Oakey, Emma-Jane

Oakey, Emma-Jane

Unique reference number (URN): 2749989 Address: 75 Jackson Road, Coalville, LE67 1HL Type: Childminder Registered with Ofsted: 20/11/2023 Registers: EYR, CCR, VCR Registered person: oakey, emma-jane

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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 creates a calm, consistent and nurturing environment where children develop extremely positive behaviour and attitudes to learning. She builds strong, trusting relationships and responds sensitively to children's emotional needs, helping them to settle quickly and feel secure. The childminder models kindness and respect and supports children to play cooperatively. Clear routines and consistent expectations help children understand what is expected. For example, children respond promptly to reminders to tidy away toys and transition smoothly between activities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to listen carefully, follow instructions and remain engaged in play for sustained periods. Consistent language is used to help children understand and express their feelings, supporting their emotional development. The childminder promotes the importance of regular attendance and punctuality by working closely with parents, particularly in relation to morning school runs. This helps children to understand routines and develop a sense of security and belonging.

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Behaviour, attitudes and establishing routines Strong standard

The childminder actively promotes children's confidence and enthusiasm through engaging activities, including songs, rhymes and movement. During activities such as the 'flamingo dance', the childminder models actions and guides children to follow instructions, helping them to move with control and enjoyment. The childminder encourages perseverance through activities, such as using tweezers to collect minibeasts, offering praise and support to sustain focus.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes independence by encouraging children to manage self-care tasks, The childminder models positive language and supports children to communicate confidently with others. They also help children to understand emotions by talking about feelings and the impact of their actions. As a result, children feel secure and behave extremely well.

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Achievement Expected standard

Children make steady progress in their learning and development. They show curiosity and enthusiasm as they explore a range of activities. Children communicate confidently with the childminder and visitors. They engage in conversations, join in with songs and nursery rhymes and listen attentively during stories. Children recall familiar words and phrases and follow instructions well.

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Achievement Expected standard

Children develop early mathematical understanding through their play. They count objects accurately and use mathematical language such as 'big', 'small' and number names. For example, during a mini-beast hunt, children use tweezers to collect insects and place them carefully into jars, developing good hand-eye coordination. They also use books to identify the insects they find, making links in their learning.

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Achievement Expected standard

Children develop strong physical skills through active play. They balance, dance and move with control during energetic activities and explore the outdoor environment with confidence. Children show increasing independence as they put on their own wellies, wash their hands and feed themselves. They remain highly engaged, concentrate well and demonstrate the skills needed for their next stage of learning.

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Children's welfare and wellbeing Expected standard

The childminder creates a warm, nurturing environment where children feel safe, secure and valued. She builds strong, trusting relationships and responds sensitively to children's needs, helping them to settle quickly and engage confidently in daily experiences. The childminder offers reassurance and meaningful interactions, which support children to communicate confidently with both familiar adults and visitors. She also supports children to begin to recognise and understand their emotions, gently introducing language to describe how they feel and helping them to develop early strategies to manage these.

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Children's welfare and wellbeing Expected standard

The childminder actively promotes children's independence by encouraging them to develop their self-care skills, such as managing dressing and following good hygiene routines. She provides clear guidance and consistent routines, helping children to develop confidence and important life skills.

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Children's welfare and wellbeing Expected standard

The childminder supports children's health and wellbeing through positive role modelling and daily routines. For example, she teaches children about healthy lifestyles, including nutritious food, oral health and the importance of physical activity. Regular opportunities for active play are planned, such as dancing, balancing and outdoor exploration. Children ride trikes, use climbing equipment and explore the garden while searching for minibeasts.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to explore with confidence, providing a safe and enabling environment. As a result, children feel relaxed, develop independence and demonstrate a strong sense of wellbeing.

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Curriculum and teaching Expected standard

The childminder has designed and implemented a clear, broad curriculum that promotes children's learning across all areas of the early years foundation stage. She typically uses her knowledge of the children to provide meaningful experiences that build on what they already know and can do. However, the childminder does not yet provide consistently high levels of challenge through interactions. Therefore, children's thinking, language and problem-solving skills are not consistently extended to help them make the best possible progress.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development well. She engages children in conversation, introduces new vocabulary and models clear language. Children speak confidently with adults and their peers. The childminder explicitly teaches early mathematics effectively through everyday activities. For example, children count, compare quantities and use language such as 'more' and 'less'. The childminder supports children to recognise patterns, sort objects and solve simple problems, developing a secure understanding of early mathematical concepts.

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Curriculum and teaching Expected standard

Ongoing observations and regular discussions with parents help the childminder to identify children's starting points and monitor their progress. This supports planning that accurately reflects children's interests. However, the childminder does not yet use assessment consistently to identify precise next steps, in order to help children achieve the best possible outcomes.

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Curriculum and teaching Expected standard

The childminder promotes independence by encouraging children to manage personal care tasks, such as washing hands and putting on shoes. Clear routines help children develop confidence, resilience and a sense of responsibility. The childminder supports children's health through teaching about healthy lifestyles and providing regular opportunities for active play.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of her role in identifying and supporting children who may need additional help with their development. She observes children and uses regular assessments to monitor their progress. The childminder identifies emerging gaps at an early stage and takes appropriate action to support children's development.

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Inclusion Expected standard

The childminder works effectively in partnership with parents, sharing information about children's progress and any concerns sensitively. Together, they discuss next steps to support learning. The childminder understands the importance of early intervention and follows a graduated approach to support, assessing children's needs, planning appropriate strategies, implementing support and reviewing progress.

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Inclusion Expected standard

Where needed, the childminder seeks advice from external professionals. For example, she knows how to contact services, such as speech and language therapy and the team from the local authority who support children with special educational needs and/or disabilities. The childminder works collaboratively with parents and professionals to adapt strategies and monitor children's progress over time.

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Inclusion Expected standard

The childminder demonstrates an appropriate understanding of how additional funding, such as early years pupil premium, can be used to support children's outcomes. She discusses how it could enhance targeted support, such as opportunities for communication and language development or providing additional resources to support individual needs.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of her responsibilities in managing the setting. She reflects on her practice and identifies some areas for development. For example, the childminder plans to introduce simple sign language to further support children's communication and ensure inclusion. However, the childminder has not yet identified ways to strengthen teaching even further, for example, through consistent use of assessment and ensuring appropriate challenge during interactions to help children make the best possible progress. The childminder works effectively in partnership with parents and values their views. She communicates daily through handovers and gathers feedback regularly, including through approaches, such as 'two stars and a wish'. Parents speak highly of the setting. They describe the childminder as warm, nurturing, kind and reliable. Parents comment that the childminder is dedicated and professional and provides enriching experiences for children.

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Leadership and governance Expected standard

They particularly value opportunities for children to explore the wider community, such as visits to allotments, parks, farms and local groups, which support children's communication, independence and social skills.

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Leadership and governance Expected standard

The childminder maintains her professional knowledge through ongoing training and updates from the local authority. The childminder carries out daily risk assessments and ensures effective oversight of the environment to keep children safe.

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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 feel happy, secure and valued in this welcoming childminding setting. They settle quickly because the childminder takes time to get to know each child well during the first few weeks of attendance. The childminder gathers detailed information from parents through initial discussions and ongoing communication to establish children's starting points and plan effectively for their learning and development. Flexible settling-in arrangements ensure that children's individual needs are met and help them form secure relationships. The childminder understands each child's unique needs and adapts her care and teaching accordingly. She also promotes the importance of regular attendance, helping children develop a sense of routine and consistency that supports their wellbeing and learning. As a result, children play confidently, engage well in activities and show a strong sense of belonging.

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

Children behave extremely well. They play cooperatively, share resources and show kindness and respect to one another. Clear routines and consistent expectations help children understand what is expected. For example, they willingly help to tidy away toys and transition smoothly between activities. Children listen carefully to the childminder, follow instructions and show consideration for their friends. They confidently talk to visitors and enjoy sharing what they are doing.

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

Children are active and curious learners who enjoy a wide range of stimulating activities indoors and outdoors. For example, during a mini-beast hunt, children search through leaves using magnifying glasses and use tweezers to pick up insects, developing hand-eye coordination. They refer to books to identify what they find and count the bugs they collect, confidently using mathematical language. Children enjoy stories, songs and rhymes, joining in enthusiastically and recalling familiar words and phrases. This supports their early literacy and communication skills. They also develop strong independence skills, confidently managing tasks, such as putting on shoes, washing hands and feeding themselves. Children benefit from regular physical activity, including dancing, balancing and riding trikes. They are motivated, engaged and clearly enjoy their time at the setting.

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Next steps

The childminder should use assessment consistently to identify precise next steps, in order to plan focused teaching that supports children to make the best possible progress. The childminder should provide further challenge during interactions, in order to extend children's thinking, language and problem-solving skills and help them make rapid and sustained progress from their starting points.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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About this inspection

The inspectors 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.

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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

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 .

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

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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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