Wilson, Stephanie Amy

Wilson, Stephanie Amy

Unique reference number (URN): 2746316 Address: 1 Hillhurst Gardens, Caterham, CR3 5HX Type: Childminder Registered with Ofsted: 17/10/2023 Registers: EYR, CCR, VCR Registered person: Wilson, Stephanie Amy

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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 has inspiring knowledge of each child's individual character. From the outset, she works in collaboration with parents, gathering a wealth of information about the children and their families. This highly effective approach helps the childminder establish harmonious relationships when children start. This helps the childminder ensure that her routines are tailored to the age and stage of development of the children she cares for.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established inspiring routines. For example, although the childminder creates the timetable of the day, the children have complete autonomy over the order in which they access planned activities. For example, children choose from pictures of the daily routine to decide where they would like to play first. This highly collaborative approach embraces the children's voices and fosters an awe-inspiring environment for children to play and explore. Furthermore, the childminder adapts her approach to support children who may face barriers to their learning. She allows them plenty of time to finish what they are doing and provides a visual prompt, such as a sand timer, to help them seamlessly move on during transition times.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that children's attendance is monitored. She promotes the importance of regular attendance with parents from the outset. This helps children develop consistent routines, further enhancing their wellbeing and readiness to learn.

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Achievement Expected standard

Children thoroughly enjoy their time at the childminder's setting. They are independent as they take part in their daily routines. For example, they prepare meals together and put on their coats to get ready for playing outside. Children understand the importance of hygiene as they wash their hands and blow their noses. Children are becoming confident communicators. They develop a love of stories from an early age. Children use a wide range of vocabulary and take part in meaningful conversations. They have calm areas where they can relax, which contributes to their emotional development. Children build secure and warm friendships; they are excellent at understanding others' emotions and feelings.

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Achievement Expected standard

Overall, all children, including those with special educational needs and/or disabilities, are well prepared for their next stage of learning. Children are motivated to learn and eager to take part in the activities offered. However, the curriculum is not always planned precisely enough to further deepen children's learning.

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Children's welfare and wellbeing Expected standard

The childminder places children's wellbeing at the centre of her practice. When children start, she plans highly effective settling-in sessions with parents and children. This helps the childminder closely follow the care routines of children's home lives and gather information about any potential barriers to their learning.

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Children's welfare and wellbeing Expected standard

The childminder uses her knowledge of the children to make adaptations to support their emotions. For instance, she has recently created a calm tent, which has a wealth of objects that promote calmness and curiosity. The childminder narrates alongside the children's play, which helps them begin to understand their feelings.

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Children's welfare and wellbeing Expected standard

The childminder provides children with a range of nutritious foods. She works with parents to support children's dietary needs. The childminder prioritises children's outdoor opportunities. They access fresh air and enjoy plenty of exercise each day. This promotes children's physical development and wellbeing. The childminder teaches children how to keep themselves safe as they use small child-friendly knives to prepare snacks for their friends. This helps children learn about their safety. Furthermore, the childminder talks with children about the importance of healthy foods and shares this information with parents, advising them on the importance of oral hygiene.

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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 areas for improvement. As a result, the childminder's curriculum is typically well planned to help children develop their knowledge and skills.

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Curriculum and teaching Expected standard

The childminder observes how children access the curriculum and adapts learning to meet their immediate needs. This generally helps children, including those with special educational needs and/or disabilities, make positive progress in their development. However, sometimes, the childminder moves children's learning on too quickly. As a result, children do not always consolidate their learning and become confident in new skills.

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Curriculum and teaching Expected standard

The childminder recognises the importance of developing children's communication and language skills. She introduces new words, such as 'celery', as children prepare vegetables for lunch. The childminder also uses these opportunities to teach children early counting. This develops children's early mathematical skills.

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Curriculum and teaching Expected standard

Children are developing their understanding of the world around them. The childminder plans a range of trips in the local area. Children recall their regular daily walks and confidently discuss the animals on the farm they walk past on their daily woodland walks.

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Inclusion Expected standard

The childminder has high expectations of all children's abilities. She places inclusion at the heart of her practice. The childminder carries out regular observations and assessments of children's achievements. This helps her identify any emerging barriers to their learning. The childminder uses her assessments to identify additional training to deepen her understanding. For example, she has developed her knowledge of how to support children with their early emotions. This has helped the childminder to adapt her practice and consider different strategies to help children understand how they feel. The childminder has introduced calm areas with resources that prompt discussions to support children's wellbeing. This helps children feel safe and secure.

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Inclusion Expected standard

The childminder works collaboratively with parents and other external agencies to ensure that parents are aware of any additional funding that their children may be eligible to receive. This supports children in maximising their access to early years education and helps children with special educational needs and/or disabilities make the best possible progress in their learning. Parents comment positively on the adaptations that the childminder has made in her setting to support their children's wellbeing and development.

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Leadership and governance Expected standard

The childminder is reflective and identifies mostly 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 emotional development. This has a positive impact on children's behaviours and attitudes to learning. However, the childminder has not precisely identified the professional development opportunities to further develop the learning experiences of the older children. The childminder and any co-minders she works with have regular meetings and discussions to further their professional development.

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Leadership and governance Expected standard

The childminder has built effective relationships with parents and carers. This helps promote a consistent approach to children's learning and development. Parents comment positively about the level of care, communication and individual attention their children receive. Many parents feel that their children are happy and make progress in their learning and development. They comment on the childminder's support in helping their children develop healthy eating habits and learn how to use the toilet. Parents further note improvements in their children's language skills and confidence.

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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 extremely happy and settled in the care of the childminder and the co-minders she works with. The childminder has effective systems to monitor children's learning, development and attendance. She shares regular observations and assessments with parents and carers to keep them informed. The childminder is responsive to children's individual needs. For example, she refers children to a visual timetable so that they know what they are doing throughout the day. This helps children feel a secure sense of belonging as they play with their friends.

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About this setting

Children eagerly recall exciting trips they benefit from in the local community. The childminder places a high priority on developing children's social skills and confidence. For example, children regularly catch the local bus to town and visit the library. The childminder uses this opportunity to teach children about road safety. She focuses on children's communication and language development. Children discuss the different animals on the local farm, such as 'bulls'. They speak with confidence and purpose to the childminder about where the different animals live. This helps children learn new vocabulary at a rapid pace.

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About this setting

Children's behaviour is exemplary, and they play harmoniously together. The childminder has embedded highly effective routines in her setting. This helps children develop their high levels of confidence and social skills. For example, children beam with pride as they take turns being the helper of the day. The childminder helps children prepare snacks for their friends. Children develop their independence as they cut various fruits and speak with warmth as they ask how many snacks they would like. The childminder weaves in opportunities to support children's early mathematical understanding, using number and shape language naturally in their chosen play. All children, including 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 sequence her curriculum to allow children time to develop and master their skills before moving on to their next step of learning. The childminder should consider how to develop her knowledge of older children's learning and development to consistently help them build on what they already know and can do.

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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. Unique reference number (URN): 2746316

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Address:

Registered person: Wilson, Stephanie Amy

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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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