Hazzard, Marie Alice

Hazzard, Marie Alice

Unique reference number (URN): 2750480 Address: 1 Whitefield Cottages, Littleworth Road, Farnham, GU10 1JJ Type: Childminder Registered with Ofsted: 06/10/2023 Registers: EYR, CCR, VCR Registered person: Hazzard, Marie Alice

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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 an engaging and respectful setting where clear expectations for behaviour are consistently reinforced and well understood. She applies highly effective, age- appropriate approaches to help children develop an awareness of routines and boundaries. For instance, she encourages them to independently gather their bikes in preparation for outings and explains the importance of wearing helmets to keep themselves safe. Through her thoughtful interactions, she helps children make meaningful connections and deepen their understanding.

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Behaviour, attitudes and establishing routines Strong standard

Children are inquisitive, enthusiastic, and demonstrate a positive attitude to their learning. The childminder builds excellent bonds with the children. She consistently provides clear and consistent guidance, always modelling positive behaviour. Children willingly share, take turns, handle equipment safely and show consideration for others. For example, they display empathy by checking on their peers if someone falls, asking if they are alright. They are also developing secure emotional resilience, often reassuring others that they are fine and continuing with their activities.

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Behaviour, attitudes and establishing routines Strong standard

Drawing on her detailed knowledge of each child, the childminder tailors her approach to suit individual responses and needs. When minor disagreements arise, she sensitively adjusts her strategies to help children regulate their behaviour and resolve situations calmly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder also adopts a flexible approach to planning. She considers the specific days children attend and ensures that learning experiences are carefully sequenced and built upon over time. By maintaining close communication with parents, she supports consistent attendance and offers guidance on how learning can be continued at home when children are not in her care, promoting continuity in their development.

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Achievement Expected standard

All children, including those who may face barriers to learning or who are learning English as an additional language, are making progress from their individual starting points. Their speech and language skills are developing well. They communicate confidently, listen with attention and readily share their thoughts and ideas.

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Achievement Expected standard

Children build secure, positive relationships and their behaviour is exemplary. They demonstrate kindness, patience, and respect, and confidently use phrases such as 'no thank you' to express their feelings appropriately. They manage their emotions effectively and show resilience when faced with challenges. Children are physically confident and enjoy being active outdoors, where they learn to take appropriate risks, solve problems and build strength. Opportunities to consistently develop their early mathematical understanding within play are not yet fully embedded. Children are becoming increasingly independent, managing their personal care routines with growing confidence. They are developing an awareness of healthy lifestyles, including making appropriate food choices, and show a good understanding of this for their age. Overall, children are gaining the key skills needed to support their future readiness for

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Children's welfare and wellbeing Expected standard

The childminder typically implements clear and effective care practices that promote children's welfare as well as overall wellbeing. She provides a safe, secure, and welcoming environment, and carries out thorough risk assessments to ensure that outdoor experiences are managed safely and appropriately.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to take managed risks, which they approach with confidence. They eagerly ride their bikes up slopes and hills, enjoying the thrill of coming back down. Working together, they move branches, developing both their physical strength and teamwork skills. With gentle encouragement, children typically explore their own abilities, such as judging how far they can jump, and show confidence in pushing themselves further.

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Children's welfare and wellbeing Expected standard

The childminder gathers detailed information about children's dietary and medical needs before they start. She provides guidance to parents on promoting healthy eating at home. This helps to ensure that children's individual needs are well understood and met.

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Children's welfare and wellbeing Expected standard

Children demonstrate a secure understanding of routines. For example, when in the woods, they independently find a safe place to sit and recognise the importance of cleaning their hands before snack time. The childminder further supports their wellbeing by reminding them to drink water regularly, helping them to develop an early understanding of the importance of staying hydrated.

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Children's welfare and wellbeing Expected standard

The childminder supports children's awareness of environmental care. She explains the importance of taking rubbish back to the setting to dispose of it properly. Children demonstrate empathy and understanding, discussing how animals might feel unwell or unhappy if they were to eat something harmful left behind.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the areas of learning. She draws on observations and discussions with parents to build a clear picture of what children know and can do. Alongside her regular assessments, this enables her to plan a curriculum that reflects children's interests and stages of development.

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Curriculum and teaching Expected standard

The childminder actively engages children in conversations during their play, which effectively supports their communication skills. All children, including those with potential barriers to learning and those learning English as an additional language, make particularly secure progress in their language development. For example, as children crush cereal, they confidently use descriptive words, such as 'crisp.' The childminder builds on their vocabulary further and introduces terms like 'wet' and 'dry' as children add water, prompting them to think about how materials change and how they might reverse these changes. Through these purposeful interactions, she strengthens children's understanding of the world while also developing their thinking skills.

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Curriculum and teaching Expected standard

Children build on their skills as they practice using a variety of tools, such as scoops and spoons, investigating how to move materials between containers of different sizes. This supports their developing coordination and problem-solving skills. The childminder adapts her practise effectively to meet individual needs. Planning for the teaching of mathematics is not consistently precise in identifying how activities will extend this area of children's learning further. This means that, while children engage very well, opportunities to deepen and build on their mathematical development over time are not fully maximised.

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Inclusion Expected standard

The childminder carefully identifies each child's individual needs when they first join the setting. She observes their play and gathers information from parents about what children already know and can do. By understanding children's home routines, abilities and interests, she is able to support their emotional security and minimise any potential barriers to learning as they settle in.

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Inclusion Expected standard

The childminder typically maintains high expectations for all children, including those who speak English as an additional language and those with potential barriers to their learning. Early and accurate assessment is a clear priority. This ensures that any gaps in learning are generally recognised in a timely manner. When concerns arise, she works in partnership with parents to support referrals to other professionals. This proactive approach has a positive impact on children's progress and overall wellbeing.

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Inclusion Expected standard

The childminder understands how to use additional funding to support the individual needs of children. She keeps her knowledge of inclusive practice up to date through independent research, and recognises the importance of working collaboratively with other professionals to support children with special educational needs and/or disabilities. The childminder is aware that there is further scope to develop her practice in this area. She plans to access additional professional development opportunities to strengthen her ability to identify early signs of need even more swiftly, to ensure she promptly implements targeted intervention.

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Inclusion Expected standard

The curriculum promotes equality and diversity well overall. Children learn about different cultures and religious events. However, the childminder does not consistently enhance this learning further to reflect on similarities, differences and to understand what makes children unique.

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Leadership and governance Expected standard

The childminder typically reflects on her practice well to support continuous improvement. For example, she routinely evaluates and adapts her outdoor environment to sustain children's interest, curiosity and enjoyment of learning outside. The childminder has not yet sharply focused her professional development and priorities on consistently securing consistent positive outcomes for all children.

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Leadership and governance Expected standard

The childminder understands the importance of keeping her knowledge up to date, including changes in legislation. She engages with professional early years forums, where she accesses support and advice on activities and teaching strategies. The childminder also regularly refreshes her safeguarding training, and applies secure and robust procedures in her daily practice.

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Leadership and governance Expected standard

The childminder establishes positive working relationships with other professionals, including those in schools and nurseries. This promotes continuity in children's care and learning. She maintains secure communication with parents through digital platforms and regular discussions about their child's development. Parents describe the environment as warm and secure, with consistent routines that positively support their children's wellbeing.

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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

The childminder works closely with parents to gather information about children's routines and abilities, ensuring learning is carefully tailored to meet their individual needs. All children settle quickly into this warm, welcoming and homely setting. They show they feel valued and demonstrate high levels of independence, readily engaging in activities that capture their interests. During outings, children listen and learn how to stay safe, supporting their understanding of personal safety.

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

The childminder supports children in strengthening the muscles in their hands and fingers through a variety of engaging experiences. For example, during woodland outings, children enjoy creating patterns with coloured water, twisting knobs and squeezing spray bottle levers with determination. They demonstrate perseverance and take pride in their achievements as they develop their control and coordination. They also problem solve, exploring how colours appear differently on a range of surfaces.

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

The childminder encourages children to share resources and take turns, promoting positive social interactions. Children listen attentively and observe with interest as colours mix and change during their play. The childminder engages them in meaningful discussions about their creations, supporting the development of their language skills. Children consistently listen to one another and show respect for their peers.

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

Children show a real enthusiasm for learning about the natural world. They explore using their senses as they collect sticks and leaves to bring back to the setting. They enjoy observing cows in nearby fields and goats in a neighbouring garden, showing curiosity about their needs and discussing what they eat.

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

The childminder also provides a wide range of opportunities for children to engage with the local community. This includes visits to the gym and swimming sessions to support their physical development, as well as attending toddler groups where children meet new friends and build their confidence and social skills.

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Next steps

The childminder should strengthen planning to support children's mathematical development, ensuring teaching consistently builds on what children already know and can do over time. The childminder should strengthen opportunities to review practice and her professional development to consistently promote positive outcomes for children. The childminder should support children to further develop their understanding and knowledge of their similarities and differences and what makes them unique.

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Address:

1 Whitefield Cottages Littleworth Road Farnham GU10 1JJ

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Address:

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

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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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