Thorpe, Amanda Jayne

Thorpe, Amanda Jayne

Unique reference number (URN): 2745966 Address: Barrow Hill Farm, Sleaford, NG34 8RX Type: Childminder Registered with Ofsted: 03/10/2023 Registers: EYR Registered person: Thorpe, Amanda Jayne

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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 may face barriers to learning, typically make positive progress from their starting points. Children generally develop the skills they need for their next stage of learning, such as becoming confident communicators and learning to play with others. They handle familiar routines skilfully and show a growing curiosity about the world around them. Children engage enthusiastically in activities that reflect their interests and developmental needs. This helps them to stay motivated and willing to try new activities.

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Achievement Expected standard

Children benefit from consistent approaches between home, the setting and, where relevant, other nurseries they attend. This supports smooth transitions and continuity in their learning. Children develop a sense of belonging and pride in their achievements. As a result, children form positive relationships, manage key tasks independently and talk confidently about what they can do. Parents and carers share positive feedback about their children's development and their readiness for the next stage of their learning and school.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive behaviour and develop a growing awareness of their own feelings and those of others. Children respond well to the calm and nurturing atmosphere, where the childminder's expectations are clear and rules are simple and fair. However, the childminder does not consistently build on children's understanding of the purpose of key routines to fully support their preparation for school. As a result, children follow routines but do not always understand why they are important. Children develop important social skills through their play. They learn to share, take turns and work together on shared activities. Children use polite language that they hear modelled around them. They take on small responsibilities, such as tidying away or choosing between 2 options. This helps children to feel capable, confident and genuinely involved in their day.

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Behaviour, attitudes and establishing routines Expected standard

Children show interest, curiosity and pride in their achievements. They show deep focus and concentration for sustained periods during activities. Children demonstrate enthusiasm for the experiences the childminder provides. The childminder teaches children to respect others and to be inclusive. This is reflected in the way children interact with peers and visitors. The childminder encourages thoughtful engagement with the wider community. For example, she encourages children to choose toys they no longer use to donate to a charity shop, explaining that this allows other children the chance to enjoy them. Regular communication with parents and carers supports the promotion of regular attendance and daily routines, which help children to feel secure and ready to learn.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and emotionally secure in the childminder's care. They form warm and secure bonds with the childminder. Children demonstrate that they feel safe as they confidently ask for help. They express their needs and make choices about what they would like to play with. The childminder ensures that children's safety and emotional security are promoted consistently through calm guidance and sensitive interactions. This helps children to feel settled and ready to learn. Children's health, wellbeing and overall development are well supported because the childminder clearly understands their individual needs. From an early stage, children learn about making healthy choices. For example, during smoothie making activities, they talk about how different foods give them energy and help keep their bodies strong.

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Children's welfare and wellbeing Expected standard

Children show a secure understanding of personal hygiene, as they manage tasks such as toileting, washing their hands and pouring drinks with growing skill. Children develop positive self-care habits and take pride in being able to do things for themselves. The childminder supports and guides children to understand, express and manage their feelings. For example, if children feel frustrated with a task, the childminder talks it through with them, offering reassuring guidance that helps children feel confident and understood. Parents and carers describe the setting as a 'home from home', where children feel nurtured, valued and supported to develop the skills they need for school and beyond. Families remain well informed about their child's progress through regular and open communication. This helps to ensure consistency between home and the setting.

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Curriculum and teaching Expected standard

The childminder regularly gathers information using discussions with parents and carers and her observations of children. This helps her to gather information about what each child knows and can do from their starting points. This ensures that activities are matched to each child's individual needs. The childminder typically helps children to build the knowledge and skills needed for a confident start at school. Children learn through meaningful experiences that reflect their interests. The childminder uses this knowledge to plan next steps that support children's steady progress. Her planning is flexible and responsive, shaped by children's current interests, such as tractors, cooking or growing plants. The childminder also links learning with other nurseries children attend to support continuity.

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Curriculum and teaching Expected standard

Everyday routines are valuable teaching moments, such as counting fruit when children make a smoothie or practising their independence when putting on wellington boots. The childminder places a key emphasis on helping children to develop confidence, build friendships and understand their feelings. She introduces mathematical ideas in practical ways. For example, children explore capacity and weight while watering potato plants and discovering that a full watering can is too heavy to carry safely.

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Curriculum and teaching Expected standard

The childminder uses high-quality interactions to extend children's learning, introduce new vocabulary and ask meaningful questions during activities. She addresses any misconceptions gently and promptly so children develop an accurate understanding. Children have regular opportunities to develop physical confidence indoors and outdoors, whether they are using tools, climbing, digging or taking part in creative play. The childminder introduces cultural events, such as Diwali and Easter. However, opportunities to consistently extend their understanding of diversity are not fully developed.

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Inclusion Expected standard

The childminder carefully observes each child to identify their individual needs at an early stage. She shares this information effectively with parents and carers and other settings that children may attend as well. The childminder shows a clear understanding of approaches for recording and monitoring children's development. She uses ongoing assessment to build a clear understanding of what children can already do and where they may need additional support. This enables the childminder to accurately identify children's next steps in learning and tailor her approach accordingly. She demonstrates a clear awareness of the appropriate use of additional funding and how it can be used to support children's individual needs.

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Inclusion Expected standard

The childminder thoughtfully adapts activities, daily routines and the learning environment, indoors and outdoors. This ensures that all children are fully included and able to participate with confidence and developing confidence. The childminder takes a proactive approach to removing any potential barriers to learning and actively engages in training to support this. She creates an environment where children feel supported, valued and motivated to engage. As a result, children make positive progress from their individual starting points.

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Inclusion Expected standard

The childminder establishes secure partnerships with families. Where appropriate, she will work closely with external professionals to ensure an ongoing joined-up approach. This contributes to the provision of sensitive, responsive and timely care that meets the needs of all children effectively.

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Leadership and governance Expected standard

Parents and carers speak highly of the positive relationship they have with the childminder. They appreciate the open communication, the regular updates about their children's progress and the genuine interest she shows in their families' needs. Parents feel comfortable sharing information or asking for advice, knowing they will be listened to and supported. The childminder knows her setting well and regularly reflects on what is working and what could be better. The childminder is always looking for ways to improve the experiences children have. Her commitment to offering high-quality care and learning shines through in everything she does.

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Leadership and governance Expected standard

The childminder keeps her knowledge up to date by taking part in training. She stays informed about the latest early years guidance, ensuring that all children benefit from current and research-led practice. The childminder understands her responsibilities clearly and makes sure legal requirements are met, helping every child to feel safe, secure and well supported. She reviews her policies and procedures and shares them so that families have complete trust in the care their children receive. The childminder works closely with the local nursery and school. She shares information and generally prepares children for their next steps, however clearer use of routines would further support this process. The childminder helps to make transitions smooth and positive, giving children the confidence they need as they move on in their learning journey.

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

Children feel happy, safe and cared for because the childminder builds warm and trusting relationships with them. The environment is very welcoming and well organised. This encourages children to be curious, independent and deeply engaged in their play. Children make clear progress and achieve well because the childminder plans activities carefully, while also responding to their individual interests. For example, some children's interest in the outdoors leads to nature walks and growing a number of vegetables. The childminder uses these experiences to inspire conversations, encourage questions and support children's learning through remembering facts.

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

Children's communication and language skills develop extremely well. The childminder skilfully encourages conversations and responds positively when children are eager to learn and use new vocabulary. For example, when talking about different fruit for smoothie making, children practise words such as 'flesh', 'peel' and 'hull'. The childminder extends children's thinking and assists their retrieval of facts from previous experiences. Children build their physical skills through a mix of planned and spontaneous activities, both indoors and outdoors. Children learn to focus on activities by themselves, such as being able to use a swing and propel themselves without being helped. The childminder uses daily outdoor play to help children to develop their core strength and coordination and learn more about nature and the world around them.

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

Children show increasing confidence in managing their own needs. They build relationships and develop positive social interactions. Children show lovely manners to each other and adults, and this clearly forms part of their everyday communication. The childminder supports children's health and wellbeing effectively through safe practices, consistent routines and caring guidance. She works with parents and carers to further promote healthy habits, such as fluid intake. Parents say their children are always excited to arrive and spend the day with the childminder. They appreciate how the childminder creates a nurturing and homely atmosphere.

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Next steps

The childminder should extend experiences that help children to build on their knowledge of different cultures, values and beliefs. The childminder should strengthen children's familiarity with daily routines to build on their preparation for school.

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About this inspection

The inspector spoke with the childminder, children and parents and carers during the inspection.

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Address:

Operating hours: Monday : 07:00 - 09:00,Monday : 15:00 - 17:00,Tuesday : 08:00 - 15:00

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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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4 to 4

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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