Williams, Helen Claire

Williams, Helen Claire

Unique reference number (URN): 2750155 Address: 6 Emblems, Dunmow, CM6 2AG Type: Childminder Registered with Ofsted: 15/09/2023 Registers: EYR, CCR, VCR Registered person: Williams, Helen Claire

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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 show impressive knowledge across the seven areas of learning. They have advanced language that enables them to engage in meaningful conversations that further extend their knowledge. Children recognise numbers and count confidently matching numerals with quantity. They sort objects into type and colour and confidently recognise patterns, recognising similarities and differences.

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Achievement Strong standard

From a very young age children demonstrate their developing vocabulary. They name a range of everyday things such as animals and fruits. Older children describe their blueberries as 'bluey-purple' and use mature language such as when they describe feelings in stories.

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Achievement Strong standard

Children with speech and language delays benefit from the wonderful language rich environments. They engage in high quality back-and-forth conversations with the childminder. This results in rapid acceleration in language, and any gaps for children are closing quickly.

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Achievement Strong standard

Children use the range of activities provided to develop their physical skills. They demonstrate great agility on the climbing structure and walk confidently on stilts. Younger children explore puzzles and manipulate pieces until they fit. They show excellent concentration and focus for their early age. Ultimately, children are exceedingly well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

Children behave incredibly well. They engage in tidying up, making sure all pieces are returned safely to their homes. Even young babies busy themselves with putting things away. Children continue to hear mathematical language as they count the correct number of shapes back into the box.

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Behaviour, attitudes and establishing routines Strong standard

Children exude the utmost confidence. They immediately introduce themselves and explain where to find the bathroom. Children show wonderfully warm attachments to the childminder. They show the utmost respect and kindness to others. Older children envelop the babies in affectionate cuddles and show supportive responses to their requests for help. This is due to the positive role modelling from the childminder who consistently demonstrates her expectations for kindness and empathy.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly enthusiastic about their learning. They approach every opportunity with delight and wonder. Younger children explore the home corner, making tea and sharing play food with their friends. Older children collaborate on tasks such as creating a 'fruit pie' with toy food. Children have excellent attendance. The childminder sets out her expectations with parents from the start of a child's journey with her. She shares the importance of regular attendance for children's learning and preparing them for school. Outside they learn about personal safety when climbing. When they pour water on the slide, the childminder explains why it is not safe and encourages them to wipe up the water. This helps develop an awareness of how to manage risks safely.

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Children's welfare and wellbeing Strong standard

The childminder has comprehensive policies that ensure children always stay safe and healthy. She places a high priority on children's wellbeing and making sure they can fully flourish in her care. Children have a deep sense of belonging and emotional wellbeing. They spend time looking through family photographs from the 'chatterbox'. They talk about their families and pets and clearly show their blossoming wellbeing and secure attachment to the childminder.

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Children's welfare and wellbeing Strong standard

The childminder uses a clear and consistent approach to help children develop the language of feelings. For example, she uses words that describe a range of feelings and helps children to identify these during stories. Children show their robust understanding of hygiene procedures such as washing their hands before snack. They explain that washing with soap cleans away the germs.

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Children's welfare and wellbeing Strong standard

Children enjoy running and exercising outdoors in the fresh air. When they get thirsty, they know to take a drink of water to hydrate. Children discuss their meals with the childminder and their friends. They show superb table manners and mature social skills. They recognise healthy foods and show a positive attitude to healthy lifestyles. The childminder has thought about intimate care routines to ensure children's privacy is maintained. Children who need a nap are offered a safe and comfortable place to sleep at a time that meets their personalised routines. The childminder checks on sleeping children regularly to ensure their safety is maintained.

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Curriculum and teaching Strong standard

Books are a fundamental part of the curriculum. The childminder fully understands the value that reading brings. Children explore stories and rhymes which support their vocabulary and understanding of speech patterns. They delight in sharing their own stories and create alternative characters and endings.

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Curriculum and teaching Strong standard

Children are highly confident in their use of number and counting. Younger children learn about pattern, colour and shape as they develop early mathematical skills. Children develop dexterity and fine motor skills as they scoop and pour coloured oats. The childminder provides a wealth of experiences that develop children's understanding of the wider world. They visit the local library to further develop their love of books. Children explore the woods where they develop positive attitudes to risk and challenge. They explore their own shadows on sunny days and visit a care home to develop multi-generational connections. Children connect favourite songs with real-life experiences to consolidate understanding. For example, they search for scarecrows in the local environment to give meaning to their song about scarecrows.

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Curriculum and teaching Strong standard

The curriculum has a sharp focus in promoting independence and skills that support self- care. Children are encouraged to manage their belongings. They confidently wash their hands and collect their lunch boxes from the trolley. The childminder supports children to develop essential sharing and turn taking skills. High praise is offered when children try and succeed. The childminder enriches children's experiences in a myriad of ways. She provides extensive opportunities for children to practise and refine skills that support later learning. These activities are carefully structured to meet the differing ages of children. For example, younger children use their senses to explore trays filled with coloured oats, while older children develop mathematical language such as 'empty' and 'full'.

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Inclusion Strong standard

Children who may face barriers to their learning receive swift and precise support that ensures they do not fall behind their peers. The childminder uses her secure knowledge of child development and specialist training to deliver provision that enables every child to thrive. As a result, children make rapid progress from their starting points.

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Inclusion Strong standard

The childminder fully understands the individual needs of every child that attends. She uses the information captured when children join to determine the best way to use any additional funding to support children who may otherwise be disadvantaged. This means that every child is able to access their rightful entitlement to a broad and ambitious curriculum and make significant progress in their learning and development.

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Inclusion Strong standard

The childminder fully involves parents in their children's learning and values their contributions. She builds professional relationships with additional settings that children attend. This shared approach helps to develop a rounded picture of children's progress and needs and drive more refined support. Her consistent and determined approach to success means that children are fully supported to develop and sustain a range of knowledge and skills that leave them incredibly well prepared for the next stage in their education.

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Leadership and governance Strong standard

The childminder has an accurate understanding of her provision. She uses ongoing, meticulous evaluation to identify her strengths any priorities for improvement. The childminder uses critical reflection incredibly well to understand what she needs to do to drive continuous improvements. She uses sharply focused assessment of children's progress to identify where she could develop her teaching which leads to targeted professional development. For example, she attends training such as oral health and mathematics to strengthen her knowledge. This supports the high-quality teaching that makes a significant positive difference to children's education and care.

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Leadership and governance Strong standard

The childminder fully understands her responsibilities with the early years foundation stage and applies this consistently to promote the safety and wellbeing of children. This includes maintaining her paediatric first aid certification and safeguarding training.

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Leadership and governance Strong standard

The childminder has developed excellent partnerships with parents and professionals who support children. This extends to additional settings that children attend to capture a full picture of what children know and can do, and any additional support they may need. This means that children who may face barriers to their learning are fully supported by all those who are involved in their care. As a result, children flourish and are very well prepared for the next stage in their education. The childminder works closely with other childminders and ensures that there is a culture of high expectation where every child is supported to thrive.

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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 adore their time with the childminder. They attend well and parents value the benefits that the childminder brings to their children. Children radiate endless positivity and joy as they go about their play and learning. The childminder crafts learning experiences that take account of what children already know and what they need to learn next. She draws on her deep and secure knowledge of children's interests and motivations to bring learning to life. For example, older children make bracelets to develop their threading skills.

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

The childminder makes adaptations that support children who may have barriers to learning so that they can be fully engaged. Children are fiercely independent. They manage their coats and shoes when going outside and make choices about how they want to play. Children's confidence shines. They communicate incredibly well, highlighting the impressive vocabulary and language skills they have developed. From an early age, children show boundless enthusiasm and positivity to their learning. This strengthens their ability to deepen and consolidate new information which leads to knowledge that sticks.

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

Children demonstrate harmonious relationships with one another. They learn to share through games and activities that also promote patience and turn-taking. The childminder acts as a positive role model to promote these important values. Throughout play, the childminder models emotional language to help children recognise how they feel. Children show a thoughtful approach to characters in stories, suggesting that they might be sad or afraid. These secure emotional foundations support children to make and sustain friendships as well as managing their own feelings in a highly positive way.

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

Children visit the care home where they interact with older generations. This further strengthens their positive attitudes to people in their homes and community. Children learn about what makes them unique. They explore a range of festivals that deepen their understanding of similarities and differences and promote tolerance of others. Children are thriving under the care of the childminder and consequently are remarkably well prepared for the next stage in their education.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should continue to 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, parents 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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Address:

Registered person: Williams, Helen Claire

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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