Stretton, Maisie Rose

Stretton, Maisie Rose

Unique reference number (URN): 2771670 Address: 120 BIRCHWOOD AVENUE, SIDCUP, DA14 4JU Type: Childminder Registered with Ofsted: 29/01/2024 Registers: EYR, CCR, VCR Registered person: Stretton, Maisie Rose

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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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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate admirable behaviour. They consistently share resources, take turns and support one another in group activities. These social skills are embedded further when children visit playgroups, which the childminder uses to widen their social interactions. Excellent relationships between the childminder, children and their families create a sense of belonging. Parents and carers comment on the positive improvements in their children's behaviour. The childminder praises all children's efforts, achievements and positive behaviours. This builds children's confidence and a consistently positive attitude to learning and their interactions with others, preparing them well for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations for children's behaviour through organised and calm routines. Children understand how to follow them easily, which helps them to feel safe and confident. For example, children respond enthusiastically to instructions to tidy up. The childminder consistently and gently reminds children to follow boundaries. Children behave very well because the childminder is fair and gives clear reasons, so they learn from every situation. The childminder encourages children to consider how their actions could affect others. She responds to any issues children have with sharing promptly and empathetically. When young children are upset because they are asked to wait for a toy, they are able to manage their feelings while waiting. The childminder consistently monitors children's attendance and works with families to remove barriers to regular attendance. As a result, children thrive.

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Children's welfare and wellbeing Strong standard

The childminder provides consistent emotional support to children. She empowers children's interactions and opportunities for them to make choices. The childminder develops children's knowledge and understanding of their own different feelings and emotions. She supports them to consider how their actions affect others. For example, older children have an 'affirmation station' with messages to build on their self-esteem and positive sense of self.

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Children's welfare and wellbeing Strong standard

The childminder consistently promotes healthy lifestyles. She provides nutritious home- cooked food and follows nutritional guidance, which she shares with parents and carers. The childminder uses stories to teach children about healthy food choices. For example, she points out healthy and unhealthy foods when reading the story of 'The Very Hungry Caterpillar' to children. Older children design their own healthy food plates with pictures to represent different food groups. Children learn how to take care of their teeth, when they brush them daily after breakfast. This helps children to establish future healthy routines.

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Children's welfare and wellbeing Strong standard

The childminder has attended training on food allergies. She refines her practice to manage children's dietary needs effectively alongside parents. Children go on daily trips to the local park and playground, which supports their physical skills and wellbeing. They learn to look and listen for cars to enable them to cross the road safety.

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Achievement Expected standard

Children are confident and resilient learners. They demonstrate high levels of focus and perseverance as they achieve an intended outcome. For example, children expertly use safe cutting tools to prepare their own fruit snacks and concentrate for a long time, when threading beads onto a string. Younger children are able to recognise and name insects. Older children talk about their features and what they eat and do.

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Achievement Expected standard

Children typically achieve well in communication and language through their daily interactions with the childminder and daily storytelling. They listen, respond to questions and learn new words that they practise saying. Children who speak English as an additional language engage fully with props and make progress from their starting points. However, some children do not benefit from specific speech and language strategies being implemented to strengthen their progress further. Children generally make secure progress in readiness for school. They can put their shoes and coats on, and wash their hands independently. Children are polite and sociable.

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Curriculum and teaching Expected standard

Children enjoy their learning through a broad and engaging curriculum. The childminder generally supports children well to develop their communication and language skills. She tunes into what children say and responds meaningfully. This helps children to know that what they say is valued and understood. In activities, the childminder reinforces the correct names of tools and supports the correct pronunciation of words by breaking them down clearly and asking children to repeat them back.

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Curriculum and teaching Expected standard

The childminder encourages children to develop their skills in mathematics, such as by counting insects and comparing their shapes and sizes. She adapts these activities well to meet children's individual stages of development. The childminder uses opportunities during play and routines to talk with children and teach them new vocabulary and mathematical concepts. At snack time, older children talk about the 'circle' shape of their banana and the childminder extends this by observing that other children have cut their melon into 'cubes'. Children develop physical skills, such as at gymnastic sessions, where they learn to balance and develop control and coordination.

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Curriculum and teaching Expected standard

The childminder observes and assesses children during their play. She checks for any gaps in their learning. The childminder plans opportunities for individual children to revisit specific knowledge and skills to ensure they are ready for school.

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Inclusion Expected standard

The childminder demonstrates a suitable knowledge of inclusive practice, early identification and support. She explains how she would reach out to her local authority's team to support children with special educational needs and/or disabilities. The childminder discusses how she shares specific learning plans with parents and carers to review. The childminder obtains key information from families, when children start, so she is knowledgeable about their individual needs. She regularly undertakes assessments to track children's development. This allows her to detect if children are not reaching their expected milestones and helps her target support, where it is needed. For example, the childminder teaches Makaton to support children learning to speak, to communicate their basic needs by signing.

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Inclusion Expected standard

The childminder shares information about any delays in children's development with parents. She works in partnership with them to support children further. Children who speak English as an additional language make progress from their starting points because the childminder finds out key words in their language to support routines and activities. However, the childminder has not followed up referrals made by parents to external agencies. This has delayed using specific strategies to support children's development further. The childminder has completed online inclusion training. She acknowledges that seeking additional training will support children's progress in speech and language further.

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Leadership and governance Expected standard

The childminder is motivated to further her own professional knowledge and expertise. She undertakes development opportunities and attends webinar training on inclusion and children's learning through themes, which she uses to strengthen the quality of her practice. Her commitment to participate in local networks, such as local authority meetings and weekly childminder groups, enables her to gather examples of best practice and remain up to date with early years information. The childminder has identified further inclusion training as an area for professional development to enable her to make timely referrals and support future children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has established positive partnerships with parents and carers. She seeks their feedback to make further improvements. Parents express confidence in the care their children receive. They describe the childminder as going 'above and beyond'. Parents describe communication as being excellent. They receive regular feedback on their child's progress and next steps to work towards at home. The childminder has developed links with the local primary school. She passes on information to ensure smooth transitions for children moving on to school.

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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

The childminder is warm and friendly. She knows children and their families well. The childminder develops positive attachments with all the children in her care. This means children are happy and new children settle quickly. Children are confident about seeking support and comfort, when required, because the childminder is responsive to their needs.

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

The childminder provides children with a range of learning opportunities. She routinely exposes them to different experiences that enrich their learning. For example, the childminder responds to children's individual and unique interests in vehicles and animals by

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About this setting

Unique reference number (URN): 2771670 planning trips to a transport museum and an animal sanctuary. She uses these experiences to deepen children's knowledge further and give them exciting experiences in the wider world. The childminder celebrates children's cultures by cooking traditional foods on certain festival days. This helps children to feel valued and begin to understand what makes them and others unique.

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About this setting

The childminder engages young children in a variety of enjoyable sensory play activities so they can explore different textures and materials. For example, children hunt for pretend bugs in a bucket of cereal, which they enjoy crunching in their hands. Children are confident learners, who engage fully in a variety of activities that they approach with determination. For example, following learning about insects, children are keen to create their own out of play dough that they add legs and wings to. Children enjoy listening to stories and are keen to interact using props to bring story events to life.

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About this setting

Children enjoy regular trips to the local playgroup and library. The childminder uses these visits to extend children's learning about the community in which they live. At snack time, children wash their hands and cut their own fruit. Following these routines helps children to develop self-care and independence ready for school. The childminder promotes regular attendance with families to enable all children to flourish.

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Next steps

The childminder should seek further training and advice from professional therapists to support children with special educational needs and/or disabilities to develop their speech and language.

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About this inspection

The inspector spoke to 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 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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Address:

Registered person: Stretton, Maisie Rose

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Address:

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