Moore, Chantel Selena

Moore, Chantel Selena

Unique reference number (URN): 2731039 Address: 10 Long Mill South, Wolverhampton, WV11 1JA Type: Childminder Registered with Ofsted: 17/10/2023 Registers: EYR, CCR, VCR Registered person: Moore, Chantel Selena

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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 make excellent progress from their starting points across all areas of learning. Children, including those with identified delays, rapidly gain confidence in using new vocabulary because of the sharp focus on communication and language. They use words such as 'plaque' when talking about caring for teeth. They laugh with delight as they tell the childminder to push them 'higher and higher' on the tree swing. They use mathematical language in their play and during routines as they cut real cucumbers into 'half' and 'quarters'.

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Achievement Strong standard

Children demonstrate high levels of physical coordination on obstacle courses and as they carefully blow bubbles across the garden. They are significantly independent in their play, as they confidently choose from a wide range of exciting activities. Children with barriers to learning are sensitively and expertly supported. All children are emotionally secure, motivated and exceptionally well prepared for the next stage of their learning and the transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a positive environment, where expectations for behaviour are commonly understood and consistently met. She creates an ethos focused on providing a stable and safe space, where children feel secure and thrive. Relationships between the childminder, her assistants and children are a significant strength. They know the children remarkably well and are so caring in their interactions with them. They frequently offer lots of cuddles and together time, which fosters secure attachments.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate exemplary attitudes to learning. The childminder captures children's interests and inspires exploration, including the use of real-life resources, such as fresh vegetables in the home corner. They actively support children to develop independence, make choices and encourage them to persevere, for example when taking part in physical activities, such as obstacle courses. Attendance is consistent, supported by the childminder's robust partnerships with parents and a welcoming circle time routine. This helps children settle quickly at the beginning of the day.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They have excellent manners, share and take turns and are considerate of their friends and peers, particularly being mindful of babies. The childminder supports children to maintain the expectations of her setting as she gently reminds them about simple rules and guidelines. This inclusive and friendly culture ensures that all children feel a deep sense of belonging and are completely at ease in the childminder's care.

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Children's welfare and wellbeing Strong standard

The childminder continually considers safeguarding and welfare in everything she does. This ensures that the health and safety of all children is paramount. She maintains a secure environment, where risk assessments are rigorous.

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Children's welfare and wellbeing Strong standard

The childminder and her assistants expertly develop and support wellbeing by fostering high levels of independence and physical health. Children take responsibility for some risks in their play as they decide how high to safely swing on the tree swing. They relish outdoor play for fresh air and exercise. They learn about oral health as they explore a fascinating display on caring for teeth. They enjoy a healthy, balanced and nutritious menu of home- cooked food and freshly prepared snacks.

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Children's welfare and wellbeing Strong standard

The childminder establishes secure relationships with children. Children's emotional security is prioritised through warm, nurturing interactions. She helps them recognise their emotions as she chats with them about how they are feeling. This helps ensure that every child feels a deep sense of belonging. Children enjoy together time, cuddles with the childminder, and spend time with their siblings and friends. The childminder is proactive in supporting all children in her well-considered daily routines. This includes privacy around toileting and nappy changing, weaning and sleep time. This tailored approach ensures that children from all backgrounds feel valued, understood and physically and emotionally safe.

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Curriculum and teaching Strong standard

The childminder's highly effective leadership helps to foster a collaborative team environment and deliver an inspiring curriculum. Her extensive experience in supporting children with additional needs helps inform a vision centred on individuality and high expectations for every child. The curriculum is purposefully designed to cover all areas of learning, with a secure emphasis on learning through play. She is skilled at using her assessments of children to tailor her teaching to their different starting points. All children are making excellent progress in their development and are well prepared for their transition to school.

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Curriculum and teaching Strong standard

The quality of teaching is expert, intuitive and effortless. The childminder uses natural interactions with children to build on what they already know and can do. Children's communication and language are nurtured in this language-rich environment. They broaden their vocabulary and communication skills as they hear rich, descriptive language and sing along to nursery rhymes. The childminder models simple words, like 'stretch' and 'squeeze', to support children where there are gaps in learning, or where children are very young. Physical development is a priority. Children develop their dexterity and coordination in a wide range of activities. They are confident, self-assured learners, who are motivated to play and learn very well.

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Curriculum and teaching Strong standard

Inclusion is at the heart of the setting and the curriculum, with teaching expertly adapted to meet individual needs. The childminder is proactive in reducing barriers to learning, such as introducing songs and keywords for children who speak English as an additional language. This ensures every child feels a sense of belonging and makes superb progress from their starting points.

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Inclusion Strong standard

The childminder demonstrates a remarkably open and proactive approach to inclusion. She draws on her extensive professional background in supporting children with special educational needs and/or disabilities additional needs. She reflects on this expert knowledge as she precisely identifies and assesses children's individual development needs. A robust system of regular observations and the use of focused assessments help her to swiftly reduce barriers to learning.

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Inclusion Strong standard

The childminder is extremely mindful of supporting all children to access her exciting and motivating learning environment. She expertly adapts the environment and activities to ensure all children are included. For instance, the childminder liaises closely with parents to introduce songs in other languages to sing at together time. She learns specific key words and provides a range of dual language books for children to use in the cosy book corner. This helps children feel a sense of belonging right from the start.

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Inclusion Strong standard

The childminder implements prompt early intervention strategies for children, where there are barriers to learning. Where there are concerns around communication and language development, she works closely alongside her assistants, parents and other specialists to carefully monitor progress. She understands the importance of using any additional funding to best meet the needs of disadvantaged children. Her inclusive culture is further enriched by a curriculum that celebrates diversity through community engagement.

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Leadership and governance Strong standard

The childminder demonstrates a highly effective leadership. She maintains a clear and ambitious vision for providing a stable, safe and enjoyable environment, where children thrive. The childminder oversees her assistants effectively, ensuring that statutory requirements are consistently met and that the setting's high standards for care and early education are maintained. She is passionate about ensuring the high quality of the provision. She uses self-evaluation to identify areas for development, such as enhancing the outdoor learning environment, to further challenge children's physical skills.

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Leadership and governance Strong standard

The childminder places a high priority on her own wellbeing and that of her assistants. She fosters a collaborative team atmosphere, where assistants feel valued and supported. Professional learning and expertise are significant strengths. The childminder draws on her extensive background in supporting children with special educational needs and/or disabilities to ensure her assistants have the skills to identify and bridge gaps in learning, particularly in communication and language. She expertly guides them to ensure statutory requirements are consistently met.

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Leadership and governance Strong standard

Parental and community engagement is extremely effective. Parents speak highly of the home-from-home provision and the detailed daily feedback they receive. The childminder's commitment to the wider community is shown, such as the initiative where children made uplifting notes for the customers of the local café. This helps instil a sense of belonging and social responsibility in the children.

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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 this remarkably warm, home-from-home environment, where they are deeply cared for and safe. From the moment they arrive, they are greeted with genuine affection, including cuddles and together time, which helps them settle quickly and feel emotionally secure. The childminder's embedded ethos ensures that children have the confidence to explore, knowing they are supported by attentive adults, who prioritise their welfare and happiness above all else. Children are independent and make choices from the

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Inspector:

Juliette Freeman wide range of child-led play opportunities thoughtfully provided by the childminder and her assistants.

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Inspector:

There is a real sense of enjoyment of learning throughout the day. Children are fascinated by the wide range of high-quality, real-life resources available to them. For example, they delight in exploring fresh vegetables in the home corner. They explore the well-designed display on oral health with interest. Children squash and squeeze the home made play dough, and press natural items into their creations. They show great enthusiasm for physical challenges, such as navigating obstacle courses with balance beams, which builds their physical confidence. During group times, children are captivated by nursery rhymes and stories and eagerly participate in songs, including those in different languages, which promotes a rich sense of belonging.

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Inspector:

Children forge excellent social skills and develop positive relationships with their peers. They are encouraged to be kind friends, learn to take turns and collaborate during play. Older children are remarkably considerate of their younger peers, demonstrating a nurturing and caring attitude. The childminder consistently provides a supportive environment, where all children are achieving well. Children make significant progress from their starting points, particularly in their communication and language skills. They are independent, inquisitive and motivated learners, who are extremely well prepared for their eventual transition to school.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the childminder, her assistants, the children and parents 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:

10 Long Mill South Wolverhampton WV11 1JA

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Address:

Registered person: Moore, Chantel Selena

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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

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Urgent improvement

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Urgent improvement

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