning overall and build on their existing knowledge.

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Achievement Expected standard

Children have plenty of time to succeed in their abilities. They are independent in managing their self-care. Children show great determination as they learn to use various one-handed tools. This develops their hand–eye coordination for later learning. Overall, children are well prepared for their next stage of learning, including children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

The childminder works in partnership with parents from the outset. This helps her gather information about children's likes, dislikes and care routines. This two-way approach helps children feel safe and secure in the nurturing childminder's care. Furthermore, it helps the childminder adapt her practice to support children who face potential barriers to their learning. For instance, the childminder has developed her knowledge of how to implement a range of behavioural support strategies. This enables her to skilfully use visual prompts to help children understand the routines of the day. The childminder uses small-group sessions to help children describe how they are feeling. This helps children understand their different emotions and those of their friends.

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Children's welfare and wellbeing Expected standard

The childminder weaves in opportunities to develop children's knowledge of healthy foods and the benefit of exercise. Children choose nutritious snacks and meals and learn about the importance of staying hydrated as they play outside. The childminder teaches children from a young age the importance of sun safety. Furthermore, children learn to wash their hands after playing outside and before mealtimes. This helps them develop healthy habits for future learning.

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Curriculum and teaching Expected standard

The childminder and her co-minder have daily discussions that help them reflect on their curriculum. This helps the childminder recognise her strengths and identify her areas for improvement. The childminder uses her observations and assessments of children's learning to plan activities that generally support children's next steps of learning and development.

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Curriculum and teaching Expected standard

Children become confident communicators as they scoop sand to reveal their favourite dinosaurs. The childminder skilfully uses stories to help children learn new vocabulary. She supports children's counting and early mathematical skills as they compare the sizes of the dinosaurs. However, sometimes, the childminder does not adapt her teaching to ensure that she focuses on what she wants children to learn next. This means that children sometimes become distracted and leave the intended learning. Nevertheless, all children make progress from their individual starting points, including those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder plans regular visits in the local area for children to mix with larger groups of people, such as trips to toddler groups and care homes. This helps children develop and practise their social skills. Children interact with others of various ages and backgrounds. This helps them learn about the community they live in and develop their confidence.

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Inclusion Expected standard

The childminder uses observations alongside regular assessments to ensure that children are making progress in their learning and development. She has a secure awareness of how to identify and support children who may have special educational needs and/or disabilities. The childminder has established a trusting and consistent two-way flow of communication between herself and the children's parents. This helps her offer advice and support to the families. Parents report positively about the adaptations the childminder has implemented to support their children's development.

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Inclusion Expected standard

The childminder mostly works well with other professionals. She undertakes training to help enhance her knowledge and interventions for children. For example, she attends conferences to develop her knowledge on how to support children's physical development. This has helped her enhance the environment for children to develop their small- and large- muscle skills for later learning. However, the childminder has yet to strengthen her partnership with other professionals to gather information to support children's learning and development.

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Inclusion Expected standard

The childminder knows how to apply for additional funding depending on children's individual needs and backgrounds. This helps all children access their funded early years entitlement. As a result, all children develop the essential skills for later learning.

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Leadership and governance Expected standard

The childminder is reflective and mostly identifies where improvements are needed. She is committed to providing the best care and education for children. The childminder is currently working towards a level 3 qualification in early years to deepen her knowledge of how children learn. Furthermore, she has accessed training on how to support children's physical development and communication and language. This helps her implement various strategies in her teaching. For example, she has introduced a visual timetable so that children know the routines of the day. However, she has not precisely identified how to sequence her curriculum to ensure that children master their skills before moving on to their next steps of learning. Nevertheless, all children are developing the skills in readiness for later learning.

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Leadership and governance Expected standard

The childminder and her co-minder work collaboratively to support each other. The childminder has built successful relationships with parents and carers. Parents report that their children thoroughly enjoy the wealth of planned trips outside the setting. Furthermore, they comment on the childminder's effective communication and how it keeps them informed about their children's progress and care.

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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 care of the nurturing childminder and the co-minders she works with. They are very happy and demonstrate close bonds with the childminder and their friends. The childminder works closely with parents and carers from the outset. She plans individualised settling-in procedures for the children she cares for. This helps children feel safe and secure. Furthermore, the childminder uses this opportunity to share her expectations of attendance so that children are fully involved in the planned learning opportunities.

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

The childminder has developed an ambitious curriculum overall. She places high priority on developing children's speech and independence. Children speak with confidence as they gently hold the pet stick insects. They show a keen interest in stories and songs as they explore the well-planned environment. Children recall familiar phrases in their favourite stories. This helps them develop their growing vocabulary. The childminder uses her observations and assessments to ensure that children are making progress. This helps her adjust and adapt her practice to support children who may face potential barriers to their learning.

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

Children demonstrate their independence extremely well. They regularly help themselves to their water bottles and develop their self-care skills as they participate in planned cooking activities, peeling and cutting various vegetables. This helps children develop the muscles in their hands to use cutlery at mealtimes.

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

The childminder has high expectations for children's behaviour. She has developed inspiring routines that support children's ages and stages of development. The childminder plays alongside children, seamlessly promoting turn-taking and manners. Furthermore, the childminder plans trips for children to meet with other people to support their growing social skills. Children socialise in larger groups with children and people of different ages. As a result, children develop exemplary relationships from a young age. All children, including

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Address:

Register(s): EYR, CCR, VCR children with special educational needs and/or disabilities, are prepared well for their next stage of learning.

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Next steps

The childminder should further develop relationships with other professionals to ensure that children's precise learning targets are shared to help them make the best possible progress from their starting points. The childminder should strengthen her teaching to help children consistently meet their next steps of learning.

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About this inspection

The inspector spoke with the childminder, co-minder, a parent 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. 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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