Gurden, Rebecca Joanne

Gurden, Rebecca Joanne

Unique reference number (URN): 2754183 Address: 27 Clover Drive, Colchester, CO7 8HL Type: Childminder Registered with Ofsted: 31/10/2023 Registers: EYR, CCR, VCR Registered person: Gurden, Rebecca Joanne

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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 Expected standard

Children make steady progress throughout the broad curriculum and are prepared and ready for the next stage in their learning, including transition to pre-school and school. They communicate their needs effectively and join in conversations with enthusiasm. Even the youngest children have a wide vocabulary, ask questions, and engage in conversations, demonstrating they are confident communicators. Opportunities to support children's language skills are very effective, and they make rapid progress in their speech and language development. Children also develop the skills needed to be confident and independent learners. For example, they make decisions through self-selected play, have a positive attitude toward learning, show curiosity, and are eager to try new things. This is because the curriculum is ambitious, and all children, including those with special educational needs and/or disabilities or those with barriers to learning, achieve well and

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Achievement Expected standard

make consistent progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with a positive, welcoming, and homely environment in which to learn. There is a fun and happy atmosphere. Children understand the childminder's high expectations, and there is a culture of respect between the childminder and the children. The childminder is a positive, calm role model, and children have formed positive emotional attachments with her. For example, children enjoy cuddles and reassurance when needed, before happily returning to their play. Overall, children's present positive behaviour, and children are kind to one another, having made friendships with others attending. However, children have fewer opportunities to learn about their emotions and feelings and the impact some behaviour has on others, such as taking turns and playing collaboratively.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe and secure and demonstrate growing confidence. They settle quickly as the childminder ensures settling-in sessions are tailored to the child's needs before they attend. Children enjoy their time with the childminder, and attendance is good. The childminder promotes the importance of regular attendance and the positive impact this has on their emotional development and learning. The childminder celebrates children's achievements. They relish the positive praise and recognition they receive from the childminder for their efforts.

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Children's welfare and wellbeing Expected standard

The childminder ensures children are fully settled and feel comfortable in her home. They have formed close attachments with the nurturing childminder. The childminder prioritises children's emotional wellbeing and ensures they feel safe and secure in her care. She is committed to ensuring she understands and effectively supports their unique needs.

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Children's welfare and wellbeing Expected standard

The childminder promotes the importance of a healthy lifestyle through everyday routines. Children learn the skills and knowledge to independently take responsibility for their self- care needs. The childminder is very respectful and ensures children's privacy and dignity during nappy changing. She works closely with parents to toilet train children when they are developmentally ready.

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Children's welfare and wellbeing Expected standard

Children are encouraged to drink water throughout the day to keep hydrated. They are provided with healthy and nutritious snacks. Children have opportunities to be physically active. For example, children show sustained concentration as they listen to and follow simple instructions to complete exercises. They have fun running and using play equipment in the garden, developing strength as they enjoy the fresh air. The childminder effectively promotes children's understanding on personal safety. For example, children learn about the importance of road safety during outings within the local community.

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Children's welfare and wellbeing Expected standard

The childminder uses some opportunities during children's play to help them understand feelings and emotions. She positions herself on the children's level and further introduces concepts of sharing and feelings as she engages in the play.

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Curriculum and teaching Expected standard

The childminder effectively delivers a varied, ambitious curriculum that covers all areas of learning. Children make steady progress and are prepared ready for their next stage in learning. They are extremely confident communicators. They ask lots of questions and engage in meaningful conversations with enthusiasm. Children lead their learning as they make decisions through self-selected play and have a positive attitude toward learning. This is because the curriculum is broad and exciting.

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Curriculum and teaching Expected standard

The childminder effectively promotes children's interest in books. Children relish group stories and organise themselves as they sit comfortably, engrossed in familiar stories. They interact and act out their thoughts. Children decide to change the narrative and make up their own version of the story. For example, children relate to the story and say they are 'too big to go through the mud,' choosing instead to stomp their way through it.

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Curriculum and teaching Expected standard

Mathematical understanding is woven naturally into play, with children sorting and recognising numbers, shapes, and colours. Children routinely count, and even the youngest confidently count backwards as they play hide-and-seek with their friends. They relish time outdoors. They look for bugs and show fascination as the childminder explains about aphids they find on rose petals.

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Curriculum and teaching Expected standard

The childminder recognises the importance of children being emotionally secure to learn and focuses on personal and emotional development. Opportunities for children to experience learning within the local community, such as visits to the beach, toddlers group, and library, further enhance children's social and emotional development.

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Inclusion Expected standard

The childminder invests time getting to know the children and their individual needs. This means she can make accurate assessments of the children's starting points. She carefully observes children's progress, has a secure knowledge of child development and understands when children may require extra support to meet their full potential. The childminder routinely monitors children's progress to identify next steps in learning and highlight any emerging gaps. She is swift to respond to the emerging needs of children in her care.

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Inclusion Expected standard

The childminder works closely and sensitively with parents and other early years professionals involved with the children to ensure a consistent and graduated approach to learning. The childminder is clear that any additional funding must be used to support the specific needs of individual children. For example, providing additional resources to bridge any gaps in learning. While the childminder is proactive in completing training to further her professional development, a more targeted approach to training would strengthen her knowledge and ensure the best possible outcomes for children.

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Leadership and governance Expected standard

The childminder is very organised, ensuring her setting runs smoothly and is committed to provide children with high-quality care and education. The childminder promotes a culture of self-evaluation and routinely reflects on her practice, identifying strengths, such as her effective support for children's speech and language development. The childminder is committed to engaging in professional development opportunities. While she completes training courses to keep her knowledge and skills current, she does not always identify training opportunities that would benefit her practice most. For example, that would lead to the most meaningful improvements or maximise the impact on children's outcomes, including those with barriers to learning.

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Leadership and governance Expected standard

The childminder actively seeks and welcomes feedback from parents to help her improve her practice. She promotes professional and supportive partnerships with parents and takes time getting to know the whole family and what is important and unique to them. Parents speak highly of the childminder and express their complete appreciation for the progress their children make as a result of attending her setting. The childminder has established links with other childminders to share good practice. These professional networks also offer her useful opportunities to create further social opportunities for children. She establishes working relationships with other early years professionals involved with children to ensure children receive a consistent approach.

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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 confident and enthusiastic learners. They enjoy their time with the childminder. They have easy access to quality resources and planned activities provided within an inclusive, welcoming home-from-home environment. Children feel a strong sense of belonging. For example, they each have their own coat pegs, personal storage for their belongings, and individual flannels in the bathroom, which helps them feel secure and valued. The childminder ensures initial assessments are completed. She has an accurate understanding of where children are in their development. This means she can plan a curriculum that captures their interests, supports their emerging needs, and builds on what they already know and can do.

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

The childminder encourages and guides children to become increasingly independent. For example, children take care of their personal needs with confidence and can access the bathroom independently. The childminder ensures children's privacy and dignity during nappy changing and is respectful when asking if they may need to be made more comfortable. Children know the importance of drinking water and access their drinks with ease, suggesting to their friends they may like to have a drink and showing kindness as they find their drink for them.

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

The childminder is particularly effective at supporting children's speech and language skills and personal, social, and emotional wellbeing. She consistently interacts with the children in ways that encourage them to listen and join in conversations. Children thrive in her care and have established close attachments to the attentive childminder. The childminder plans

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Address:

Registration date: 31/10/2023 routine outings, such as visits to the beach and toddler groups, to socialise with others. This helps them understand the wider world beyond the community in which they live.

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Address:

The childminder welcomes parents' views and effectively promotes friendly and professional partnerships with them. She values and respects their wishes regarding their child's individual routines. The childminder understands the importance of continuity and ensures these are reflected in her setting. The childminder also positively encourages punctual attendance to ensure children's welfare and to enable them to fully participate.

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Next steps

The childminder should focus her professional development more precisely to target children's individual needs, helping them to make further progress in their learning. The childminder should continue to teach children strategies that will help them to resolve small conflicts that arise during play to support them to independently manage disagreements themselves.

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About this inspection

The inspector spoke with the childminder 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. Registered person: Gurden, Rebecca Joanne

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

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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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