MacLeod-Irvine, Zoe

MacLeod-Irvine, Zoe

Unique reference number (URN): 2744098 Address: 35 Preston Road, Dunstable, LU5 6EG Type: Childminder Registered with Ofsted: 17/08/2023 Registers: EYR, CCR, VCR Registered person: MacLeod-Irvine, Zoe

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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

Children make appropriate progress from their starting points as a result of the curriculum provided. Babies and young children develop skills across the 7 areas of learning, specifically communication and language, where children use sounds, gestures and emerging words to express their needs and interests.

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Achievement Expected standard

Children's independence is supported through everyday routines and play. They build confidence and coordination, which prepares them for the next stage of their development. For example, they learn how to safely cut fruit for their snack time.

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Achievement Expected standard

Children with emerging additional needs make progress from their individual starting points. The childminder works with parents to support consistency between home and the setting. Children are suitably prepared for their next stage of learning as they are settled, familiar with routines and increasingly confident in managing simple tasks independently.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a calm, nurturing environment, where expectations for behaviour are clear and appropriate for the ages and stages of the children. Children feel safe and secure and show positive attitudes to learning. Warm interactions support children to feel confident and settled within the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds positive relationships and secure attachments with children. She responds sensitively to children's needs, offering reassurance, praise and comfort when required. For example, when children need additional emotional support due to changes at home or tiredness, the childminder adapts routines and provides extra care to support their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to learn how to get along with others. The childminder models positive behaviour, uses polite language and supports children to take turns and play cooperatively. She helps children to manage their emotions and resolve small conflicts, supporting their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance and punctuality in keeping children safe. She works closely with families to support regular attendance and remains aware of children's individual circumstances. Routines are flexible to meet the needs of babies and younger children, ensuring expectations remain realistic and supportive of children's development.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe and welcoming environment, where children's welfare and wellbeing are prioritised. Children transition confidently from their parents, reflecting the secure relationships established. Parents speak positively about the care their children receive and show confidence in the childminder's practice.

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Children's welfare and wellbeing Expected standard

The childminder builds warm relationships with babies and young children, supporting their emotional security. She responds promptly to children's needs, offering reassurance, comfort and praise. Children are supported to recognise and express their emotions, and the childminder helps them manage feelings sensitively. Sensory activities, such as play dough, are used to support children's emotional wellbeing, helping them explore safely and develop early hand strength.

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Children's welfare and wellbeing Expected standard

Care routines are effective, and sleeping arrangements are safe and well monitored. Routines remain flexible to reflect children's changing needs, particularly for babies. Feeding and weaning practices support children's health and wellbeing through close partnership working with parents. For example, the childminder provides guidance on nutrition to families, to promote healthy eating choices, and discusses alternatives where needed.

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Children's welfare and wellbeing Expected standard

The childminder promotes good personal care routines. Children are encouraged to manage simple self-care tasks and follow daily routines that support their physical health and independence. Overall, children receive care that supports them to thrive within the setting.

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Curriculum and teaching Expected standard

The childminder has developed a purposeful curriculum that is designed to meet the individual needs of the children in her care. She uses her knowledge of child development and the early years foundation stage to plan learning experiences that build on what children already know and can do. Ongoing observation and assessment are used to identify children's next steps and adapt teaching to support their learning.

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Curriculum and teaching Expected standard

There is a clear focus on communication and language and mathematics across the curriculum. The childminder supports children's development by responding to their interests through play, stories and songs. For example, she uses shape sorters to introduce mathematical language, talking about size and encouraging children to solve problems as they match shapes to spaces.

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Curriculum and teaching Expected standard

Children feel safe and confident within the setting and show curiosity and willingness to explore. The childminder prioritises children's personal, social and emotional development through warm interactions, praise and reassurance, supporting babies and younger children particularly well. She provides regular opportunities for children to explore the wider environment. For example, children take part in visits to local attractions and attend local groups, which support babies' and young children's physical mobility, balance and coordination through varied movement and play experiences.

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Inclusion Expected standard

The childminder works closely with parents to help reduce any barriers to learning for children. She supports young children with communication delay by modelling simple language and repeating key words to help understanding. She makes reasonable adjustments and offers emotional support, when children are unsettled. The childminder plans experiences that reflect children's interests and home circumstances. She supports family circumstances by adapting routines and providing additional comfort, while maintaining clear communication with parents, to support children's emotional wellbeing.

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Inclusion Expected standard

The childminder checks children's progress regularly and keeps parents informed. She values training and uses this to improve how she supports children, including accessing communication and language and safe feeding training to meet children's needs. She understands early years pupil premium funding and how to use this to support disadvantaged children to access meaningful experiences.

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Inclusion Expected standard

The childminder is not currently caring for children with special educational needs and/or disabilities (SEND), she demonstrates an understanding of inclusive practice, how to identify any barriers to learning and when to get professionals on board. The childminder recognises that she would benefit from seeking more professional development around supporting children with SEND to refresh her knowledge in this area. The childminder knows what funding is available and how to access this as required.

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Leadership and governance Expected standard

The childminder demonstrates a reflective approach to leadership and manages resources effectively to support children's learning. She understands child development and uses this knowledge to make decisions that reflect children's individual needs and changing circumstances. These decisions support children's welfare and help them access appropriate learning opportunities.

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Leadership and governance Expected standard

Partnership with parents supports children's progress and transitions. For example, the childminder works closely with families where children have differing developmental needs, offering reassurance and guidance that reflects each child's stage of development. Regular communication and information-sharing help to build trust, promote continuity between home and the setting and support children's communication and emotional wellbeing. Parents value the childminder's flexibility, particularly during periods of change, and the opportunities provided for outdoor learning and outings.

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Leadership and governance Expected standard

The childminder engages positively in professional development and accesses relevant training to strengthen her knowledge and practice. Training is carefully considered and includes communication and language development and safe weaning practices to support children. She also seeks advice through professional networks and discussions with other childminders to help develop her practice further. The childminder is committed to improving the quality of her provision and values opportunities for professional learning. However, her approach to self-evaluation is not fully consistent to sharply and accurately focus priorities for improvement.

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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 ready to explore and quickly become involved in the day. They move comfortably between activities, showing that they feel settled and familiar with their surroundings. Young children look to the childminder for reassurance and respond positively to her nurturing approach, which helps them feel relaxed and confident.

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

Children explore books, shape sorters, play dough and animal resources with curiosity. Story time is adapted to meet the needs of children of different ages. Babies are supported to listen and respond to familiar animal sounds, while older children are encouraged to join

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About this setting

in by naming animals or copying sounds. The childminder follows children's attention levels and adapts the session, when needed, ensuring it remains enjoyable and responsive. Through these experiences, children begin to build early language, listening and attention skills that support later learning.

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About this setting

Children are encouraged to develop independence during everyday routines. For example, the childminder models how to cut fruit safely and allows children to try for themselves, offering praise and support. This helps children gain practical skills, confidence and control appropriate for their age and stage of development. Children play alongside one another and show care for their peers through gentle interactions and guidance. Children who need extra emotional support receive comfort and reassurance, helping them regulate their feelings and remain engaged. Children benefit from regular opportunities to be active and explore beyond the setting. Outings to local attractions, support groups and outdoor spaces allow babies and young children to develop physical skills, confidence and curiosity about the world.

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About this setting

Children make progress from their starting points, particularly in confidence, independence and communication. The childminder works closely with families to reduce any barriers to learning.

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Next steps

The childminder should seek more professional development around supporting children with special educational needs and/or disabilities, to refresh and further strengthen her knowledge. The childminder should build in time to focus on her self-evaluation more precisely to further enhance outcomes for children.

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About this inspection

The inspector spoke with the childminder 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. Unique reference number (URN): 2744098

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Address:

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

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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