Townsend, Anthea Helen

Townsend, Anthea Helen

Unique reference number (URN): 2743715 Address: 91 Rounton Road, Waltham Abbey, EN9 3AP Type: Childminder Registered with Ofsted: 12/10/2023 Registers: EYR, CCR, VCR Registered person: Townsend, Anthea Helen

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder is a positive role model. She sets consistently high expectations for children's behaviour and attitudes and communicates with them clearly and positively. This helps all children to understand these expectations and embed them securely. As a result, even babies seamlessly follow routines with very minimal support. For example, children. help the childminder and their peers to tidy away resources when asked in readiness for snack and patiently wait for their turn to wash their hands. This creates a calm, purposeful environment where children feel secure. Children's behaviour is exemplary. They play harmoniously, welcome others to join their play and proudly share achievements, such as showing each other the potions they have made. Children have high levels of respect and positive relationships with each other. At mealtimes they make sure that they all have enough space and share out cutlery. This demonstrates that routines are embedded to help

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Behaviour, attitudes and establishing routines Strong standard

support children's transitions to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently recognises and praises children's achievements and perseverance. This motivates children to keep trying when they encounter problems, such as removing a utensil from the mud kitchen. This boosts children's self-esteem and confidence. The childminder intuitively reads children's cues and adapts routines effectively, such as bringing sleep time forward when children begin to show signs of tiredness. The childminder promotes regular attendance very well. Any unexplained absences are promptly followed up to ensure children's welfare.

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Inclusion Strong standard

The childminder meticulously monitors children's progress, carefully completing regular assessments. She is quick to identify gaps in learning and sensitively discusses any concerns with parents. The childminder works extremely closely with parents to offer additional support for children with special educational needs and/or disabilities (SEND). She works tirelessly to make referrals to other professionals to help secure specialist intervention or an education, health and care plan, in time for children starting school. The childminder advocates a fully inclusive culture throughout her setting. All children, regardless of their needs or abilities, are included in every aspect of the provision she provides.

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Inclusion Strong standard

The childminder collaborates with other professionals and uses her extensive knowledge of supporting children with SEND to consistently provide tailored activities and adapt her teaching to meet the individual needs of children. For example, she uses specialist methods of communication, such as a picture exchange communication system and sign language. This is highly effective and enables children to understand that communication has purpose. Children show increased levels of confidence as they express themselves. Parents value the childminder's expertise. The childminder carefully considers how to use any additional funding and consults with parents on what is best for the child. For example, where children may be at a disadvantage, she provides enriching experiences, such as exciting trips to

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Expected standard

places they might not otherwise be able to visit. She provides appropriate outdoor clothing, so children access learning outdoors in all weathers.

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Achievement Expected standard

Typically, children gain the skills and knowledge that will prepare them for their next stage in learning. Any children with special educational needs and/or disabilities gaps swiftly close due to effective interventions. Children are highly independent. They confidently prepare their own healthy snack and understand where food comes from. They manage their own outer clothing and self-care from an early age. Children develop their communication and language skills. They are able to express their needs and preferences and frequently sing familiar songs. Children swiftly develop a broad range of vocabulary and use this in context. They talk about a pine cone feeling 'smooth' and 'spikey'. Children show a clear love of books. They share and discuss stories in the cosy and welcoming book area. Children start to recognise the pattern of their own name as they complete personalised puzzles that display the letters in their name.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm and welcoming space, where children demonstrate that they feel relaxed and secure. The childminder works in close partnership with children's parents to adapt settling-in arrangements to meet the individual needs of each child. Children form close and responsive bonds with the childminder who supports their emotional wellbeing. They enjoy her sensitive interaction in their play and welcome her reassuring cuddles when they require comfort.

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Children's welfare and wellbeing Expected standard

The childminder provides children with varied opportunities to build on their physical development. She supports babies to build core stability in readiness for walking while older children carefully assess their own risks as they balance on different height stepping stones.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children's understanding of the benefits of healthy eating. The childminder's and children's ongoing involvement in a local authority initiative, following the achievement of the first of three awards, children have developed more positive attitudes towards healthy food. They are more willing to try a wider variety of foods and have a growing understanding of where food comes from. However, the childminder does not yet fully help children understand how good oral health supports their overall physical health. The childminder supports children to recognise, understand and express their emotions through stories that are used in schools that children transition to and meaningful discussions.

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Curriculum and teaching Expected standard

The childminder takes a thoughtful, reflective approach to children's learning. She knows exactly when to intervene in their play to support and extend learning. The childminder implements a curriculum that provides children with teaching to prepare them for the next stage of their education. She uses assessments to identify children's starting points and any delays in their development. The childminder swiftly addresses these through effective teaching strategies to help close gaps. The childminder understands children's stage of learning and knows what children need to learn next. Although, she does not work in partnership with other settings that children attend to fully support their continuity of learning.

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Curriculum and teaching Expected standard

The childminder places a focus on children's communication and language development. Children excitedly participate in the 'bucket time' group activity. The childminder's enthusiasm immediately captures children's attention. This motivates them to actively listen to the childminder, and they join in with songs and actions. The childminder encourages children to recall words and sequences, such as 'twist then push' to activate the items revealed from the bucket. She ensures that she adapts her practice to provide babies with additional time to observe each item. The childminder supports children to develop their mathematical skills, such as counting and understanding shape and quantities. Children have a wonderful time outdoors. They take turns to scoop up and pour water down drainpipes. This helps to develop good control and coordination in readiness for pouring their own drinks.

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Leadership and governance Expected standard

The childminder is reflective on the effectiveness of the provision she offers children. She has clear plans in place to continue to enhance her provision. She has identified the need to enhance children's awareness of good oral health but is yet to implement this. The childminder has not yet built successful partnerships with other settings that children attend to fully support children's continuity of learning. Partnerships with parents is secure. The childminder involves them in every part of their child's time at her setting. This includes engagement to support children's early literacy. Parents comment how their children 'blossom' in the care of the childminder.

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Leadership and governance Expected standard

The childminder is dedicated to her professional learning. She completes a wide range of training in response to the needs of the children in her care. For instance, recent training in the use of a specialised toolkit has enabled her to swiftly identify, assess and effectively support children's communication. Consequently, children receive more targeted support for their progress in this area. The childminder shares her knowledge beyond her setting. As a recent key speaker at a professional conference, she highlights the positive impact of her work in a local authority healthy eating initiative. This helps to influence children's health and wellbeing in the wider community.

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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 thoroughly enjoy their time in this happy and safe childminder's home, where they are nurtured and loved. This successfully supports their self-esteem and wellbeing. Children benefit from a varied and interesting range of activities and experiences that prepare them very well for their next stage in learning. Sensitive adaptations are made to ensure all children, including those with special educational needs and/or disabilities are consistently included and remain engaged and focused. For example, the childminder uses visual prompts to help children understand the rules of a group game. Children confidently make

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Address:

91 Rounton Road independent decisions of what they would like to explore from many natural and sensory resources. They sustain their concentration and curiosity as they investigate. Children demonstrate positive relationships with each other. They warmly welcome their friends to add ingredients, such as petals and leaves, to the potions they create.

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Address:

The childminder works closely with parents to understand what children already know and can do when they first begin attending. She uses this information, alongside her own assessments to identify each child's next steps in learning. All children's unique interests and needs are seamlessly included in the ambitious curriculum. Children benefit from trips out in the local area with the childminder that help them to learn through real life experiences. For example, they re-enact stories containing wild animals, such as tigers during regular visits to the zoo. Visits to a local museum enable children to explore historical toys and compare how these have evolved over time. The childminder promotes the importance of regular attendance so that children can continue to flourish and thrive.

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Next steps

The childminder should develop children's understanding of good oral health, to support them to establish positive long-lasting oral hygiene habits. The childminder should build effective partnerships with other settings that children attend to support continuity of learning and development.

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About this inspection

The inspector spoke with the childminder 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. Waltham Abbey EN9 3AP Type: Childminder

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About this inspection

Registered person: Townsend, Anthea Helen

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About this inspection

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

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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