Cranfield, Michaela Amanda

Cranfield, Michaela Amanda

Unique reference number (URN): 119426 Address: 52 Inverness Avenue, Westcliff-On-Sea, SS0 9DX Type: Childminder Registered with Ofsted: 03/03/1999 Registers: EYR, CCR, VCR Registered person: Cranfield, Michaela Amanda

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 Strong standard

Children make rapid progress from their starting points across all areas of learning. They demonstrate increasing curiosity, attention and confidence as they engage with people and their surroundings. For example, even very young children show an interest in visitors to the setting and ask lots of questions.

p.2

Achievement Strong standard

Children learn early communication skills, independence and positive attitudes to learning. They follow simple instructions, gather resources cooperatively and remain engaged for sustained periods. Children use early mathematical language, such as counting objects and recognising differences in size and colour during play.

p.2

Achievement Strong standard

Children who face barriers to learning, including those with additional needs or special educational needs and/or disabilities, make secure and consistent progress. This is because support is timely, well matched and consistently reviewed. Children develop the skills they need for their next stage of learning, including in their early language, physical confidence, social awareness and independence. As a result, children are well prepared for their continued learning within the setting and for the transition to school.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder provides children with a familiar, reassuring and respectful environment. Familiar and consistent routines are in place to help children to have a sense of security and provide some structure. Children have formed close and trusting attachments with the childminder and her assistants. They understand the childminder's high expectations and their behaviour is exemplary. Children learn to turn take when playing together and have made friendships with others attending.

p.2

Behaviour, attitudes and establishing routines Strong standard

Older children show concern and kindness when playing and take care of younger children present. The childminder is very gentle and her praise is natural, which reinforces children's excellent behaviour. Children take pride in their achievements and have a consistent and positive attitude to learning. Children receive cuddles and reassurance when if they feel sad or if they bump themselves. They learn about their feelings and emotions through well- planned activities, stories and conversations with the childminder.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is mindful of individual families' needs, and is flexible to support them. However, the childminder positively promotes punctuality and attendance. This ensures children are fully involved, ready to learn and settle quickly.

p.2

Children's welfare and wellbeing Strong standard

The nurturing childminder provides the most child-friendly, comfortable and welcoming space for children to learn. The childminder and her assistants form warm and trusting relationships with children. They work closely with parents and carers to understand children's routines. The childminder provides extra emotional support as needed, such as when children struggle with the transition from home to her care.

p.2

Children's welfare and wellbeing Strong standard

The childminder provides children with a range of healthy home-made dinners and snacks. She explains to children why certain foods are good for them. Children learn about food waste and recycling. They know to put any food waste in the compost bin when they finish eating. Children become increasingly independent in their self-care and independence skills. They pour their own drinks and drink from open cups. Mealtimes are sociable occasions, during which children sit and eat together with the childminder. The childminder supports children to use good manners. Young children are made comfortable and soothed when tired and can sleep peacefully uninterrupted.

p.3

Children's welfare and wellbeing Strong standard

The childminder advocates outdoor play. She provides children with ample experiences to engage in enriching outdoor opportunities. For example, children relish their time in the fresh air. They skilfully throw frisbees in the wind and giggle when they disappear in the bush. Children have immense fun when they visit the local woods and park, where they develop their physical skills and learn how to stay safe. For example, children learn to manage risky play, such as climbing larger apparatus.

p.3

Curriculum and teaching Strong standard

The curriculum is designed to support children's emerging interests. It seamlessly builds on what children already know and nurtures them to be lifelong learners. There is a high focus on supporting children's emotional and social development and confidence. Children learn skills to be independent and communicate very well. The childminder regularly reviews the ambitious curriculum to ensure that each experience contributes toward children's increasing knowledge and progress.

p.3

Curriculum and teaching Strong standard

Children learn through a wide range of purposeful play activities. This includes everyday routines, such as preparing lunch, tidying up or nappy changing. The childminder uses these experiences to provide meaningful learning opportunities and support children to develop key skills across communication, mathematics and personal independence. She skilfully uses open-ended questions and repetition to support children's developing speech and confidence. The introduction of Makaton also helps children communicate their needs. The childminder weaves mathematical understanding into children's play. Children count, sort and recognise numbers, shapes and colours.

p.3

Curriculum and teaching Strong standard

The childminder's knowledge and understanding of how children learn and of child development ensures activities and the environment extend children's learning. Planned activities link meaningfully to the wider world. For example, children enjoy visits out in the community. They particularly relish their time at the local library. They join in singing and group stories, strengthening their social and emotional skills. Children make independent choices as they choose books to take home. The childminder's responsive teaching ensures every child experiences success and enjoyment as they learn.

p.3

Inclusion Strong standard

The childminder has established a very inclusive culture, where children's needs, routines and individual backgrounds are respected and valued. The environment reflects the diversity within the community through books and resources. This helps children to develop a positive sense of identity and belonging from an early age. The play environment has been designed with children at the centre of all decisions. This ensures children's needs are securely met.

p.3

Inclusion Strong standard

The childminder has a stringent settling-in process, which is tailored to meet each child's needs. She takes purposeful action to reduce barriers to children's learning. For example, a thorough initial assessment means any gaps in children's learning are swiftly identified and early intervention is put in place. The childminder adapts play opportunities so that children with emerging communication needs receive tailored support that is embedded into everyday routines.

p.4

Inclusion Strong standard

The childminder works closely with parents and carers and external professionals, including speech and language services when needed, to shape support and ensure consistency for children. She ensures training completed is meaningful and that the graduated approach to learning is understood and delivered for all children. The childminder monitors and reviews children's progress carefully and regularly. This enables her to evaluate the effectiveness of support and ensure that children, including those facing barriers, participate fully and make progress from their starting points. The childminder is also a registered with a scheme with the local authority to support parents with children who have specific identified needs. This means she is highly skilled to offer emergency places for children who are in need and require emergency support.

p.4

Inclusion Strong standard

Meticulous monitoring of children's development and progress means children's emerging needs are swiftly identified and appropriate support is provided. This rigorous monitoring includes input from outside professionals and external agencies. This ensures that support for children remains focused and effective. The childminder uses any additional funding to provide additional resources and help bridge gaps in children's learning.

p.4

Leadership and governance Strong standard

The childminder has moved premises since her last inspection and has significantly improved the learning environment for all children attending. For example, children access an inclusive dedicated playroom and a large cabin in the garden. The childminder is committed to provide the highest quality care and education. She has a culture of self- evaluation. The childminder is realistic as she reflects on any changes made and the impact on outcomes for children. Through stringent monitoring of children's achievements, the childminder ensures all children make rapid progress from their starting points. The childminder is aware of her strengths and areas she wants to develop further. She regularly undertakes additional training to strengthen her skills and ensure she is up to date with her knowledge. In addition, the childminder positively promotes continuous professional development. She ensures that her staff are supported and provide the same high-quality

p.4

Leadership and governance Strong standard

care and education. The childminder is mindful of supporting her staff and that they have a manageable workload. She very much considers their wellbeing. The childminder positively welcomes and values their input, when making decisions about her setting.

p.4

Leadership and governance Strong standard

The childminder welcomes parents and carers in to her home. She arranges termly meetings in the evenings as required so that uninterrupted discussions can take place regarding children's progress. Parents receive regular communication and information about their children's next steps in learning. The childminder provides a broad range of helpful links, information and shares ideas to help parents support their children at home. Parents speak exceptionally highly of the childminder, commenting that their children have made excellent progress as a result of attending her setting. The childminder values positive partnership working with other professionals and shared care providers to ensure continuity and provide children with the best possible start in life.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 are very settled and confident. They thrive socially and emotionally in this homely and nurturing environment. Children receive excellent care from the attentive childminder and her assistants. They demonstrate they feel safe and secure within the home. Children happily engage in conversations as they confidently and enthusiastically discuss, in great detail, their favourite toys and superheroes. They benefit from positive and skilful interactions that support their independence, curiosity and enjoyment of learning. Children eagerly engage with activities that build on what they already know and can do. The childminder promotes the love of books. Children delight in stories and show a real interest in books as a result.

p.6

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

Children make rapid progress from their starting points because the childminder has a secure knowledge of how to provide children with rich learning opportunities. The childminder also has a detailed understanding of each child's starting points. She purposefully sequences children's learning, enabling them to develop knowledge and skills progressively. The childminder skilfully extends children's language by modelling vocabulary, and introduces mathematical learning in all activities. Children spontaneously count during play and talk about size, space and shapes.

p.6

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

The childminder is highly experienced. She has a secure understanding of child development and swiftly identifies any barriers to children's learning. She is committed to provide children with the best start in life. There are personalised next steps in learning, close communication with families and well-established professional partnerships with other agencies involved with children. This ensures continuity in children's learning and welfare.

p.6

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 disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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.

p.6

Address:

52 Inverness Avenue Westcliff-On-Sea SS0 9DX

p.7

Address:

Registered person: Cranfield, Michaela Amanda

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 18:15

p.7

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.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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.8

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9