Miller-Read, Chantelle

Miller-Read, Chantelle

Unique reference number (URN): 2773082 Address: 73 Bemerton Gardens, FRINTON-ON-SEA, CO13 0LQ Type: Childminder Registered with Ofsted: 15/01/2024 Registers: EYR, CCR Registered person: Miller-Read, Chantelle

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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

Children are comfortable in the childminder's inclusive home and feel safe and secure in her care. They make steady progress throughout their time with the childminder. They are keen to learn and try new experiences and are confident and independent learners. They make decisions through self-selected play, have a positive attitude toward learning and show curiosity to explore what is on offer. This is because the curriculum is broad and exciting and all children, including those who may have barriers to learning, achieve well and make consistent progress from their starting points.

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Achievement Expected standard

Children typically make progress in their personal, social and emotional development and communication and language skills. They consistently learn the skills required to be independent through everyday routines. They confidently communicate their needs. All children are prepared ready for the next stage in their learning, including transition to pre- school and school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder endeavours to provide children with the best possible start and has high expectations for children in her care. She is an extremely calm, kind and a reassuring role model. The childminder promotes a happy and respectful environment. She demonstrates a genuine compassion toward the children in her care. As a result, children have formed close and trusting bonds with her. They thrive on the consistent praise and reassurance they receive for their efforts. The familiar routines in place are understood and provide children with a real sense of security.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the expectations for behaviour and, generally, behaviour is positive. They make friendships with others attending. For example, older children show care and concern to the younger children attending and include them in their games. Older children show patience when toddlers become frustrated. This is because the childminder supports children's emotional wellbeing effectively. She provides explanations, opportunities and supports children to learn about their feelings and emotions and the impact that some behaviour has on others. For example, meaningful conversations and stories around emotions are embedded in practice.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is mindful and sensitive of individual family needs, and is very flexible to support them. She positively promotes punctuality and attendance, understanding the importance to ensure children are fully involved, ready to learn and settle quickly.

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Children's welfare and wellbeing Expected standard

The childminder strives to provide quality care and education within a home-from-home setting. She recognises that if children are happy, settled and feel secure they will learn well. Therefore, she invests time getting to know children before they attend. Priority is given to ensure children's emotional wellbeing is supported. The childminder encourages a well- planned and flexible settling-in process to ensure children transition from home to her care with ease. Children have established close and trusting bonds with the very calm childminder. For example, when they feel sad or need reassurance they enjoy cuddles. The childminder provides them with the reassurance they need to continue with their play. The childminder respects and follows parents' wishes regarding their child's routines. For example, when children become tired the childminder responds sensitively and ensures they are made comfortable and can sleep peacefully.

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Children's welfare and wellbeing Expected standard

The childminder typically promotes children's health and wellbeing. Routines meet the individual needs of all children effectively, including those who may face barriers to learning and or wellbeing. The childminder plans daily outings and children also have daily opportunities to develop their physical skills as they play in the garden. They have some opportunity to learn how to take care of their own safety as they engage in risky play. For example, children challenge themselves as they move resources to help them climb, supported by the childminder. They are thrilled when they successfully complete the task. However, children are not consistently taught how to respect and return toys when they have finished using them, to ensure the environment remains safe.

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Curriculum and teaching Expected standard

The childminder has an understanding of the quality of her curriculum and teaching. The childminder understands the importance of adapting teaching for children who may face barriers to learning or wellbeing. This means all children can access the curriculum successfully. The childminder uses assessment to understand what children know and can do when they first attend. This includes encouraging parents to share what they know about their child. This continues through daily observations and progress checks.

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Curriculum and teaching Expected standard

The curriculum is designed across all areas of learning, with a focus on communication and language. The childminder skilfully builds children's vocabulary as she introduces new words during group activities. For example, she uses words, such as 'compost' and 'nutrients' as children fill buckets to grow seeds. The childminder uses every opportunity to engage in conversation. For example, meaningful conversations take place during everyday routines, such as nappy changing and snack time. As a result, children learn the importance of healthy eating and of good hygiene practice to stay safe.

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Curriculum and teaching Expected standard

Mathematics is woven meaningfully into experiences, such as counting together and identifying colours and shapes. Children learn about different concepts, such as full and empty buckets as they play in the sand. They enjoy physical play and learn that they can ride their bicycles 'forward' and 'backwards'. Toddlers enjoy looking at books and maintain their focus as the childminder engages them and captures their interest. The childminder places significant importance on independence, personal, social and emotional development, communication and physical skills to ensure children make steady progress from their starting points. However, the childminder should strengthen her knowledge of how to consistently provide children with developmentally appropriate activities. This is because while teaching is caring and responsive, on occasions, the childminder's interactions focus more on supervision, and the learning intentions of adult-led activities are not always clearly

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Inclusion Expected standard

The childminder does not currently care for any children with special educational needs and/or disabilities or those who face barriers to their learning. However, she ensures she spends time getting to know the children and their individual needs. This means she can make accurate assessments of the children's starting points. The childminder ensures children play in an inclusive environment. For example, all children can freely access resources to initiate their own play and learning. The childminder routinely observes children's progress, has a secure knowledge of child development and understands when children may require extra support to meet their full potential. The childminder typically monitors children's progress to identify next steps in learning and highlight any emerging gaps. She is aware of the importance of the need to respond to emerging needs of children in her care and the need to work closely and sensitively with parents and other early years

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Inclusion Expected standard

professionals involved with the children. This helps her to identify and support children who are disadvantaged or are known to social care.

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Inclusion Expected standard

The childminder is clear that any additional funding must be used to support the specific needs of individual children. For example, providing additional resources to bridge any gaps in learning.

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Leadership and governance Expected standard

The childminder demonstrates enthusiasm to provide children with quality care and education. She typically uses self-evaluation to implement changes and highlight areas to develop further. For example, while the childminder does not currently care for children with additional needs, she has identified a desire to strengthen her knowledge and understanding of how to support children with barriers to learning or have special educational needs and/or disabilities. She has completed some training to strengthen knowledge and skills, and ensures she is up to date with mandatory training, such as first aid and safeguarding. However, she does not yet have a targeted approach to professional development that would strengthen her knowledge further and benefit outcomes for children and their continued progress.

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Leadership and governance Expected standard

The childminder has established friendly but professional partnerships with parents and works closely with them to support children's individual care needs. Robust information is shared during the flexible settling-in sessions. These are individually tailored to meet the family's individual needs. The childminder welcomes parents and carers into her home. She ensures parents are fully informed regarding their child's day through daily verbal feedback. The childminder also arranges termly meetings so that more detailed discussions can take place regarding children's progress. Parents speak highly and with gratitude of the development their children make as a result of attending.

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

Children are welcomed and cared for within a home-from-home environment, where they thrive emotionally and socially. They are happy settled and feel secure. They are cared for by a kind and attentive childminder, who is skilful in her interactions with them. Toddlers engage her in their games, and the childminder observes them closely at play. She is subtle in her interactions so as not to spoil their enjoyment and curiosity. For example, joining them in the play house when invited, to buy pretend ice cream they make. Children are confident communicators. They learn new words as the childminder supports children's language by engaging in meaningful conversations and models language well. She uses clear simple words repetitively to help children develop language skills needed to be confident, independent learners. Children enjoy singing and the childminder typically engages them in singing during play to further support them to develop their communication.

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

Children are becoming increasingly independent as the childminder encourages and guides them. For example, children take care of their personal needs with confidence and can access the bathroom independently. However, the childminder is on hand to offer support as required. She is respectful and ensures children's privacy and dignity during nappy changing. Children thrive in her care and have established close attachments to the nurturing childminder and make friendships with others attending. Children benefit from planned outings, such as visits to the local park and beach, and they visit toddler groups, to socialise with others. This helps them understand the wider world beyond the community in which they live. They learn how to stay safe when outdoors as the childminder teaches them about road safety.

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Address:

73 Bemerton Gardens FRINTON-ON-SEA CO13 0LQ

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Address:

Registered person: Miller-Read, Chantelle Children are cared for by a reflective childminder, who welcomes parents' views and effectively promotes friendly and professional partnerships with them. She values and respects their wishes regarding their child's individual routines, for example sleep routines and understands the importance of continuity and ensures these are reflected in her setting. The childminder also positively encourages punctual attendance to ensure children's welfare and that they can fully participate in all on offer.

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Next steps

The childminder should focus her professional development more precisely to target children's individual needs, helping them to make further progress in their learning. The childminder should help children to understand how to take more care of their resources, particularly when they are leading their own play.

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About this inspection

The inspector spoke with the childminder, parents and the 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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