Brazier, Laura Suzanne

Brazier, Laura Suzanne

Unique reference number (URN): 2771326 Address: 2 Islandmead, Swindon, SN3 3TG Type: Childminder Registered with Ofsted: 12/01/2024 Registers: EYR, CCR Registered person: Brazier, Laura Suzanne

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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

Generally, children achieve skills they need in preparation for school. They learn to do things for themselves, such as putting on their shoes or boots to go outside. Children develop their curiosity and confidence. They are eager to investigate the stimulating activities and do so independently. Children build with blocks. They create with paints and mix colours. Children play imaginatively, finding resources they need to follow their ideas. They explore physically, showing positive coordination and strength. Children show positive attitudes to learning and new experiences, this includes younger children.

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Achievement Expected standard

Typically, children develop their communication. Older children are interested in stories and listen attentively learning new terms and concepts. They take turns in conversation with the childminder and start to do so with each other too. Toddlers are starting to communicate, using words and show their understanding, listening and complying with the childminder's instructions and discussion.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has close relationships with children. They develop a suitable sense of belonging and enjoy being in her home. The childminder understands the importance of children's regular attendance. She supports families with this, so that children can benefit from what the childminder has to offer them. The childminder sets her home out well, offering interesting areas, resources and activities for children to explore. She knows children well and appreciates their interests and fascinations. She follows these encouraging their curiosity and attitudes to learning effectively. Children explore new toys, such as trucks and build homes and hotels for them. They place blocks together and work to solve problems.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is generally well managed. The childminder is prompt with her support, to ensure children's safety and offers explanations to help children to learn to manage their frustrations. Typically, children share toys and play cooperatively. The childminder attempts to establish routines for children. However, she is not consistently effective in maintaining children's engagement and participation at mealtimes. This means children do not learn to value of such routines. Children do not learn to appreciate others' needs and develop their social skills at these times, or gain useful skills for their move on to school.

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Children's welfare and wellbeing Expected standard

The childminder is caring and forms close relationships with children. She is sensitive to children's moods and typically helps them to manage their feelings and frustrations to support their emotional wellbeing. This helps to build and maintain children's confidence in her home. Children explore independently and select resources they need or are interested in. They enjoy exploring the childminder's garden. There is lots to interest children outdoors. They water the plants and learn how to care for them. The childminder extends their understanding, such as further answering older children's questions and feeding their curiosity. She discusses how plants drink the water up through their roots helping. This helps to build children's knowledge of the world effectively. Children climb well. They follow safety boundaries independently and show effective coordination and physical skills.

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Children's welfare and wellbeing Expected standard

The childminder provides nutritious food and healthy water for children to drink. She is mindful to support children's individual care needs. For example, the childminder ensures children have their nappy changed promptly and they get the rest that they need. Although at times, the childminder does not implement all mealtimes effectively to ensure that all the children eat as much as they should. Some children get distracted and leave the table early and this distracts others. The childminder's routines and teaching do consistently not help them learn to look after their bodies and develop an understanding of how to maintain their own welfare and wellbeing.

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Curriculum and teaching Expected standard

The childminder forms a suitable curriculum. She plans this through her observations of children, making assessments about their development and outlining next steps for in each child. The childminder thinks about what she provides, making changes and adaptations. She offers children interesting new experiences linked to current events, such as international space exploration. Children enjoy painting crumpled paper and egg boxes. They listen to stories and explore books focused on this theme, and investigate role-play items, such as a pretend rocket. The childminder knows how children learn and uses suitable teaching strategies and approaches. Older children talk about their favourite characters from a story. The childminder develops their knowledge further by looking other characters up on the internet, effectively modelling how to gain further information.

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Curriculum and teaching Expected standard

The childminder builds children's confidence and helps to support their personal and emotional development as she encourages them to take on new tasks. She teaches older children to count items and use mathematical language. Children develop their strength carrying watering cans full of water, caring for the plants in the garden. They discuss how heavy the cans are and coordinate their movements trying not to spill much. Generally, the childminder helps the children develop their communication. She talks to them and gives them time to practice speaking. However, at times, the childminder does not consistently help younger children to progress key speech sounds. Occasionally, she also does not encourage older children to use their words and speech to convey what they want.

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Inclusion Expected standard

The childminder follows a suitable cycle to form her curriculum. She uses observation and assessment of children's development, then plans for their needs, undertakes further review and then subsequent additional planning. In this way, she builds a picture of children's progress over time and can outline any gaps in their development. The childminder understands the importance of offering prompt support when children are falling behind. She works with parents and carers and appropriate outside professionals to help children get the support they require. The childminder appreciates the need to close gaps in children's experiences.

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Inclusion Expected standard

The childminder discusses how she would help reduce any barriers to children's learning and/or wellbeing. She thinks about children's experiences and ways she can add to and enhance these. The childminder also appreciates that she should use any additional funding to make a suitable difference to children's outcomes. The childminder promotes children's differences positively. She plans activities and the lay out of her resources so that all ages of children can join in and enjoy these equally. The childminder typically leads her provision so that children's needs are well met and they are all included.

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Leadership and governance Expected standard

The childminder shows dedication to her provision and wants to provide the best she can for children. She thinks about what she offers, setting out her home well to provide interesting stimulating areas for children. The childminder is aware of her responsibility to children and the families in her care. She is reflective and evaluates her practice and the effectiveness of her provision. The childminder assesses how well children are achieving and the additional resources she can provide. The childminder has links with local authority advisers and memberships with professional childcare organisations to help her gain new ideas and stay up to date with legislation. She has used some professional research and advice to help her develop confidence in her curriculum. The childminder has more recently outlined suitable areas for development but has not formulated full clear plans or sourced training and ideas

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Leadership and governance Expected standard

for effective methods to help her to improve these areas.

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Leadership and governance Expected standard

The childminder has effective links with parents and carers and liaises with other settings children attend. She keeps them informed about children's time with her. The childminder gains information on children's learning outside of her setting, then using this in her curriculum and support for children. She offers useful ideas and advice to parents to help them support children's learning at home further. The childminder facilitates useful joined-up support and a beneficial consistent approach for children.

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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

The childminder is welcoming to children; she is kind and caring. Children form close relationships with her, which supports their wellbeing. The childminder thoughtfully sets out her home with a mixture of activities and plenty of resources for children to freely select from. Young children independently explore, following their interests and showing their curiosity. They return to their favourite items, revisiting these and new skills they have learned. Children use technology effectively, selecting the correct props to play the songs they want on an interactive music player. Older children likewise revisit toys and resources, finding their favourite TV characters and adding them into their imaginative play. In this way, children flourish in the childminder's home, building a suitable sense of belonging and their self-confidence. This supports children's personal and emotional development effectively.

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

Children investigate different materials in the childminder's garden, developing their dexterity effectively. They use brushes to mix paint, marvelling at the different colours and effects they create. Children explore sand and water eagerly, testing out their ideas. They use gravel and stones to support their play with large trucks. Younger children concentrate well and practise their skills for some time. They carefully fill and transport water and then some soil around, exploring capacity as they empty and fill containers. Children persevere with skills well and work hard to achieve their self-made goals.

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

The childminder supplements her curriculum with interesting trips out into the local community, helping support children's understanding of the world well. She takes children out to nearby parks. Children use equipment in the parks and balance bikes the childminder provides to build their physical development. Children visit the local library with the childminder, they also attend nature groups and other play-based groups. This helps to develop their social skills in larger groups and their confidence in new situations.

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Next steps

The childminder should develop the consistency of her interactions and extend the support for children's communication further. The childminder should improve the implementation of her routines, ensuring these consistently encourage children's engagement and learning, and fully support their wellbeing. The childminder should seek more professional development for her teaching and practice to help her improve the quality and children's outcomes further.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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Address:

Registered person: Brazier, Laura Suzanne

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Address:

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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2 to 4

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

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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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