Seddon, Helen Jane

Seddon, Helen Jane

Unique reference number (URN): EY404495 Address: Alton House, Lockeridge, Marlborough, Wiltshire, SN8 4EQ Type: Childminder Registered with Ofsted: 15/02/2010 Registers: EYR, CCR, VCR Registered person: Seddon, Helen 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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Achievement Expected standard

All children, including those who face barriers to their learning, make consistent progress across all areas of their development. They acquire the knowledge and skills they need for the next stage of their learning. Children become confident communicators as they develop their vocabulary and use their language skills to engage in conversations. They talk about their play, share ideas and use their imaginations confidently when interacting with their peers. For instance, they talk about making 'fish pie' and 'curry' as they play imaginatively with their peers. Generally, children maintain focus during games and activities. Younger children enjoy making shapes and models with the dough as they practise using tools and shape cutters and develop their physical skills as they play. Older children develop their problem-solving skills as they work together to complete number puzzles, where they learn to put the numbers in order and organise the puzzle pieces. However, the youngest children

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Achievement Expected standard

do not receive the same level of support on outings.

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Behaviour, attitudes and establishing routines Expected standard

The childminder and any assistants who work with her set clear, consistent expectations for children's behaviour, ensuring that they understand what is expected of them. For instance, when going for a walk, children know they must hold hands and are familiar with how to walk safely to their destination. The childminder works closely with parents to promote good attendance and to support children's routines in her setting. This creates a positive, calm environment where children can learn and play effectively.

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Behaviour, attitudes and establishing routines Expected standard

Adults involve older children in routines, such as handing out drinks and lunches. Children enjoy having responsibilities, and being the 'helper' boosts their confidence and supports their developing independence. The childminder and any assistants who work with her build secure relationships with children and are positive role models. They recognise when children need time and space to regulate their feelings and emotions, and they encourage children to take turns and share, especially when this is difficult due to their age and stage of development.

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Children's welfare and wellbeing Expected standard

The childminder and any assistants who work with her place an emphasis on children's safety and wellbeing. From the start, they work closely with parents to ensure that children and their families feel safe, secure and welcomed in the setting. Settling-in procedures are flexible and adapted to meet the individual needs of each child and family, and these arrangements are extended where necessary to reduce barriers to learning.

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Children's welfare and wellbeing Expected standard

Through warm and responsive interactions, adults get to know the children well and remain attentive to their needs. As a result, children form trusting, positive attachments, helping them feel confident and emotionally secure in their care. Children are encouraged to express their feelings, and they confidently tell the childminder if another child has taken a toy or is not sharing. Overall, children receive effective support to lead healthy lifestyles. They benefit from plenty of fresh air and exercise and enjoy healthy snacks and meals. Although children are encouraged to follow hygiene practices, adults do not consistently explain the reasons behind handwashing routines, such as why washing their hands is important, which would further support children's understanding of personal hygiene.

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Curriculum and teaching Expected standard

The childminder has developed her curriculum to offer children a wide range of experiences and learning opportunities based on what they know, can do and are interested in. She places a focus on helping children feel safe and secure and supports them in learning through play across all 7 areas of learning. This includes promoting children's early mathematical development by introducing counting and number language, as well as opportunities to explore shape, space and measure during everyday routines and play. The childminder and any assistants who work with her closely monitor each child's progress and use their knowledge of each child's individual needs to plan purposeful next steps to help them make progress.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is well promoted. The childminder recognises the importance of forming secure relationships with children and their families and helps children settle and build relationships. The childminder and any assistants who work with her promote children's communication and language development effectively, modelling language and engaging them in meaningful conversations. Through their planning and assessments, they generally target children's support well. However, they could further develop their curriculum for the youngest children, as they currently do not experience the same range of learning opportunities during outings as the older children due to their stage of development.

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Inclusion Expected standard

The childminder and any assistants who work with her have effective processes in place to quickly identify gaps in children's progress and barriers to their learning. Although they do not currently care for any children with special educational needs and/or disabilities, the childminder has previously worked closely with other professionals and parents to secure support and put plans in place to close gaps in learning.

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Inclusion Expected standard

The childminder and any assistants who work with her have received relevant training to strengthen their understanding of the steps required to support children's needs and recognise the importance of partnership working. Generally, they have high expectations for all children and ensure that every child and their family feel valued and included. For example, they celebrate the individuality of all families who attend, helping children recognise how people in and beyond their community live, the diverse make-up of families, and the cultures and languages they bring with them. Children are keen and open to talking about their families and what is important to them. This demonstrates that they have a secure sense of belonging. Although typical practice is inclusive, the childminder should develop her outdoor learning curriculum for younger children who face barriers to learning due to their stage of development.

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Leadership and governance Expected standard

Since the last inspection, the childminder has developed the support and oversight she has for any assistants who work with her. She provides assistants with regular support and training, and they report feeling well supported in their roles. The childminder keeps her skills and knowledge up to date and relevant through training and by reading about any changes to legislation, which she shares with any assistants who work with her. She keeps up to date with the statutory requirements of the early years foundation stage.

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Leadership and governance Expected standard

The childminder recognises the importance of professional development, and this is well targeted. For instance, she reflects positively on the training they received to support children with special educational needs and/or disabilities and how it helped them meet the needs of the children they had previously cared for.

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Leadership and governance Expected standard

Overall, the childminder demonstrates a thoughtful approach to reflecting on her practice and the experiences she provides for children. She identifies the need to further develop the curriculum for younger children when outside of the setting, ensuring that they benefit from equally rich and purposeful learning opportunities as older children. In addition, greater consistency is needed in promoting children's understanding of how to keep themselves healthy, including providing clear and regular messages about the importance of handwashing.

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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 arrive happy and eager to play. They excitedly greet their friends warmly when they arrive, which helps children to feel a sense of belonging. Children confidently make independent choices about where they would like to play and settle with confidence. They show curiosity and enthusiasm in their learning and demonstrate that they feel safe and secure. Younger children seek comfort by cuddling the childminder, while older children enjoy snuggling on her lap to listen to stories. Older children are keen to help the younger ones. They hand them toys and hold their hands as they prepare to go outside.

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

Overall, children behave well for their ages. They generally play harmoniously together. When they find sharing difficult, the childminder and any assistants who work with her respond with calm, gentle guidance. This helps children learn to manage their feelings effectively. Children form friendships with their peers and eagerly initiate and join games where they practise negotiating and taking turns. Children are very imaginative in their play, racing cars, caring for dolls and pretending to be dogs.

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

Children develop a love of stories. They carefully choose a book and ask an adult to read to them. They eagerly listen and join in with telling the familiar stories as they use the pictures to recall the events in the story.

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

Children enjoy being active and testing their physical skills during walks. They run up hills, roll down grassy slopes and play ball games with their peers. Regular outings, such as visits to the local care home for games and stories with residents, further support children's confidence and social development.

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Address:

Alton House Lockeridge Marlborough Wiltshire SN8 4EQ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

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Next steps

The childminder should help children understand why they follow hygiene practices to further support them in keeping themselves healthy. The childminder should further develop the outdoor learning opportunities she provides for younger children.

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About this inspection

The inspector spoke with the childminder, her assistants and parents 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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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. 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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