Stack, Lisa

Stack, Lisa

Unique reference number (URN): 2741757 Address: 15 Fulford Road, Caterham, CR3 5SQ Type: Childminder Registered with Ofsted: 30/10/2023 Registers: EYR Registered person: Stack, Lisa

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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 are enthusiastic learners who are making excellent progress. They show high levels of concentration and engagement. For example, children focus on looking for bugs in a sensory tray using magnifying glasses and bug pots. They demonstrate their knowledge of a current topic, explaining that a caterpillar turns into a butterfly.

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Achievement Strong standard

Children are sociable and enjoy communicating with adults and their friends. Older children interact effectively and with confidence, asking questions and requesting help when necessary. Younger children use hand gestures and sounds to express their needs. Young children develop their early language skills, such as practising key words to help them communicate effectively. All children, particularly those with special educational needs and/or disabilities and those who may face barriers to learning, make rapid progress from their starting points.

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Achievement Strong standard

Children develop their independence skills extremely well in preparation for the next stage in their education. They independently wash their hands and use cutlery to feed themselves. Children practise dressing for outdoor play, use resources to draw, and develop their small- and large-muscle skills. Although there is scope to strengthen support for mathematics even further, children make sustained and consistent progress in all areas of their learning. As a result, children make excellent progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model who creates a very calm environment where all children flourish and thrive. She has consistently high expectations for children's behaviour and encourages them to share and take turns. For example, the childminder helps children find more resources so there is enough for everyone to join in and play. The childminder carefully considers children's ages and stages of development to ensure that expectations are realistic and achievable for all. She teaches children how to manage situations with their peers independently where possible and by asking for help if they feel they need it. This reassures children they will have the support they need. The childminder praises children for their positive behaviour and celebrates every achievement. For example, she uses a 'proud cloud' to celebrate when children reach milestones, such as learning to walk.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well and play cooperatively with their peers. Older children are respectful of younger ones in the group and include them in all their games. For example, children play imaginatively in the role-play area and very kindly share resources. Children have exemplary manners and say 'please' and 'thank you' without being prompted. Children of all ages demonstrate positive behaviour and are confident and competent. There are robust procedures in place to promote the importance of punctuality and attendance so children fully benefit from the educational experiences on offer.

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Children's welfare and wellbeing Strong standard

The childminder gathers detailed information about children's individual needs and routines, such as their dietary requirements and medical needs. This ensures that her care practices are effective and keeps children safe. The childminder adapts her practice seamlessly to ensure that the individual needs of children with special educational needs and/or disabilities are securely met. For example, she focuses on supporting children's speech and language skills to help them communicate effectively.

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Children's welfare and wellbeing Strong standard

Routines are very well established, and children move with ease between each activity throughout the day. The childminder adapts her schedule to meet children's individual needs. For example, when children are tired, they have a safe space to rest and sleep. Children learn about being healthy and making independent choices. For example, children help plan the lunch menu and choose food that is healthy to eat. This helps them learn to adopt a healthy lifestyle, understand their physical development needs and feel in control of their wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder consistently implements procedures to ensure that children's personal needs are met with dignity and respect. This includes a designated safe space with privacy for changing nappies and toileting. Children have very secure attachments to the childminder, often approaching her for comfort and cuddles. The childminder knows children very well and understands what makes them happy or sad. For example, she knows which books children enjoy and which activities will engage them in learning. The childminder helps children understand and manage their emotions in a mature manner, using symbols and books and having conversations about how they are feeling. This helps support children's emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder provides a typically high-quality curriculum and sequences children's learning dependent on their age and stage of development. For example, young children have opportunities to strengthen their muscles for standing and walking. Older children focus on developing their independence skills, such as putting on their shoes and coats and mastering toileting in preparation for starting school. The childminder supports children's speech and language skills well. She uses a range of questioning techniques and allows children time to consider their reply. During sensory play, the childminder introduces words such as 'sticky' and 'wiggly' to extend children's range of vocabulary. As a result, children are becoming confident communicators.

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Curriculum and teaching Expected standard

The childminder provides activities and uses resources such as puzzles and blocks to support children's mathematical skills. Although children demonstrate confidence in counting and early number skills, the teaching of mathematics is less consistent than other areas of learning. To help children understand their feelings and emotions, the childminder uses books and resources effectively. This includes using symbols to depict different emotions to help children manage and communicate their feelings. For example, the childminder shows children pictures of faces and asks if they feel 'happy' or 'sad'. This helps support children's wellbeing.

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Curriculum and teaching Expected standard

The childminder provides a comfortable area that inspires children to read books independently and with her support. This helps develop children's early literacy skills and fosters a love of books. The childminder adapts her teaching to meet the needs of all children. This ensures that children with special educational needs and/or disabilities and those who may face barriers to learning are fully included and make rapid progress. The childminder reviews her curriculum and identifies areas for improvement. For example, she has increased resources in the outdoor area for the youngest children to develop their physical skills.

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Inclusion Expected standard

Through an ongoing cycle of observation and assessment, the childminder identifies any gaps in children's learning. She generally acts swiftly to put plans in place to provide and monitor ongoing support, making adaptations as children's needs change. For example, the childminder uses strategies such as clearly repeating words children say to help develop their speech and language skills even further. This helps children develop their vocabulary and clarity of speech. The childminder carries out statutory assessments, such as progress checks for children aged between 2 and 3 years, and shares her report with parents and professionals.

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Inclusion Expected standard

To update her knowledge and skills, the childminder undertakes training to learn strategies to support children's needs. She also shares this information with any assistants she may work with to support their professional development. Where additional funding is available, such as early years pupil premium, the childminder uses it to provide resources and experiences to support children's learning and development. This helps reduce barriers to learning so all children have opportunities to make the best progress.

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Inclusion Expected standard

The childminder considers children's ages and stages of development to ensure that she meets their individual needs. For example, she has a current focus on providing more equipment in the outside area for the youngest children to enhance their physical development. These opportunities help develop young children's fundamental movement skills.

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Leadership and governance Expected standard

The childminder works from a purpose-built cabin in her garden, which she has developed to be very conducive to children's development and learning. She continually reviews her practice and provision and, as a result, has recently introduced more outdoor resources for the youngest children. This targets the development of children's physical skills, providing a secure foundation for their development and learning journey. The childminder provides experiences such as woodland learning to help children find out about nature and the world around them. For example, children collect tree bark to make bark-rubbing patterns. The childminder organises activities that link to previous topics and learning and follow children's interests. This includes visits from animals to give children exciting hands-on experiences. Activities are adapted for all children's ages and stages of development. This ensures that

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Leadership and governance Expected standard

children with special educational needs and/or disabilities and those who may face barriers to learning make effective progress.

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Leadership and governance Expected standard

The childminder provides guidance so that any assistants she may work with follow procedures and practice as she intends. The childminder organises her workload and that of any assistants appropriately. She takes time out to support her wellbeing and is mindful of that of any assistants she works with. Partnerships with parents and carers are solid. The childminder communicates well with parents and builds positive relationships with them. She has accurately identified that she can enhance her practice and provision even further by strengthening the teaching of early mathematics and developing home-learning opportunities even further.

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

The childminder provides a wonderful, warm welcome for children on arrival at her cabin in the garden. Children are excited to see her and reach out for a cuddle. They settle rapidly and happily engage in play with their friends. Through ongoing observations and assessment, the childminder identifies any gaps in children's learning and provides appropriate support. For example, she uses strategies, such as modelling language, to securely support children's speech and language development. This ensures that children with special educational needs and/or disabilities and those who may face barriers to learning receive the support they need to help them make progress. The childminder plans for and generally supports children's next steps in learning, in preparation for the next stage of their education.

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

Children enjoy group time and singing familiar songs. They join in enthusiastically, following instructions and actions. Staff include children of all ages, providing support for the youngest so they can fully benefit from the experiences. Staff play alongside children, helping them focus and engage in activities. For example, children role play with their friends, pretending to buy ice creams in a shop. Staff support play by asking children for different flavours and providing pretend money. This helps develop children's language skills by introducing new words and encourages them to communicate and engage with their peers.

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

Children enjoy playing in the wonderful outdoor area, develop their physical skills and benefit from fresh air and exercise. The childminder ensures that all children, regardless of their age or developmental needs, have access to equipment that allows them to fully participate in outdoor learning experiences. For example, young children independently climb on the see-saw and use their strength and muscles to make it move. Older children are engrossed in water play, pulling levers and filling buckets. They show high levels of concentration and perseverance as they work together to complete tasks. The childminder

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 communicates well with parents and carers, and she promotes the importance of attendance and punctuality. This ensures that children fully benefit from their education and the experiences on offer.

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Next steps

The childminder should strengthen opportunities for all children to develop their early numeracy skills even further. The childminder should boost home-learning opportunities to enhance provision to an even higher level.

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About this inspection

The inspector spoke with the childminder, assistants 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. Local authority: Surrey

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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. 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

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

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