Pamment, Emily Louise

Pamment, Emily Louise

Unique reference number (URN): 2752883 Address: 2 New Captains Road, Colchester, CO5 8QP Type: Childminder Registered with Ofsted: 09/10/2023 Registers: EYR, CCR Registered person: Pamment, Emily Louise

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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 achieve and make rapid progress through the curriculum. This includes children with special educational needs and/or disabilities because they feel safe and develop a positive attitude to learning. Children play in a well-equipped, positive and inclusive environment. Children engage in inspiring activities that support their personal social and emotional development. They confidently explore within the childminder's playroom that is rich in learning opportunities. They independently select accessible, high-quality resources, appropriate for their age and stage of development and initiate their own play. Children quickly develop communication and language skills, they use Makaton signs and understand familiar routines in place as they efficiently use visual prompts to help them know what is happening next.

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Achievement Strong standard

Children including those with barriers to learning are emotionally secure, confident. They are fully prepared for their next stage in learning, for example when they transition to pre-school or school. Children experience tailored support which helps them make consistent, rapid progress from their starting points and learn the skills needed and be independent learners.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a calm, respectful and happy environment in which to learn. Children fully understand the childminders high expectations as these are fully embedded in everyday practice. Children behave extremely well in the homely, reassuring environment. They delight in the praise and recognition they receive from the childminder for their efforts and achievements. The childminder is gentle and praise is natural and she takes every opportunity to reinforce their good behaviour. Children have formed close and trusting bonds with both the childminder and her assistants. They make friendships with others attending and are genuinely happy as they welcome their friends as they arrive. Young children learn to take turns and do play well together. For example, young children who struggle with this regulate themselves and hold the childminders hand for reassurance, as they wait their turn to share resources. Children learn about their feelings and emotions through well-planned

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Behaviour, attitudes and establishing routines Strong standard

activities, stories and resources available.

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Behaviour, attitudes and establishing routines Strong standard

The childminder positively promotes punctuality and attendance. This ensures children are fully involved, ready to learn and settle quickly. Routines in place help children have a sense of security and familiarity. These provide some structure but are also tailored to meet each child's unique needs.

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Children's welfare and wellbeing Strong standard

The childminder has highly effective care practices and confidently recognises additional learning opportunities that occur during these everyday routines. For example, nappy changing, handwashing and mealtimes. This approach is highly effective and supports children to acquire skills and key knowledge that they can draw on during future activities and social situations. The childminder is very respectful of children's dignity and privacy when nappy changing. She engages in conversation with them and children have formed trusting bonds with her and she ensures these routines are adapted to meet each child's individual care needs.

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Children's welfare and wellbeing Strong standard

Children develop their knowledge and understanding of how to stay safe and healthy through activities and routines in place. They excitedly prepare for outdoor play. For example, they make good attempts at independently putting their boots and rain suits on in preparation to play in the garden. They enjoy the fresh air and learn the importance of staying healthy as they engage in physical play opportunities. They persevere as they master the skill of safely climbing a slide. Young children learn and understand that they must consider their friends and keep themselves safe as they slide to the bottom.

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Children's welfare and wellbeing Strong standard

The childminder supports children to learn about their feelings. She validates their emotions and provides appropriate vocabulary for them to describe how they feel. Children are happy and settled and have developed a real sense of emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder fully understands the importance of a rich, varied and ambitious curriculum. She provides children with inspiring activities that spark their curiosity and fascination. The curriculum is designed around children's interests, builds on what they already know and what they need to learn next. The childminder introduces seasonal themes, such as spring and life-cycles to further extend children's learning. Thoughtful, well-planned activities within the local community also enhance children's experiences. For example children regularly visit a residential home where they confidently sing, join in activities and learn empathy and consideration for the elderly generation.

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Curriculum and teaching Strong standard

Within the well sequenced curriculum there is a strong focus on supporting children's personal social and emotional development. Purposeful moments, through the everyday routines, such as nappy changing and snack time also provide meaningful learning opportunities as discussion takes place around staying safe and healthy. Children experience daily opportunities to develop their physical skills. For example. they walk regularly to the local beach where they have ample space to run, throw balls and dig sand. They develop coordination and confidence as they engage in risky play, fully supported, as they master the skill of climbing apparatus safely, during visits to the local park. Children learn the essential skills required to be confident and independent learners. The childminder is skilful in how she adapts the curriculum, seamlessly to meet individual needs, and provides opportunities for children to repeat activities with her support to ensure new

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Curriculum and teaching Strong standard

Children demonstrate a love for books. Young children show sustained concentration as they enjoy books alone, or request stories are read. They interact, repeat simple words, maintain focus and join in conversations with the childminder and strengthen their understanding. Mathematical and language development is prioritised in every activity. Even very young children count, identify numbers spontaneously, name shapes and group and organise resources.

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Inclusion Strong standard

The extremely knowledgeable and qualified childminder demonstrates a genuine commitment to inclusion. She is extremely effective in identifying early, children who may face barriers to their learning. This is achieved through robust initial assessments, continued observations and a secure understanding of ongoing progress and development. The childminder ensures targeted support helps remove barriers to learning. The experienced childminder is confident in her approach to supporting all children. She ensures the environment and activities are thoughtfully adapted so every child can participate fully. Meticulous planning of inspiring activities, with a learning intention for each child, means all children can access and enjoy them. The childminder effectively promotes trusting partnerships with parents to ensure children receive continuity and the best possible start on life.

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Inclusion Strong standard

The childminder is highly effective in her support for families. She is dedicated and completes targeted training, and undertakes independent research to further strengthen her knowledge. She shares this knowledge with parents and is able to guide families and ensure they are well supported in their individual circumstances. The childminders proactive communication and empathetic approach help parents feel fully involved in their children's progress. The childminder works closely with other professionals to ensure timely intervention has a positive impact on children's development. Consequently, children with any barriers to their learning are extremely well supported to make rapid progress.

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Leadership and governance Strong standard

The childminder is proactive and committed to making a difference for children attending her setting. She has robust procedures in place to continually reflect on her practice. There is a culture of evaluation and she is realistic and very aware of her strengths, and areas she wants to further develop, such as the outdoor learning environment. Children are at the centre of all decisions that are made as the childminder strives to improve outcomes for them. The childminder positively promotes continuous professional development and ensures any assistants she works with are supported and provided with the same high- quality care and education. The childminder regularly undertakes independent research and additional training, She also attends seminars and local network meetings to strengthen her skills to ensure she is up to date with her knowledge and improve outcomes for children in her care.

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Leadership and governance Strong standard

The childminder positively welcomes parents into the home and works closely with them to support children's individual care needs. Parents are provided with regular communications about children's progress and next learning steps. The childminder has developed high- quality and extensive resource packs to share with parents. This enables parents to continue and support children's learning at home. Parents express their complete gratitude and speak highly of the childminder, commenting that their children have made excellent progress as a result of attending the setting.

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

Children thoroughly enjoy their time with the attentive and nurturing childminder. They enjoy learning within the inclusive and exciting environment. They are very settled and thrive socially and emotionally. Children benefit from the childminder's positive and skilful interactions that support their independence and eagerness to learn. 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 learning, enabling children to develop knowledge and skills progressively.

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

The childminder skilfully extends children's language by modelling vocabulary. She engages children in meaningful conversations. She provides running commentaries and introduces new words to extend children's vocabulary, such as, 'cocoon' when looking at caterpillars. The childminder captures children's interest and encourages their communication and interaction during story time. She is gentle and calm in her approach which help children confidently express their thoughts. They use signing effectively to communicate and those with barriers to learning use visual prompts for reassurance.

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

The highly experienced childminder has a secure knowledge of child development and swiftly identifies any barriers to children's learning. She routinely encourages parents to share what they know about their children and what is important to them, and makes their child unique. She effectively plans personalised next steps in learning and children flourish in her care. She is flexible in her approach to support families as she understands the importance of attendance on children's engagement and welfare. The childminder is

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Address:

Registered person: Pamment, Emily Louise committed to providing children with the best start in life and completes targeted research and training to support children's individual needs. The childminder goes above and beyond in her commitment to ensure continuity in children's learning and welfare. She is passionate to work in partnership with parents and successfully establish professional partnerships with other agencies involved with the children.

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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 disadvantaged children, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistant and the 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 17:30

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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

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

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