Moyle, Sharon Jayne

Moyle, Sharon Jayne

Unique reference number (URN): 2737699 Address: 85 Plain-An-Gwarry, Redruth, TR15 1HZ Type: Childminder Registered with Ofsted: 26/10/2023 Registers: EYR, CCR, VCR Registered person: Moyle, Sharon Jayne

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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

Despite some weakness in the childminder's knowledge of enhancing her support for children with SEND, all children who are currently attending still make excellent progress. Children achieve exceptionally well and make excellent progress from their starting points. Young children demonstrate particularly advanced communication and language skills. They confidently explain what they know and can do. Children speak in long sentences and use a wide and growing vocabulary including words, such as 'frozen', 'horse' and 'aeroplane'. Children demonstrate excellent memory skills and engagement for their age.

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Achievement Strong standard

Children show very secure early mathematical understanding. For example, toddlers confidently complete complex matching and sequence games. Babies develop impressive physical skills as they move with confidence, building strong core strength and coordination through activities such as stacking and active exploration. Older babies demonstrate excellent balance when using balance bicycles. Older children show impressive strength, control and coordination as they play outdoors, running and jumping.

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Achievement Strong standard

Children explore early scientific ideas, including learning about the weather and how to protect themselves from bright sunlight. Children are very kind, socially confident and listen carefully to instructions, eagerly helping to tidy away resources. They make independent choices, such as selecting fruit for snack using picture prompts with written words, which also supports their early literacy. Young children safely chop fruit, demonstrating growing independence and confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and attitudes to learning. She supports children to understand routines and focus on activities, helping them to develop their concentration and engagement. Young children demonstrate notable levels of concentration. They remaining engaged in games and activities for extended periods.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and punctuality. She takes prompt action if any concerns arise. Children play well together and develop positive relationships with their peers. They learn to share resources and take turns during play. The childminder encourages babies to persevere as they explore simple wooden puzzles, supporting their early matching skills and persistence.

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Behaviour, attitudes and establishing routines Expected standard

Children receive support to develop positive manners and respect for their environment. For instance, they wipe their feet when returning indoors after playing outside in wet weather. When minor disagreements occur, such as when sharing toy cars, the childminder calmly guides children to understand how to share and consider how their behaviour affects others. The childminder actively join in children's play, helping to extend their learning and enjoyment. Warm and positive relationships help children to feel secure and valued.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe, welcoming and home-from-home environment. Children enjoy their play, engage in activities and socialise confidently with their friends. Children have daily opportunities to play outdoors in all weathers, supporting their physical development and curiosity. Care practices and well-established routines meet individual children's needs, helping them feel secure and confident. Young children manage handwashing independently. They develop personal care skills and learn to make safe choices, such as why fruit is cut up to prevent choking.

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Children's welfare and wellbeing Expected standard

The childminder and any assistants she works with build warm and positive relationships with all children. She supports children's emotional wellbeing and helps them to recognise and express feelings. The childminder encourages children's independence through everyday tasks. For example, children help to serve drinks at snack time and chop fruit. The childminder promotes healthy attitudes to diet and exercise. She applies hygiene practices, including toilet training and handwashing.

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Children's welfare and wellbeing Expected standard

Although the childminder provides healthy snacks, she does not ensure that some children's lunch boxes from home contain nutritious items. She has not enhanced the guidance she provides to parents and carers to ensure all children enjoy a consistently balanced and nutritious diet.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure knowledge of early years education and how young children learn. She has developed a curriculum that supports children's learning and development across all areas of learning. The curriculum is thoughtfully sequenced so that children build on what they already know and can do, helping them to learn more over time. Teaching is typically of a high quality. The childminder provides a range of activities and experiences that support children's curiosity and engagement. She places a focus on supporting children's communication skills and exploring and expressing their emotions.

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Curriculum and teaching Expected standard

The childminder recognises the curriculum is an entitlement for all children. She understands the importance of ensuring that learning opportunities are ambitious and accessible, including for children with special educational needs and/or disabilities (SEND). She considers how activities can be adapted so that children can take part and make progress from their starting points. However, although there are no children currently attending with SEND, the childminder has not extended her knowledge if she was to care for them in the future.

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Curriculum and teaching Expected standard

Children develop confidence, positive relationships, resilience and independence in this supportive environment. They show pride in their space, willingly tidying away toys before selecting new resources to play with. Children are engaged learners and benefit from the childminder acting as a positive role model. The childminder supports children's mathematical learning through purposeful counting activities. She helps to foster children's love of books through daily shared reading experiences.

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Inclusion Expected standard

The childminder demonstrates a developing understanding of how to identify and meet the needs of children, although further improvement is needed to reduce potential barriers to learning. She explains how she would adapt activities and support children with special educational needs and/or disabilities (SEND), including using strategies to promote speech and language development, such as modelling language and extending vocabulary.

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Inclusion Expected standard

The childminder understands the importance of taking prompt action when concerns about a child's development arise. She observes children carefully, tracks their progress and put appropriate strategies in place to help them move forward from their starting points. The childminder recognises the importance of monitoring the effectiveness of any support.

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Inclusion Expected standard

The childminder has not consistently extended her knowledge and understanding of SEND support and local partnership working to strengthen practice further. She does not have a greater awareness of local services and professionals who can offer guidance will help her to make timely referrals and access additional support if needed in the future. This does not ensure that the arrangements for supporting children with SEND are consistently effective.

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Leadership and governance Expected standard

The childminder has an effective understanding of her provision. She places children's best interests at the centre of her practice. The childminder typically evaluates the impact of her teaching on children's learning and development. She works thoughtfully with other early years settings to support children's education and transitions into school or alternative provisions. The childminder maintains regular contact to ensure continuity and consistency in children's development. Parental feedback is consistently positive. Any assistants the childminder works with with feel valued, motivated and enjoys their role in supporting children's learning and wellbeing.

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Leadership and governance Expected standard

The childminder and any assistants she works with actively participate in a childminding forum. This helps them to typically keep up to date with early years practice and reflect on their own approaches. There is a clear culture of continuous improvement, and both are keen to access relevant training to enhance their knowledge and practice. The childminder and any assistants she works with make use of online resources to stay informed and up to date. The childminder has some understanding of how to further support children with with special educational needs and/or disabilities (SEND). However, she has not focused on extending her understanding of the role of external professionals to help ensure children with SEND consistently receive the support they need to achieve and 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 are happy, secure and curious learners, who confidently explore the activities available to them. Young children eagerly join in games and experiences. They show social confidence as they invite adults and other children to participate in their play. For example, children cooperate as they balance together on a low see-saw, singing familiar songs while rocking back and forth.

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

Young children demonstrate well-developed communication skills. They spontaneously use new vocabulary, such as excitedly saying 'dinosaur' when discovering toy dinosaurs.

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About this setting

Children create imaginative play scenes using trees and structures. The childminder provides opportunities for children to explore early scientific ideas. For example, children investigate ice, and learn that it is cold and solid but melts into water as it warms. These experiences help children to build curiosity and an early understanding of the world. Children thrive, are safe and show confidence and a sense of belonging in the childminder's home.

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About this setting

Young children show advanced memory skills. For instance, they confidently recall the tune to favourite nursery rhymes and enthusiastically join in with most of the words. Children also demonstrate early mathematical understanding, counting securely to 4 and naming a wide range of colours.

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About this setting

Children are well prepared for the next stage of learning. The childminder uses effective observation and thoughtful planning to ensure activities build on what children already know and can do. Secure relationships with the childminder, any assistants she works with and their peers help children feel safe, valued and able to flourish in this warm and home-from- home environment.

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Next steps

The childminder should strengthen further the arrangements in place to support children with special educational needs and/or disabilities and enhance knowledge of who to refer to for external support. The childminder should explore additional ways to share more detailed guidance with parents and carers, particularly in relation to healthy eating, to ensure that children consistently benefit from nutritious and balanced food options.

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About this inspection

The inspector spoke with the childminder, her assistant 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): 2737699

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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