Heald, Summer

Heald, Summer

Unique reference number (URN): EY276332 Address: 23 Carmalt Gardens, Walton-on-Thames, Surrey, KT12 5HH Type: Childminder Registered with Ofsted: 15/01/2004 Registers: EYR, CCR, VCR Registered person: Heald, Summer

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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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Inclusion Strong standard

The childminder is passionate about inclusion and provides remarkable support for children with special educational needs and/or disabilities. She has developed a robust observation and assessment system that helps her to swiftly identify any potential barriers to children's learning or development. The childminder targets her training to the unique needs of the children. This furthers her understanding of how to adapt her practice to support children's diverse needs.

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Inclusion Strong standard

Children who are learning English as an additional language receive effective support. The childminder creates resources using the children's home languages, alongside English, to help them settle quickly. This enables children to express their needs and be understood from the outset. As a result, children make good progress in developing their English language skills and gain the confidence they need to communicate successfully.

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Inclusion Strong standard

The childminder understands the importance of working closely with other professionals involved in children's education and health. Furthermore, she knows how to signpost parents to any additional funding that their children may be eligible for. Parents praise the childminder, who they say goes 'above and beyond' to care for and educate their children. Parents particularly highlight the robustness of communication and feel well informed regarding their children's learning and development and how this can be supported at home.

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Achievement Expected standard

Children make progress across all areas of learning, in particular in their communication and language skills. Children demonstrate a great interest in familiar stories. They sing with joy and anticipate the actions of rhyming songs. Children who speak English as an additional language are confident in their communication as they talk about their family members and add meanings to the pictures they draw outside with chalk. Children show great perseverance as they pull on their waterproofs and put on their boots for outside play. They are growing in their physical strength as they use a seesaw to rock back and forth. Children confidently wash their hands before mealtimes and after playing in the garden. They feed themselves at snack time and are growing in independence, in readiness for their move to nursery or school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children's individual characters extremely well. This helps her to develop secure relationships with the children. The childminder sets clear boundaries and expectations. For example, she encourages children to share toys and not to run indoors. However, these rules are not always supported with explanations, which would help children develop a deeper understanding of their own emotions and how they may feel. The childminder uses age- and stage-appropriate positive reinforcement as children play. Children develop their manners, and these are sensitively role modelled by the childminder. The childminder records children's attendance and shares the importance of regular attendance with parents. This helps set the childminder's expectations from when children start.

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Children's welfare and wellbeing Expected standard

Children thrive in the care of the nurturing childminder. She plans settling-in sessions with parents to gather information about babies' care routines and children's likes and dislikes. The childminder places high priority on getting to know the children and their families. This helps the childminder build close, warm relationships with each child. The childminder continually works with the parents to support children who speak English as an additional language. This approach helps children to make the best possible progress in their English.

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Children's welfare and wellbeing Expected standard

The childminder gently reminds children to walk inside to keep themselves safe. She uses some strategies to help children learn about their own emotions, such as stories and songs. However, sometimes she does not consistently support children to understand how their actions may make other children feel if there is a minor disagreement. That said, children are happy and demonstrate that they feel safe and secure in the childminder's home. The childminder follows children's care routines and is very considerate of children's privacy, particularly during nappy changing. She provides children with a nutritious home-cooked diet that is adapted to the dietary needs of the children.

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Curriculum and teaching Expected standard

The childminder plans her curriculum around the personal, social and emotional needs of the children she cares for, alongside themes that are designed to promote curiosity. She uses regular assessments to determine children's next steps in learning. The childminder is passionate about children developing their language and independence skills in readiness for their later transition to nursery or school. She uses themes that are designed to inspire curiosity and connect meaningfully across all areas of the curriculum. For example, children are learning about winter and the cold weather. She uses opportunities for children to practise their counting, and this supports children's understanding of early mathematics.

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Curriculum and teaching Expected standard

The childminder carefully selects stories that she shares with children with enthusiasm, capturing children's interest and encouraging active participation. The childminder interacts with the children warmly, narrating as they play and often incorporating songs and rhymes. She understands how children who are learning English as an additional language develop their skills over time. She provides secure support to children with communication needs and those who speak English as an additional language, such as through the repetition of key vocabulary. As such, children develop into confident communicators. However, the childminder does not consistently identify what it is she wants children to learn from some adult-planned activities. This means some children do not always get to build on what they already know and can do.

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Leadership and governance Expected standard

The childminder is highly reflective of her practice. She sources training that will help her best meet the needs of children, including children with special educational needs and/or disabilities. For example, she has attended training on supporting children's speech and language, including the use of sign language.

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Leadership and governance Expected standard

The childminder is passionate and committed to her role. She understands the importance of continuing her professional development. This has helped her reflect on her provision and consider how she can enhance opportunities for children to revisit their previous learning. This helps children to continue to develop and consolidate their knowledge even further. Parents' written reviews are highly complimentary of the care and education that the childminder provides at her setting.

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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 thoroughly enjoy their time at the childminder's safe home. All children, including those in need of additional support, thrive in the care of the nurturing childminder. She plans settling-in sessions with parents to gather information about children's likes and dislikes. The childminder places high priority on getting to know the children and their families. This helps the childminder build close, warm relationships with each child and swiftly identify any potential barriers to children's learning.

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

Children are developing their independence skills very well. They take themselves to wash their hands, and young children concentrate intently as they put on their waterproofs, pulling up the zip. Furthermore, children feed themselves at mealtimes and help themselves to a drink of water throughout the day. This helps children to develop good hygiene and self-help skills. Children benefit from the daily opportunities to play in the fresh air. They smile and jump with joy in the puddles in the childminder's garden.

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

The childminder's interactions are purposeful as she narrates alongside children's chosen play. This helps young children broaden their vocabulary and speech. Children develop early relationships with their friends. They learn to share and take turns with each other. The childminder introduces the children to mathematical vocabulary during her interactions, both indoor and outdoor, and weaves mathematical language into the routines of the day, such as counting the scoops of pretend snow. The childminder is a positive role model. Children learn the importance of rules and boundaries through daily routines and gentle reminders and begin to recognise how rules keep everyone safe. For example, the childminder reminds children to tidy away when they finish playing in the garden.

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Next steps

The childminder should review some planned activities to help children make even more progress in their learning. The childminder should consistently help children to express and manage their emotions.

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About this inspection

The inspector spoke with the childminder and children 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

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Address:

23 Carmalt Gardens Walton-on-Thames Surrey KT12 5HH

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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1 to 2

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

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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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