McCrum, Lauren Emily

McCrum, Lauren Emily

Unique reference number (URN): 2746607 Address: 14 Lasius Drive, Maidstone, ME17 4UH Type: Childminder Registered with Ofsted: 16/10/2023 Registers: EYR, CCR, VCR Registered person: McCrum, Lauren Emily

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children express themselves creatively as they feel their voices are heard. They enthusiastically engage with familiar stories. Over time, they develop the skills and confidence they need for the next stage of their education. For example, older children take on the role of book characters and alter their voices to suit the part. Children gradually learn to make choices for themselves as they have a genuine say in the planning of activities. They naturally reflect on what they have talked about in books when they see it in the wider world. For example, they excitedly run to find a book as they see a cat, which looks like a tiger, pass through the garden. Children learn essential turn-taking skills and kindness through the structure of the day's routines and activities. These experiences help children to be inquisitive and engaged learners, which successfully prepares them for the next stage of their learning, including school.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and nurturing environment. She knows each child she cares for well and understands their backgrounds. She uses this information effectively during children's play. For example, she uses names from their families during role play. This helps children develop a secure sense of belonging with the childminder and helps create lasting positive relationships.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are happy and relaxed as they understand what is expected of them. The childminder uses routine activities well to help children learn to take turns and use polite manners. She reminds children why, for example, we ask politely. This helps children learn the social skills they need to form friendships. Children have opportunities to practise these skills in larger groups during regular visits to places in the local community, such as the library and park. The childminder supports children in age-appropriate ways when minor corrections are needed.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has a clear policy around attendance to help ensure that all children have access to learning opportunities. She actively engages with parents to communicate the importance of attendance.

p.2

Children's welfare and wellbeing Expected standard

The childminder teaches primarily through play. For example, she takes part in children's role play, following their ideas and lines of thought while supporting their next steps. This helps children feel valued and heard. It also enables the childminder to build secure, responsive relationships with them. The childminder routinely asks children what they would like to do, and together they plan the days and weeks. This collaborative approach involves children in the planning process and gives them a sense of autonomy. As a result, children participate enthusiastically in play and activities because they have had a genuine say in shaping them. The childminder cares for each child individually. This means that her practice is adapted to their stage of development. She works closely with parents around weaning and sleep routines to ensure that there is a collaborative and safe approach. The childminder helps

p.2

Children's welfare and wellbeing Expected standard

children learn about healthy routines, physical development and personal safety through conversations and routines, such as visits to the park and walks to and from school. Children learn to manage their impulses and express their feelings as part of everyday activities. The childminder gently reminds them of behavioural expectations, such as holding books so all children can see them.

p.3

Curriculum and teaching Expected standard

The childminder has carefully designed a curriculum that prepares children for the next stage of their education, including school. The curriculum places clear emphasis on developing children's independence so they feel confident moving out into the wider world. The childminder plans play and activities around each child's stage of development and interests, ensuring that learning feels meaningful and engaging. She supports children's physical development through active play and regular visits to various outdoor spaces. The childminder assesses children's progress, reflects on the impact of the curriculum and makes purposeful adjustments so they continue to make sustained progress across all areas of learning. The childminder has high ambitions for every child, including those who experience barriers to learning.

p.3

Curriculum and teaching Expected standard

The childminder provides a language-friendly environment where children develop a love of books and stories. She continually refers to stories they have read as they explore the wider world each day. This helps children make links between the real world and stories and recall what they have learned before. Children are engaged and contribute with ideas and actions. The childminder includes mathematical language and concepts naturally during activities for all children. Overall, the childminder builds children's learning well. She can further enhance this by making greater use of routine activities to extend children's thinking and learning further.

p.3

Inclusion Expected standard

The childminder regularly assesses children's development, and she quickly identifies emerging gaps in their learning and development or barriers to learning. She speaks with parents about her findings promptly and signposts them to appropriate professionals for additional support, working closely with parents to implement advice from other professionals. The childminder adapts her routines and teaching methods for children who need additional support, ensuring that they are included and feel part of the group. The childminder skilfully adapts her curriculum to ensure that it meets children's stages of development. She frequently assesses the impact of her teaching and curriculum to ensure that all children are making progress from their starting points.

p.3

Inclusion Expected standard

The childminder has clear policies in place for the use of additional funding for disadvantaged children to ensure that it is used to provide targeted support based on children's individual needs and circumstances. The childminder does not currently have any children with special educational needs and/or disabilities on roll. However, she regularly undertakes training to keep her knowledge up to date and help her to identify needs as they arise.

p.3

Leadership and governance Expected standard

The childminder works closely with other settings that children attend, sharing information about children's next steps to support continuity of learning and care. She maintains an active dialogue with parents about their children's development, invites feedback and offers guidance on how learning can continue at home. The childminder identifies emerging gaps in children's learning promptly. She discusses these with parents and implements advice from other professionals effectively. As a result, children benefit from a collaborative approach to their learning, and parents are well informed about their children's experiences and progress.

p.4

Leadership and governance Expected standard

The childminder engages in regular professional development to broaden her knowledge and strengthen her practice. For example, she has recently undertaken training on autism awareness. However, she does not yet plan this training with enough precision to ensure that it directly targets children's identified next steps. As a result, opportunities to use professional development to further enhance children's progress are not fully maximised.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy their time with the kind and nurturing childminder. They feel at home with her. The childminder builds secure relationships with children in a safe, home-from-home environment. This gives them a clear sense of belonging.

p.5

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

Children are given numerous opportunities for free play. The childminder asks for their ideas and suggestions for activities, and together they discuss and plan what they would like to do. This helps children use their imaginations, make choices for themselves and articulate what they would like to do. The childminder actively plays with children and follows their lead. For example, they act out stories together and each take on the different roles. This helps children feel valued and heard. It also builds their confidence to explore and play.

p.5

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

The curriculum suits each child's stage of development and prepares them for the next steps in their education. Children learn age-appropriate social skills and are gently reminded of behavioural expectations when they are needed. They practise these in larger groups when they visit other settings in the local area. Children develop a love of learning and books. They take part in engaging story times, making connections between books and their shared experiences. Children laugh and giggle together as they confidently voice various parts in familiar stories.

p.5

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

Children develop self-care and independence skills through the routines of the day. They have plenty of time to practise skills, such as putting on shoes, and they receive the help they need to succeed. This promotes children's confidence as they learn that they can do things for themselves.

p.5

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

Children who face barriers to learning receive appropriate support. The childminder monitors their development carefully. She promptly identifies when children have gaps in their

p.5

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30 development and works with parents and other professionals to help children make progress.

p.6

Next steps

The childminder should make greater use of routine activities to extend children's thinking and learning. The childminder should plan training more precisely to ensure that it targets children's identified next steps and supports their progress.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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. Local authority: Kent

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8