Clements, Denise

Clements, Denise

Unique reference number (URN): EY313252 Address: 33 Glenburn Close, Ayton Village, Washington, Tyne and Wear, NE38 8PE Type: Childminder Registered with Ofsted: 20/09/2005 Registers: EYR, CCR, VCR Registered person: Clements, Denise

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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 typically make steady progress from their starting points and develop the knowledge they need for later learning. They concentrate well during play and learn to work alongside and with others. Young children remember what they learn. They show this, for example, when they sing familiar songs during their play.

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Achievement Expected standard

Children develop a love of books and enjoy sharing stories with the childminder and other children. Young children turn pages with confidence and show their understanding as they copy the animal sounds they hear in the stories they hear

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Achievement Expected standard

Children follow routines, respond to familiar cues, and show a growing awareness of what happens next in their play and learning. All children, including those who face barriers or challenges in their learning, make steady progress. They build a secure foundation of knowledge and skills that prepares them well for nursery or school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a supportive environment where children know what to expect and feel secure. She models kindness and respect, and children mirror this in their behaviour. They learn right from wrong through clear reminders that match their level of understanding. Children respond well to the childminder's gentle and consistent guidance. Her calm approach supports children to feel safe and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

Children build secure relationships with the childminder and one another. She encourages them to work together, for example, by passing a ball to a friend during a game. The childminder focuses on helping children grow into kind and thoughtful learners who show respect for each other. They develop positive attitudes and are eager to please the childminder. The childminder models good manners, such as saying please and thank you. Children learn to be polite.

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Behaviour, attitudes and establishing routines Expected standard

The childminder communicates with parents when children are absent or late, reinforcing the importance of regular attendance and punctuality. This helps to build positive habits for punctuality and attendance in school. Her flexibility supports this well, for example, when she adjusts children's attendance patterns due to family circumstances.

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Children's welfare and wellbeing Expected standard

The childminder meets children's individual needs through responsive and caring routines. She checks the children frequently while they sleep to ensure their safety, and her warm cuddles on waking give them comfort and time to adjust. The childminder supervises children well at mealtimes and works closely with parents to ensure packed lunches meet nutritional standards. Children learn to keep themselves safe, for example by sitting still while they eat. Warm and trusting relationships are evident. Children show confidence in the childminder's care and benefit from routines that promote their health, safety, and overall physical development. Children have some opportunities to develop independence, such as attempting to put on their own coats and shoes. Sometimes, the childminder feeds young children rather than encouraging them to try for themselves. Children's opportunities to learn good hygiene are limited, for example, when the childminder wipes their nose for them.

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Children's welfare and wellbeing Expected standard

Overall, children respond well to the childminder's support. Toddlers sometimes need more help understanding their emotions and managing early frustrations. While the childminder offers reassurance, there is scope to strengthen how children learn to recognise and express their feelings.

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Curriculum and teaching Expected standard

The childminder reviews her learning plans and continually builds on children's learning experiences. Her curriculum is built around learning through play. She uses everyday activities and experiences to cover all areas of learning and repeats key opportunities so that children who attend on different days can take part. She uses her assessments to understand children's starting points and accurately identifies what they what they already know and can do. Teaching typically builds on this well, and the childminder supports children's learning effectively. With an even sharper focus on what she wants children to learn next, the childminder can ensure that her teaching makes activities and experiences consistently even more purposeful. The childminder adapts her approach when she identifies barriers to learning or gaps in development.

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Curriculum and teaching Expected standard

The childminder supports children's speaking skills in practical ways, such as discouraging the use of dummies. She values the role of books and reads to children with enthusiasm. At times, she uses informal or simplified language, reducing children's opportunities to hear rich, accurate vocabulary. She builds early mathematical knowledge through children's interests, such as a counting activity with ducks after seeing them during an outing. While the childminder promotes turn-taking and early friendships, she does not yet build consistent opportunities into her teaching to help children recognise and express their feelings. Physical development is a priority in the curriculum. For example, the childminder encourages movement and exercise on regular visits to active play centres.

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Inclusion Expected standard

The childminder identifies children's individual needs through ongoing assessments and close attention to their wellbeing. Meaningful partnerships with parents help her remain aware of any family circumstances that may influence how children feel and learn, such as a new baby in the family. She offers extra reassurance to help these children feel more secure and provides dolls and other resources that help children make sense of experiences through play.

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Inclusion Expected standard

The childminder has a secure understanding of typical development and uses this to identify any gaps, delays, or concerns about children's learning. She increases opportunities to practise skills in the areas of learning where she has a concern and reviews the difference this makes. The childminder has strengthened her understanding of the procedures to follow if she remains concerned about a child's learning or development. She knows when and how to contact other agencies or professionals to ensure that children receive the right help at the right time.

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Inclusion Expected standard

The childminder understands how additional funding can benefit eligible children, for example, by providing resources or experiences that link to their learning priorities. She maintains oversight of children who have any barriers to their learning and keeps their progress and wellbeing central to her provision.

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Leadership and governance Expected standard

The longstanding childminder is very committed to her role and holds children's best interests at the heart of her provision. Since the last inspection, she has engaged with the local authority to build on her practice. This support has helped her to build on the quality of education and to strengthen her understanding of how to respond when concerns arise about children's development.

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Leadership and governance Expected standard

The childminder is committed to building on her knowledge and skills. For example, her attendance at recent training has led her to introduce new activities that help children explore their ideas more deeply in their play. Her confidence and knowledge continue to grow, building her capacity to develop teaching beyond expected levels.

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Leadership and governance Expected standard

The childminder liaises with other childminders and shares ideas for quality care and learning. She uses this to reflect on her provision and identifies what is working well and what she would like to develop. She also welcomes feedback and support from other professionals. For example, she plans to reorganise her garden to build further on children's outdoor learning.

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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 show that they feel safe in the childminder's nurturing and responsive care. They settle quickly and show their trust by approaching her for comfort, reassurance, or a hug when they need it. The childminder notices when changes at home affect how children feel and works closely with parents to support them emotionally. Her consistent routines help children feel secure and ready to learn. She understands how attendance affects progress and helps children to catch up after periods of absence, so they do not fall behind.

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

Children enjoy their learning and make steady progress from their starting points. They explore the environment with confidence, choose their favourite toys, and ask for more when they want to continue their play. Children show particularly secure skills during imaginative play, for example, when they make 'tea' for friends. The childminder joins in and makes learning fun, helping children to build early confidence and some independence.

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

Children play happily alongside one another and develop increasing social skills. Outings in the local community give them wider experiences and help them to grow in confidence as they meet new children and adults. Parents feel welcome and value the care and learning their children receive. They talk about the improvement they see in their children's confidence and how they 'come on in leaps and bounds'.

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

The childminder knows each child well and values what matters to them. She reflects children's different needs, abilities, and traditions in her setting, for example, in books, toys, and photos. This helps all children to feel included and develop a strong sense of belonging. Children flourish in this nurturing environment where they feel secure, and their needs are met. They leave well prepared for their next steps into nursery or school.

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Address:

33 Glenburn Close Ayton Village Washington Tyne and Wear NE38 8PE

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Next steps

The childminder should focus more precisely on what children need to learn next to raise their achievements even further. The childminder should refine her interactions with children so that they hear and learn new words accurately. The childminder should use more consistent strategies to support children to recognise, understand and manage their emotions. The childminder should strengthen how she encourages children to develop early self- help skills to build their independence to the highest levels.

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