Coombes, Carly Anne Marie

Coombes, Carly Anne Marie

Unique reference number (URN): 2748875 Address: 29 Hillworth Road, Devizes, SN10 5EY Type: Childminder Registered with Ofsted: 03/10/2023 Registers: EYR, CCR, VCR Registered person: Coombes, Carly Anne Marie

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

All children, including those with special educational needs and/or disabilities, gain a wide range of key skills and knowledge across the curriculum. This successfully prepares them for school and for future learning. Children show increasing confidence and independence in managing their personal needs. For instance, young children skilfully use spoons to put precise amounts of humous onto their plates for snack.

p.2

Achievement Strong standard

Children communicate confidently.They share their thoughts and ideas, using full sentences and a growing vocabulary, such as 'look it's a cocoon', and 'That caterpillar will turn into a butterfly on the next page.' They listen intently to stories, join in with familiar phrases and anticipate what happens next.

p.2

Achievement Strong standard

Children's physical skills are developing well. Young children confidently use ride-on toys and manage steps and slides while older children show increasing control, when kicking balls and throwing flying-discs. Social skills are equally well developed. Children take turns using a timer, work together to build structures and show kindness. They cheer each other on as they put their boots on saying, 'Go on you can do it!' Children demonstrate secure mathematical understanding, using language such as 'longest' and 'tallest'.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder sensitively embeds her clear routines and expectations of children. Children consistently behave well and demonstrate a clear understanding of these boundaries and routines. They engage, listen and follow expectations. They continually show enthusiasm for learning. For example, when waiting to go outside, young children say, 'Wait here for everyone', demonstrating their understanding of safety.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully and consistently encourages children to share, take turns and play cooperatively. For instance, she prompts children to pass plates of food to each other at snack time and encourages children to reach toys for those who are unable to do so. She reminds children to use a sand timer to take turns. Children watch it carefully and later begin to use it independently. Children show kindness and respect for the childminder and each other. They play cooperatively, placing magnetic blocks one at a time to build 'the longest road ever', for instance.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder values each child's uniqueness. She continually shows genuine warmth, helping each child to feel special. The childminder supports children's emotional development sensitively and encourages them to express their preferences. She responds positively to each child's thoughts and ideas. When children tell the childminder they like plums, as they read the 'The Very Hungry Caterpillar' story, she responds with 'I will get some plums for snack.' The childminder works closely with parents and carers to develop positive habits around regular attendance and punctuality.

p.2

Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing through robust and embedded care routines. Procedures for eating, sleeping and intimate care are implemented effectively and ensure children's safety. At snack time, children sit calmly and enjoy a healthy selection of food. The childminder gently reminds children to sit safely. Children often say please and thank you without prompting.

p.3

Children's welfare and wellbeing Strong standard

Care practices are tailored to meet individual needs. The childminder works closely with parents and carers, particularly during toilet training. She shares daily updates to ensure a consistent and positive approach. She also collaborates with parents to overcome barriers, supporting children who are reluctant to try new foods, for instance. She gradually introduces children to different foods and celebrates their progress and successes with parents. Children's privacy and dignity are respected. The childminder is attentive to children's body language and gently prompts them when they may need the toilet.

p.3

Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted. The childminder shares guidance with parents to support healthy lunch ideas. She encourages children to take responsibility for small tasks, such as clearing plates and helping to put lids on food pots when they have finished. Children's emotional wellbeing is supported sensitively at all times. The childminder offers reassurance, cuddles and uses language in context that reflects emotions to help children express their feelings. Daily opportunities for physical activity, including park visits, canal walks and outdoor play, further support children's overall health and wellbeing and build positive habits for the future.

p.3

Curriculum and teaching Strong standard

The childminder skilfully provides a broad and clearly sequenced curriculum. She monitors children's progress regularly and has a secure understanding of what each child needs to know and be able to do. She identifies precise next steps to ensure children make continual progress from their starting points.

p.3

Curriculum and teaching Strong standard

The childminder consistently offers a wide range of meaningful learning opportunities for children. She supports these with high-quality teaching and interactions with children as they play. For instance, as young children play with a toy fire engine, the childminder extends their play by suggesting additional resources. She further enriches learning by asking, 'Shall we make a house for the firefighters to use their hoses?' The childminder provides simple phrases to help children engage with their friends to support their social development. She praises children for sharing ideas and for persisting when they find aspects of play challenging. This helps to build children's confidence and self-esteem.

p.3

Curriculum and teaching Strong standard

Teaching is highly inclusive. The childminder adapts her approaches to ensure children of all ages and stages of development, and those with special educational needs and/or disabilities, are well supported. She promotes communication and language effectively through modelling, repetition and clear pronunciation. For example, she introduces new vocabulary, such as 'fire-extinguisher', which younger children eagerly repeat. The childminder uses purposeful questioning to extend children's thinking and expertly weaves in mathematical language and concepts throughout the day. Children's physical development is supported well. For instance, the childminder teaches children how to manoeuvre ride-on toys safely and independently.

p.3

Inclusion Strong standard

The childminder demonstrates commitment to inclusive practice. Her assessment and monitoring procedures are regular, accurate and effective. This gives her a clear understanding of what children know, can do and need to learn next. She quickly identifies gaps in learning and implements targeted strategies to support progress, reviewing and adapting these to ensure a consistently positive impact. The childminder has a secure understanding of local procedures, including when and how to seek additional support and source funding. While waiting for professional advice, she skilfully adapts her teaching, routines and resources so that children continue to make progress. For example, she supports children with communication and language through simple listening games that help them to focus on sounds. This enables them to hear, copy and combine words into short sentences.

p.4

Inclusion Strong standard

The childminder communicates well with parents and carers and works with them to involve other professionals, such as health visitors and speech and language therapists. She uses additional funding effectively to remove barriers. For instance, she introduces foods gradually to encourage children who find it difficult to eat new foods, to try them. Recent special educational needs and/or disabilities (SEND) training has strengthened the childminder's inclusive approach and has helped her to create an extremely welcoming environment, where all children, including those with SEND, feel valued, included and able to achieve their goals.

p.4

Leadership and governance Strong standard

The childminder demonstrates effective leadership with a clear understanding of children, families and the local community. She uses this knowledge to provide experiences that give children a secure foundation, in readiness for school. The childminder's identification of needs and timely interventions ensure that all children make consistent progress.

p.4

Leadership and governance Strong standard

The childminder sets high expectations for herself and the children. She attends regular training and undertakes her own research to meet individual needs. Professional development is thoughtfully targeted, particularly to maintain up-to-date knowledge of special educational needs and/or disabilities. This has a positive impact on outcomes for all children. The childminder reflects regularly on her practice and seeks feedback from parents and carers to improve further. She manages her workload and wellbeing effectively, ensuring she can consistently provide high-quality care. Established relationships with local childminders, schools and other settings support continuity of learning for children, especially during times of transition.

p.4

Leadership and governance Strong standard

Parent partnerships are positive and highly valued. She signposts parents to local days out and helpful activities, such as car-seat safety events The childminder uses additional funding well to remove any barriers children may have. For example, she provides extra games and healthy food to encourage focus, social skills and healthy lifestyles. The childminder's reflective approach and commitment to continuous improvement help children thrive and enjoy learning.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children flourish with this warm and nurturing childminder. Her varied and well-sequenced curriculum inspires a love of learning in the children she cares for. The childminder has high ambitions for all children and skilfully adapts both her environment and teaching so that every child, including those with special educational needs and/or disabilities, is fully included and achieves well. Learning is thoughtfully delivered through motivating and stimulating opportunities, alongside the childminder's caring, positive and thoughtfully timed interactions with children.

p.5

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

Children display consistently high levels of engagement as they become deeply absorbed in their play. They respond with excitement to the childminder's ideas and eagerly join in with new activities. For example, they jump up and down with delight when the childminder invites them to play a game linked to a story they have enjoyed. After outdoor play, children proudly say, 'That was too much fun!' These rich experiences, combined with the childminder's consistently responsive approach, help children build confidence and develop a secure foundation of skills and knowledge for future learning.

p.6

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

Solid emotional bonds are evident. Children rush in to greet the childminder with hugs and quickly separate from their parents. They continually show they feel safe and settled. They actively involve her in their play, offer her snacks and happily help with small tasks, such as putting food away in the childminder's fridge. Clear routines and a flexible induction process help children understand expectations and their behaviour is consistently positive. Children show care and respect for one another. Older children eagerly welcome younger ones, guiding them to self-register and checking their friends have everything they need to go out into the garden.

p.6

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

Partnerships with parents and carers are highly effective. The childminder gathers and uses information thoughtfully to tailor care and learning to each child's needs, including monitoring dietary requirements. She communicates closely with parents and promotes regular attendance, helping to develop positive habits for the future.

p.6

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.

p.6

About this inspection

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

p.6

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.

p.6

Address:

Registered person: Coombes, Carly Anne Marie

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9