Glazier, Louise Theresa Frances

Glazier, Louise Theresa Frances

Unique reference number (URN): 2764960 Address: 33 Saxon Avenue, HITCHIN, SG5 4DD Type: Childminder Registered with Ofsted: 08/01/2024 Registers: EYR Registered person: Glazier, Louise Theresa Frances

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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

Young toddlers demonstrate their excellent core strength and movement as they climb the steps to the slide and jump on the small trampoline. They explore with movement, using stepping stones to develop balance and space to run and negotiate obstacles. Children demonstrate a wide vocabulary and age-appropriate communication skills. They share their ideas and interests, such as, what flavour ice cream they are making in the sand pit and communicate their wants and needs using simple sentences. For example, 'oh dear, my shoe', as their shoes falls off and 'I'm hungry', as they get ready for lunch time. Young children demonstrate their vocabulary and language skills as they engage in simple conversation and initiate and sing songs as they play. These skills prepare children well for their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear rules and boundaries at the setting that support children's understanding of her expectations for behaviour. She talks to children calmly and quickly intervenes if an incident occurs. When children snatch toys, the childminder is quick to remind children about turn taking and supports them with this effectively. She calmly explains to children they must wait their turn, teaching children important social interactions. Additionally, The childminder models expected social interactions. For example, she uses 'please' and 'thank you' during conversations and talks politely to children. Children learn these skills quickly, as demonstrated during mealtimes when they engage in conversation with the childminder and their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares information with parents and works closely with them to ensure consistency for children across the setting and home. The childminder also uses visual aids such as a 'now and next' board to support children through transitions. Additionally, she talks to children about their feelings and this continues to support children's positive attitudes and behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is generally well-supported and the childminder provides clear expectations for parents.

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Children's welfare and wellbeing Expected standard

The childminder teaches children about staying healthy. For example, they enjoy exploring toothbrushes and practice using these during a range of learning opportunities. Additionally, she talks to children about beginning to use the potty and washing their hands to promote personal hygiene. This is demonstrated through children's role play as they act out and use the dollies to wash their hands after using the toilet.

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Children's welfare and wellbeing Expected standard

The childminder introduces and uses a range of resources to support children's understanding of emotions. For example, she has a small 'calm basket' that contains sensory toys to help regulate children's emotions and provide a calming environment. She uses words to represent feelings and children learn these words quickly. This enables them to begin to communicate their feelings effectively.

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Children's welfare and wellbeing Expected standard

The childminder's setting is welcoming and homely. Children feel safe and secure in her care and show this through their happiness to explore and learn. Children, particularly those facing barriers to their learning, develop warm and caring relationships with the childminder. She is responsive to their needs, listening carefully as they communicate their wants and ideas. Children develop a sense of belonging at the setting through the positive relationships the childminder achieves.

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Curriculum and teaching Expected standard

The childminder's monitoring of children's learning is effective. She sets age and stage appropriate next steps for children's learning. This helps them to make steady progress. She plans a range of outings, for example they visit weekly singing groups and rhyme time sessions. Additionally, regular visits to parks, play groups and walks in the community support children's physical development and social skills.

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Curriculum and teaching Expected standard

Children develop their independence and self-awareness overall. However, the childminder does not always give time for children to carry out tasks for themselves. This limits children's achievement of the highest standards of personal development.

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Curriculum and teaching Expected standard

The childminder teaches children age-appropriate mathematical language throughout their play. For example, as children explore the sand and fill their buckets the childminder models words such as, 'heavy', 'full' and 'more' to extend children's understanding of measure. Number language and counting skills are not as well embedded into the childminders teaching.

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Curriculum and teaching Expected standard

The childminder models language throughout her interactions with children. For example, she initiates conversations, repeats simple words for young toddlers and listens carefully as children talk and share their ideas.

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Inclusion Expected standard

The childminder recognises barriers to children's learning from the very beginning of their time with her. For example, early assessments demonstrate where children are lacking speech and language skills and conversations with parents enable the childminder to identify where children lack confidence and how this impacts on their learning. She plans effective care for children to help them overcome barriers and this supports their steady progress. For instance, the childminder has introduced talking sacks to develop vocabulary and other visual aids to support children's understanding.

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Inclusion Expected standard

Although the childminder has no children on roll with special educational needs and/or disabilities (SEND), she demonstrates her understanding well of the support that is available. For example, she has contact details for the local authority that can provide support and guidance for herself, children and families. Additionally, she is aware of how to make referrals and demonstrates an understanding of how to support children with SEND through close observations and a planning and reviewing cycle. This helps children to maker continued progress in their learning.

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Leadership and governance Expected standard

The childminder is a reflective practitioner who strives to provide a high standard of care and education for children. She makes decisions in the best interests of children in her care. For example, the training she attends is specific to the needs of the children she is caring for such as babies and younger toddlers. Through training and professional development opportunities, the childminder enhances her provision. For instance, recent training has taught her about the benefits of treasure baskets and loose parts play. This is something she has now introduced to the setting and is already seeing the positive impact this is having on children's engagement and language development.

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Leadership and governance Expected standard

The childminder has positive partnership working with parents and they comment on her warm and approachable manners. She shares regular information with parents to help keep them up to date on children's learning and progress. In addition, she provides support and guidance for parents when needed and this helps to provide consistency for children throughout their learning. Furthermore, partnership working with other early years settings that children attend is paramount to the childminder's practice. She shares regular information and attends meetings to support children's wellbeing and next steps in learning.

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

Children at the setting are happy and settled. The childminder listens carefully to children's ideas and interests and this helps children to feel valued and listened to. Relationships between the childminder and children are prioritised. Children are comfortable and confident in the childminders care and look to her for reassurance.

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

Children demonstrate their high levels of attention and engagement during learning opportunities, strengthening the learning that is taking place. They have a positive attitude towards their learning and particularly enjoy engaging in group activities. Children thoroughly enjoy exploring the water and ice and watch with awe and wonder as the ice melts. The childminder skilfully supports children's engagement as she sparks interest and conversations about the ice. The childminder provides every opportunity to extend and develop children's language and communication skills. For example, she encourages children to listen for the birds and aeroplanes in the garden. This sparks conversations

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Address:

Type: Childminder about new topics. The close monitoring of children's development ensures they make progress.

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Address:

Children receive numerous opportunities to develop their social skills throughout their play. The childminder provides outings to groups in the local community, giving children the opportunities to meet new people and build friendships. Additionally, she teaches children how to interact with others, with kindness and respect. Young children demonstrate this as they happily take turns and share with resources. They respectfully ask for a turn next and wait patiently.

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Next steps

The childminder should build on opportunities for children to do things for themselves and develop their independence. The childminder should further strengthen her mathematics curriculum to ensure children consistently receive learning opportunities that extend their knowledge of numbers and counting.

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About this inspection

The inspector spoke with the childminder and children during the inspection and took account of parents feedback.

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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. Registration date: 08/01/2024

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About this inspection

Registered person: Glazier, Louise Theresa Frances

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 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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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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