Moore, Lucy Sharice

Moore, Lucy Sharice

Unique reference number (URN): 2761388 Address: 20 Gravel Close, WALLINGFORD, OX10 6SR Type: Childminder Registered with Ofsted: 28/11/2023 Registers: EYR, CCR, VCR Registered person: Moore, Lucy Sharice

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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

All children make extremely rapid progress through the curriculum, including children with special educational needs and/or disabilities or those with other barriers to learning. In particular, children make excellent advancements in their communication and language. They build extensive vocabulary for their ages and stages of development, and even the youngest children become articulate and confident communicators.

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Achievement Strong standard

Children are well prepared for the next stage in their learning and development, including starting school. They take part in activities that prepare them for school, such as early literacy activities, including story time. Children enjoy singing, exploring books and choosing what they want to play with. They are confident and resilient individuals that enjoy learning through their play. Children celebrate their achievements together with their parents and carers and the childminder. They are proud of new skills they learn and are quick to showcase these to others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment that fosters kindness, respect and acceptance. She has high expectations of all children. The childminder role models positive behaviour to children, teaching them manners and how to show kindness. Children build firm relationships with the childminder, and children listen to her. Children are very well behaved. They enjoy playing together and collaborating on tasks. For example, they help each other to build in the sand tray, working together to add sand and water to build the right consistency for making castles. Children solve minor conflict between themselves. For example, when there is one job and two children, their solution is to complete the job together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the capabilities of each child at their stage of development. This ensures that all expectations within the setting are relevant to the age and stage of children's development. Daily routines are consistently embedded. This supports children to know what is expected of them throughout the day. This means that there is minimal disruption to children's behaviour because they feel secure about what happens next. Children have excellent attendance and punctuality. The childminder actively promotes the benefits of embedding these habits in preparation for their next steps in learning, including starting school.

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Children's welfare and wellbeing Strong standard

Children have secure attachments with the childminder. They feel confident to seek reassurance or help from her when they need it. The childminder is extremely responsive to each child's physical and emotional needs. She knows children very well. The childminder uses this knowledge to pick up on cues for what children might want or need. She promotes a consistent, but flexible, routine that meets each child's individual needs. For example, the childminder is not rigid in requiring children to end play to eat their snack. She lets children know they can finish the play and learning they are immersed in and have snack slightly later.

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Children's welfare and wellbeing Strong standard

The childminder teaches children excellent self-care skills and how to keep themselves well and safe. For example, children learn about eating safely and how to slice a banana lengthways to avoid choking. They understand the embedded healthy habits, such as handwashing before eating and after wiping their noses. Children learn about the impact of movement on their body during outdoor play. They learn about healthy eating during mealtimes.

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Children's welfare and wellbeing Strong standard

The childminder teaches and supports children to explore how they are feeling. Children feel confident to discuss this. For example, children talk about how they miss their friends who are on holiday. The childminder discusses the words associated with their feelings, such as 'happy' and 'sad'.

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Curriculum and teaching Strong standard

The childminder has a secure knowledge of the curriculum and how to implement this. She consistently evaluates the impact of the curriculum on children's development and learning, making continuous refinements to maximise the impact on children's progress. The curriculum is meticulously planned to include all areas of the early years foundation stage. The childminder uses assessment extremely effectively to tailor teaching to each child's stage of development. She adapts her teaching when necessary to support any barriers to learning that children may have.

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Curriculum and teaching Strong standard

The childminder skilfully develops children's communication and language across all areas. She builds children's vocabulary extensively through expert teaching. For example, the childminder builds children's vocabulary through their interests. Children recall the names of bugs they found in the woods, such as forest bugs, stag beetles and wasp beetles. They are exposed to mathematical vocabulary and concepts through daily experiences and their play.

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Curriculum and teaching Strong standard

The childminder actively promotes children's physical skills through a broad range of outdoor play opportunities. For example, children have the opportunity to climb trees, run and jump in wide open spaces. The childminder supports children to build their personal, social and emotional skills. For example, she takes them to meet up with other childminders and the children in their care. They also make weekly visits to local residential homes for older people.

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Inclusion Strong standard

The childminder works diligently to identify children's individual needs swiftly. She knows children very well and understands exactly which stage of development they are at. The childminder pinpoints accurate next steps in learning for children. She creates plans to close any gaps in children's development quickly. The childminder understands the barriers to learning that children may face. She has high aspirations for all children. The childminder implements a plan, do and review approach to support children's development and learning. Thorough teaching and assessment ensure that all children make excellent progress, including those with special educational needs and/or disabilities and those with any other barriers to learning. The childminder offers advice and guidance to parents and carers on how to support children's learning at home. For example, she offers guidance on how to support children's

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Inclusion Strong standard

communication and language at home. Secure partnerships with parents ensure a collaborative approach to children's development. The childminder links with the local authority to gain additional support. For example, she attends programmes that link children with similar needs together through group sessions offering targeted support. The childminder's use of the early years pupil premium is highly effective. She uses funding purposefully to support children's needs and enhance their learning, minimising any disadvantage that children may be facing. For example, she makes decisions with parents that make the best use of funding, maximising the impact on children's experiences.

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Leadership and governance Strong standard

The childminder articulately identifies the strengths of the setting, one of these being the multitude of opportunities children have to explore outdoors through a variety of forest-play sessions and trips and attending groups. There is a huge focus on community values and being part of the local community. This is part of an overall strength of the childminder in the way she collaboratively plans for children to access a rich set of learning experiences. This is reflective of the childminder's dedication to put children first and her devotion to teaching.

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Leadership and governance Strong standard

There is a constant focus on the evaluation of the setting for successful and continuous progress. The childminder fully understands the impact she has on all children's achievements and progress, particularly those with special educational needs and/or disabilities or other barriers to learning. She meticulously reflects on the impact of the provision on all children's learning and development.

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Leadership and governance Strong standard

The childminder is committed to her own continuous professional development. She has a love for learning herself and is keen to progress on to further qualifications this year. The childminder works closely alongside her co-childminder. The impact of the childminder's knowledge, experience and drive deepens her expertise. This has a significant and positive impact on children's development, learning and 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

Children arrive at the setting excited and full of smiles. They separate quickly from their parents and carers into the childminder's care. Children energetically make their way to the playroom, where they delight in greeting their friends. There is a deep sense of belonging and togetherness at this fun and inclusive setting. Children build excellent social skills and relationships through group-play activities. For example, they enjoy singing together, taking turns and solving problems together through collaboration. The childminder welcomes families in a warm way. She considers their values and feelings well. This approach supports children to feel secure in the setting as well as supporting their progress.

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

All children, including those with special educational needs and/or disabilities or any other barriers to learning, make significant progress across all areas of their learning from their starting points. The childminder identifies and minimises any barriers to children's learning swiftly to avoid impact on their development and wellbeing. Children thoroughly enjoy learning through a variety of activities and group work. For example, they create structures with sand and water together, hunt for bugs and fill and pour water in a water tray. Children achieve their next steps in learning and rapidly progress on to the next. The childminder supports children with preparing for these next steps. Children master skills such as resolving minor conflicts between themselves, self-sufficiency in dressing and toileting and asking for help. These skills help to prepare children very well for starting school.

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

Children feel safe and secure in this setting. All children are happy and content. The childminder promotes and celebrates children's uniqueness, supporting them to flourish and

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Address:

Register(s): EYR, CCR, VCR thrive. For example, children learn about their similarities and differences, helping them to understand the world around them.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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, her co-childminder and parents and carers 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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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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