Mercer, Katie

Mercer, Katie

Unique reference number (URN): 2751110 Address: 1 Longford Park Road, Banbury, OX15 4FU Type: Childminder Registered with Ofsted: 08/10/2023 Registers: EYR, CCR, VCR Registered person: mercer, katie

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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 Strong standard

Children demonstrate excellent progress across all areas of learning. Their social skills and communication are well developed, with clear evidence of children confidently expressing themselves and engaging positively with both peers and adults. Those experiencing difficulties with speech benefit from prompt, targeted interventions, ensuring they make steady progress from starting points. The childminder tracks each child's development to support individual next steps of learning.

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Achievement Strong standard

Children are well prepared for transitions to nursery or school. The curriculum is carefully designed to support these transitions, fostering both independence and resilience. Children develop excellent phonic awareness, ready for the next stage of development, demonstrating impressive listening, attention and blending skills. They are happy, collaborate effectively and negotiate well with others, resulting in positive relationships and a harmonious learning environment.

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Achievement Strong standard

Children show confidence in movement and motor skills, reflecting the high-quality provision and focus on physical development. Gaps in learning are swiftly identified and addressed, ensuring all children, including those facing barriers, benefit from timely support and achieve well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a safe, nurturing positive environment. Established routines give children a sense of security and encourage positive behaviour throughout the day. Children transition smoothly between activities, care for resources, and become increasingly independent with self-care tasks like handwashing and using the toilet. Their attitudes towards learning are positive. They are enthusiastic, attentive and willing to try new things.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is highly responsive to both the learning and care needs of the children. Children show affection for the childminder and seek help when minor challenges arise. They share toys and take turns effectively. During snack time, they share fruit and resolve small disagreements independently, without needing intervention from the childminder.

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Behaviour, attitudes and establishing routines Strong standard

Children understand expectations and consistently follow directions. The childminder respects their choices and offers praise when they make good choices. Children are encouraged to be considerate of each other's feelings and to use their voices, such as saying 'no thank you' when they receive unwanted attention or behaviour from another child.

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Behaviour, attitudes and establishing routines Strong standard

Highly effective partnerships with parents enable the childminder to meet each child's individual needs. Parents describe the childminder as approachable and supportive of their children. Good communication with families supports regular attendance and punctuality, allowing children to benefit from daily routines and learning opportunities.

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Children's welfare and wellbeing Strong standard

Children benefit from well-established hygiene routines that promote their independence, health and wellbeing. Privacy is respected, particularly during personal care routines such as using the toilet. Safe sleep practices are implemented, and children are supported to understand the importance of healthy eating and sleep. Routines for eating, sleeping and handwashing are embedded in daily practice, providing children with structure and security.

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Children's welfare and wellbeing Strong standard

Children are encouraged to express their feelings and manage their emotions. The childminder ensures that children's personal space and feelings are recognised and discussed using age-appropriate language. Children demonstrate a clear understanding of boundaries and mutual respect. They are supported to consider how their actions affect others and regularly participate in conversations about emotions, including morning routines to express how they are feeling using wooden faces.

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Children's welfare and wellbeing Strong standard

Children show pride in their emotional development, expressing happiness and a sense of belonging within the setting. Secure attachments promote positive relationships with the childminder and their peers, displaying care and consideration for each other.

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Children's welfare and wellbeing Strong standard

The environment fosters a sense of responsibility as children are taught to care for their surroundings, including turning off lights and avoiding food waste. Children feel confident to express their preferences, such as politely declining unwanted attention or choosing alternative activities. This approach promotes self-assurance and respect within the group.

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Curriculum and teaching Strong standard

The curriculum is thoughtfully structured to build upon each child's existing skills and knowledge. The childminder has a clear understanding of what children need to learn and maintains high expectations, ensuring the curriculum supports excellent developmental progress while considering children's interests, so learning remains meaningful and purposeful.

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Curriculum and teaching Strong standard

There is an emphasis on communication and language development, evident in children's expanding vocabulary and confidence in speaking. Songs, rhymes and stories are integral to daily routines, which children enjoy and actively participate in. Mathematical concepts are woven into routines, offering practical opportunities for children to practise and embed new skills.

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Curriculum and teaching Strong standard

Activities are carefully planned to address any concerns or gaps in learning, supporting rapid progress for all children. Early intervention and collaboration with parents ensure targeted support is provided where needed. Children benefit from outings that foster exploration of the natural world and local community, such as visits to the dentist and group events with other childminders. These activities broaden children's experiences and understanding. Visits to soft-play areas and forest school develop children's core strength, gross motor skills and confidence in movement. Plenty of opportunities within the home environment support physical development.

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Curriculum and teaching Strong standard

Children are encouraged to share their ideas and communicate their thoughts. The childminder fosters an environment where children express themselves clearly, voice their opinions and build resilience, promoting impressive personal and social development.

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Inclusion Strong standard

Children make excellent progress that is supported by a well-structured curriculum and skilled teaching. Careful monitoring of each child's development recognises when additional help is needed. Prompt identification of developmental delays enables the childminder to offer direct support, and make timely referrals, helping children to close learning gaps and acquire new skills.

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Inclusion Strong standard

Communication and collaboration with parents are highly effective to support children. For example, activities are planned that develop communication and language by encouraging children to listen to sounds and practise blending. This approach enhances speech fluency and pronunciation. Simple Makaton signing is used to support children with emerging speech, enabling them to join in with older peers. Support for children facing communication difficulties is robust, and the dedicated attention given enables children to make swift progress in language development.

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Inclusion Strong standard

The childminder recognises the many influences on children's development and wellbeing. Drawing on this knowledge, she carefully plans the curriculum to focus on skills to build confidence and encourage good emotional health. Children are empowered to express themselves and speak up for their needs while learning to respect the feelings of others.

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Inclusion Strong standard

No children currently receive extra funding, and none are known to children's social care. The childminder understands available support well and how to access additional help when necessary.

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Leadership and governance Strong standard

Leadership is reflective and responsive, with ongoing efforts to keep up to date with sector changes and to adapt practice in line with children's interests and local needs. The childminder's thoughtful approach ensures that children benefit from stimulating and relevant activities, while decisions are consistently made in the best interests of all children. This results in a well-organised and caring environment where children thrive, feel secure and develop independence.

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Leadership and governance Strong standard

The childminder effectively balances her wellbeing and work responsibilities, setting a good example for the children. Her commitment to inclusivity and breaking down obstacles ensures that every child thrives in her care.

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Leadership and governance Strong standard

Professional development is prioritised, with the childminder regularly accessing a range of training opportunities both online and face-to-face teaching. The impact of this training is evident in robust processes and a conscientious approach to meeting the needs of all children, including those with barriers to learning. Early identification of individual needs is communicated effectively with parents to secure timely support.

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Leadership and governance Strong standard

Collaborative practice is embedded, with the childminder working closely with the families, local early years team, schools, nurseries and healthcare professionals. This partnership approach promotes smooth transitions and enhances the quality of provision. Regular communication and shared events, including joint outings and seasonal activities with other childminders, foster a culture of mutual support and the sharing of good practice.

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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 encouraged to explore the wider world and nurture their love of nature through a thoughtfully planned and organised curriculum. They approach their play with excitement and persistence, often sharing new information with each other. Their positive attitude and willingness to learn play a key part in preparing them for the next steps in their education and helping them adjust smoothly to starting school.

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

Children demonstrate high levels of confidence and self-esteem, engaging positively with each other. They display advanced social skills by sharing, taking turns and participating in collaborative activities. The childminder carefully organises daily routines to address each child's individual needs effectively. Children routinely vote for opportunities to make choices. They reinforce their knowledge through repeated activities, songs and games. For instance, during story time and rhymes, children articulate the emotions of characters and participate in role-playing scenarios such as camping, discussing what they need to keep safe and what equipment they will require. They draw upon prior experiences and use an extensive vocabulary, demonstrating a clear understanding of complex concepts.

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

The childminder builds warm relationships with every family, ensuring consistency for children and valuing their individual strengths and characteristics. Children freely discuss their home experiences and celebrate important moments together, creating a communal atmosphere. This supportive approach helps children feel safe and included, as shown by their evident comfort and happiness. Positive relationships with the childminder and other children make the environment welcoming and encourage good attendance.

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

Children make excellent progress in developing their communication skills, acquiring new vocabulary and confidently using it in conversation. Those with special educational needs and/or learning barriers are quickly identified, ensuring they receive the support they need to participate fully and achieve positive outcomes. The childminder provides timely interventions and targeted assistance, enabling every child to flourish and reach important developmental milestones.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children and those who may face other barriers to their learning and/or wellbeing.

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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.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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. 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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