Hacker, Emma Rose

Hacker, Emma Rose

Unique reference number (URN): 2735756 Address: 57 Granton Avenue, Upminster, RM14 2RT Type: Childminder Registered with Ofsted: 20/07/2023 Registers: EYR, CCR, VCR Registered person: Hacker, Emma Rose

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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 are making steady progress in their development. Older children are developing particularly well in their communication and language and are confident and articulate talkers. They develop a wide range of vocabulary through the activities provided, such as when taking part in an insect hunt. Children learn to use words to describe size and shape and have opportunities to practise language related to numbers and counting. Babies enjoy listening to songs and rhymes and sometimes join in with actions. They are beginning to understand the context of some songs. Children develop stage-appropriate physical skills and learn to be independent and to do things for themselves. Overall, all children, including those with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing, are well prepared for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

All children behave well. The childminder is a positive role model. She has a friendly manner and demonstrates respectful interactions. The childminder is consistent in her approach when teaching children how to behave. She reminds the children of the rules and how to behave with their friends, so they know what is expected of them. The childminder supports children's self-esteem effectively, praising them when they do things well. Children are happy to share, with support, and are kind to each other. The childminder implements a clear daily routine, which children know and understand. For instance, she provides visual cues for those who may need additional help to understand and follow routines. Children know how to behave and how to manage their own personal needs, such as washing their hands at lunchtime. They show they are independent and have confidence to do things for themselves. For instance, they serve themselves food during mealtimes. Overall, most

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Behaviour, attitudes and establishing routines Expected standard

children have high levels of engagement and enjoyment during their learning experiences. The childminder works with families to encourage and support children's frequent attendance. The childminder has a warm and caring relationship with the children in her care, and children of all ages seek comfort and positive engagement from the childminder throughout the day. For example, during garden play, children invite the childminder into their play and sit beside her as they build construction creations together.

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Children's welfare and wellbeing Expected standard

The childminder is caring and welcoming. She interacts with children well and forms positive relationships with them, supporting their emotional wellbeing. Children show they are settled and feel secure and are visibly happy. Overall, routines and daily activities are planned and managed well to meet the individual needs of all children and babies, including those with special educational needs and/or disabilities and those that face other barriers to learning and/or wellbeing. The childminder prepares the environment and teaches children how to move around safely. Care practices are carried out with sensitivity and meet the needs of all children. The childminder supports children to recognise and manage emotions. She teaches children how their actions may impact others and how they may feel. Children confidently express themselves and their needs. The childminder provides children with healthy and nutritious

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Children's welfare and wellbeing Expected standard

meals to help them learn about healthy lifestyles. Children have regular opportunities for outdoor play and are physically active, helping to support their physical health. The childminder teaches children about how to keep well, such as by following good hygiene practices.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of child development. She assesses what children know and can do, and plans for their next steps in learning. The childminder, overall, organises activities effectively to help children make progress with their next steps. She supports children's communication skills, such as through regular story and song sessions. The childminder encourages older children to comment on stories and answer questions to help them practise language they have learned, while consistently modelling language. However, the childminder does not consistently support younger children's communication and language in the same way.

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Curriculum and teaching Expected standard

The childminder provides frequent opportunities for children to develop their physical skills. For example, she supports children to develop their hand muscles as they enjoy collecting and pouring water in containers. The childminder teaches children how to behave socially, such as through stories, and helps children to learn about consequences and feelings. She adapts her teaching suitably for those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. For example, she uses hand gestures or visual aids to help children follow the routine, which supports their understanding. The childminder uses ongoing reflection and assessment to ensure that the curriculum is accessible to all and children of all ages achieve the same learning experiences. However, this is inconsistent, and, as a result, children, including babies, do not always have opportunities for the same teaching moments, as activities do not always

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Curriculum and teaching Expected standard

meet their age and individual learning needs.

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Inclusion Expected standard

The childminder recognises the importance of identifying any children who may be disadvantaged or face barriers to their learning and/or wellbeing to help support their needs. She gathers useful information from parents from the outset. This helps the childminder to understand what children know and are interested in. The childminder completes regular, accurate ongoing assessments of what children are able to do, including children with special educational needs and/or disabilities (SEND) and those that face other barriers to learning and/or wellbeing. She uses this information well to make some adaptations to the support she provides when needed. For example, she creates simple, visual instructions for children to follow to support them to learn about routines and help with self care.

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Inclusion Expected standard

The childminder communicates with parents well to help keep them informed of children's ongoing progress. The childminder does not have any children on roll currently that receive additional funding, but she demonstrates secure understanding of how she would support these children, highlighting the importance of completing additional training to ensure that she is able to meet the individual needs of the child. The childminder works well with the local authority and seeks relevant advice from them when needed. For example, the childminder has previously contacted the local authority behaviour team for support and guidance to help to best support any children with significant behavioural concerns.

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Leadership and governance Expected standard

The childminder reflects on her practice and others', such as assistants', suitability, and using ongoing supervision she is able to support her assistants well and identify where there are additional training or guidance needs. She identifies areas she would like to develop in her setting and takes steps to help improve the provision for all children. For instance, she provides well-planned training opportunities for assistants to support their ongoing professional development. The childminder also completes relevant training to help develop her own skills, knowledge and expertise. The childminder's implementation of what she learned from her most recent training, related to supporting babies, is still being embedded consistently. The childminder has a clear vision for her setting and has secure expectations for her assistants, with a warm and positive approach that helps children feel settled, confident and calm.

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Leadership and governance Expected standard

Overall, the childminder works well with parents when taking decisions related to children's learning and wellbeing. The childminder communicates well with parents to implement plans and next steps, which support well any additional needs or barriers to learning that children may face. The childminder works generally well with other professionals to help extend the support for those children who may have special educational needs and/or disabilities (SEND). The childminder conducts regular supervision to ensure that she has a secure relationship with assistants and that their workload remains manageable and their wellbeing is met.

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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 have formed strong bonds with the childminder and show they are secure and happy. Children confidently approach the childminder for comfort and reassurance when needed. They enjoy their time interacting with her and engage generally well in the activities planned for them. All children confidently explore and play with their peers in the childminder's well-resourced setting.

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

Overall, children develop their skills well and are well prepared for the next stage in their learning, including those with special educational needs and/or disabilities (SEND) and those that may other face barriers to learning and/or wellbeing. Children develop their independence well. They are motivated to try and do things for themselves, such as getting dressed for outdoor play. They make particularly positive progress in their communication and social skills and are confident learners. All children can express themselves and communicate what they need.

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

Children's uniqueness is valued, and the childminder mostly considers this when planning for children's learning to enable them to flourish. The childminder identifies any barriers to children's learning and takes suitable action to support them. For instance, for those children with SEND, she considers how to adapt resources and routines to help support their individual needs and ensure that they are included. The childminder recognises the importance of children's regular attendance and works with families to ensure that children attend. Parents speak positively about how the childminder supports their children. They describe the setting as a 'home-from-home' environment. Parents feel well informed about how they can contribute to their children's learning at home to help their children to continue to thrive.

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Address:

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

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Next steps

The childminder should refine the curriculum so that children of all ages consistently have access to high-quality learning experiences. The childminder should strengthen support for younger children and babies to help develop their communication and language skills.

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About this inspection

The inspector spoke with the childminder, children 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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About this inspection

The inspection started on 13 January 2026. The inspector returned on 12 March 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Local authority: Havering

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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

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 .

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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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