Ellis, Lauren Danielle

Ellis, Lauren Danielle

Unique reference number (URN): 2745342 Address: 5 Tillmans, Sevenoaks, TN15 8SL Type: Childminder Registered with Ofsted: 06/10/2023 Registers: EYR Registered person: Ellis, Lauren Danielle

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 who face barriers to achievement, develop a strong and confident knowledge across all areas of learning. They have high levels of engagement in learning and approach activities with interest and curiosity. For example, children spend extended periods of time at activities of their choosing, such as a water and colour mixing experiment tray. Children develop perseverance when honing new physical skills when using pipettes. This helps children to be very well prepared for the next stage of learning to start pre-school or school.

p.2

Achievement Strong standard

Children's communication and language development thrives as their individual abilities are nurtured. They show excellent understanding for their age. Children are continually supported to build a range of interesting vocabulary and encouraged into conversations that are relevant to them. For example, young children recall events from home.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with children and their families to ensure that settling-in procedures are matched to children's individual needs. As a result, children are at ease and very comfortable and their personal, social and emotional needs are well considered. The childminder places a high priority on supporting children's attendance, with excellent results. She works closely with parents to identify any barriers that may impact on them having the opportunity to access her setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear expectations for children's behaviour, which is well understood. She puts in place successful strategies to help children to learn to manage turn-taking themselves. For example, children learn to use timers, which is often continued at home by parents. As a result, children get on very well with each other, and the setting has a calm and relaxed atmosphere.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder gives children high levels of choice throughout the day, which children enjoy. For example, they can choose where to sit at the table and which plate they would like. Children show huge amounts of persistence and pride in completing tasks that they have been developing. For example, children's smiles beam as they show off the strawberries that they have cut.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a high priority for the childminder. She builds close and highly effective relationships with children and their families. This helps her to be able to closely follow children's routines and be highly responsive to their emotional needs. Parents comment on their children's strong bond with the childminder.

p.2

Children's welfare and wellbeing Strong standard

The childminder promotes learning about healthy lifestyles through daily routines and activities. For example, children receive and enjoy healthy meals and snacks and have ample opportunity to play outside and go on outings. This enables children to be physically active to support their development to complement the opportunities she offers to develop their small-muscle movements. Children thoroughly enjoy trips to the local area, for example, to the library and a playgroup. The childminder carefully plans these to broaden children's experiences to build their confidence in new environment as part of her curriculum for their individual learning.

p.2

Children's welfare and wellbeing Strong standard

The childminder carefully crafts discussions to support children to use language to show their emerging emotional understanding. For example, the childminder talks with children about friends who are not at the setting as they are unwell. Children respond that these unwell friends may feel sad.

p.3

Curriculum and teaching Strong standard

The childminder has built a carefully considered a well-balanced curriculum with highly effective interactions and teaching at its core. The childminder uses all opportunities to use language to clearly explain and develop children's vocabulary through suitably paced questions and discussion. Children receive excellent support to develop their communication and language development.

p.3

Curriculum and teaching Strong standard

The childminder captures children's full attention during activities. For example, children eagerly practise their fine motor physical skills and follow guidance to roll dough in their hands. They further this by using scissors to cut the dough. Children show excellent skills for their age. The childminder naturally uses all opportunities to help children build on their learning to include mathematical development. For example, children are quick to identify that there are two children in attendance.

p.3

Curriculum and teaching Strong standard

The childminder has accurate assessments of what children know and can do. This supports her to sequence her curriculum to build children's skills over time. For example, younger children are able to identify their name with support of their photos, and older children have mastered the skill of letter recognition. However, there is scope for the childminder to identify even more precise next steps to support children's development to an even higher level.

p.3

Inclusion Strong standard

The childminder has secure systems in place to understand children's learning and development. She knows how to clearly identify children's current levels of development and assess what they need to learn next. The childminder completes suitable training and statutory progress checks. She encourages parents to share these with other professionals. The childminder establishes excellent working relationships with parents. Despite not currently having any child with special educational needs and/or disabilities, the childminder is fully aware of how to work with parents and other professionals to support individual children's needs. The childminder skilfully adapts her high-quality practice so that all children have full access to the curriculum on offer. The childminder uses additional funding for individual children. She works with parents to understand where it would have the biggest impact. These discussions and close working

p.3

Inclusion Strong standard

relationships have a hugely positive impact on children's learning and development.

p.4

Leadership and governance Strong standard

The childminder gives significant thought to how she runs her setting to ensure that she can give her full attention to the children in her care. Through established high-quality practice, the childminder is well prepared to meet the needs of all children who she may care for, including those with special educational needs and/or disabilities or who face barriers to achievement.

p.4

Leadership and governance Strong standard

Building relationships with parents is at the forefront of the childminder's practice. Parents share that they know their children are settled and happy in her care. As a result, children hugely benefit from the shared approach and support for their care and development.

p.4

Leadership and governance Strong standard

The childminder reflects and develops the setting based on her previous experience and excellent knowledge and skills. However, she should continue to strengthen her self- evaluation processes to even more precisely target and build on the existing high-quality practice even further.

p.4

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

Children thrive in the childminder's care. Her warm, caring and calm approach to support children's learning hugely benefits their overall development. Children show high engagement as the childminder skilfully engages children in discussions. The childminder is very patient and calm and gives children extensive time to master and explore skills. As a result, children have excellent communication and language development and show strong independence skills. This helps all children, including those who face barriers to achievement, to be ready for their next stages of education.

p.4

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

Children benefit from a skilfully tailored curriculum put in place by the childminder to give them a well-rounded experience in all areas of learning. She establishes close links with parents to ensure that she fully understands children's unique backgrounds. This helps the childminder to celebrate and use her knowledge about children's individuality to best support them to achieve at a high level.

p.4

Address:

Registered person: Ellis, Lauren Danielle Children feel safe and secure with the childminder. They show this through highly positive wellbeing and engagement in play and learning, which is closely support by the childminder. Children enjoy the company of other children and have a clear understanding of what is expected of them. They enjoy an extensive range of choices throughout the day that gives them a broad range of skills and independence. All children's contributions are valued, and they are warmly praised for their efforts by the childminder. For example, young children practise pouring their own drinks at snack time and show pride in managing their aim.

p.5

Next steps

The childminder should continue to identify next steps in her learning to highlight the skills that would support children to develop to an even higher level. The childminder should strengthen self-evaluation processes to target and build on the existing high-quality practice even further.

p.5

About this inspection

The inspector spoke with the childminder during the inspection.

p.5

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. Register(s): EYR

p.5

About this inspection

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.6

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.6

Needs attention

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

p.6

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7