Daymond, Holly Frances

Daymond, Holly Frances

Unique reference number (URN): 2769782 Address: 1 Springfield Road, Lydney, GL15 5LT Type: Childminder Registered with Ofsted: 08/01/2024 Registers: EYR, CCR, VCR Registered person: Daymond, Holly 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

Children make steady progress from their starting points. They develop early communication skills through everyday interactions and play. For example, young children use single words, sounds and gestures to express their wants and needs. They join in with action songs and familiar stories, which supports their understanding and early language development.

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Achievement Expected standard

Children engage in a wide range of activities that support their development. For example, they make marks with chalks and pens and concentrate as they ride on wheeled toys. This helps children to develop coordination and balance. They are eager to explore sensory activities, such as dough and water play. They squeeze, pat and pour, which supports their curiosity and engagement.

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Achievement Expected standard

Children are beginning to develop independence through daily routines. For example, they help tidy toys away with support and take part in simple routines, such as handwashing. Children are learning to play alongside their friends and are beginning to understand turn- taking with guidance from the childminder. However, at times, the childminder introduces too many ideas and asks too many questions during activities. This means the children are not always fully supported to explore their own ideas or try things for themselves. Children have some opportunities to learn about difference, although this is not yet consistently developed across their experiences.

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Achievement Expected standard

Overall, children develop the early skills they need for their next stage of learning, including moving on to nursery.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from a calm and organised environment. Daily routines are well established. This helps children feel secure and understand what will happen next. Clear expectations are in place. Children respond well to the childminder's gentle reminders and support. For example, they help tidy toys away and follow simple routines, such as washing their hands after using a tissue. This helps children to take responsibility and follow expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children build positive relationships with the childminder. They are happy, settled and respond well to her support. Children are eager to play and motivated to learn. They display a sense of belonging and move between activities with confidence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages sharing and turn-taking during play and routines. For example, children wait for their turn to lift flaps in books at story time. This helps them learn to play cooperatively with others. Children are beginning to manage their behaviour and follow simple guidance during play and daily routines. Overall, children behave well. They are learning to follow routines, share and take part in group play. This helps them feel settled and develop the social skills they need for their next stage of learning, including moving on to nursery.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and caring environment where children feel safe and secure. She knows children well and responds to their individual needs throughout the day. This helps children feel settled and supported.

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Children's welfare and wellbeing Expected standard

Children follow consistent daily routines, such as for handwashing, mealtimes and rest periods. The childminder supports these routines calmly and gently. This helps children understand what will happen next and feel confident in their environment. Children who sleep are supported to do so safely, with appropriate supervision and checks in place. This helps ensure they rest securely and comfortably.

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Children's welfare and wellbeing Expected standard

Children form close relationships with the childminder. They seek comfort when needed and respond positively to her reassurance. This supports their emotional wellbeing and helps them feel valued. Children's physical wellbeing is supported through daily opportunities for outdoor play. For example, they use wheeled toys, explore the garden and take part in active play. This helps develop their coordination and strength.

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Children's welfare and wellbeing Expected standard

The childminder supports children's care needs throughout the day, including hygiene routines and personal care. This helps children develop independence over time. Overall, children's welfare and wellbeing are well supported. They feel safe, cared for and comfortable in the setting, which helps them to engage in play and learning.

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Curriculum and teaching Expected standard

The childminder generally provides a broad curriculum based on children's interests and supports them to build the skills they need for their next stage of learning, such as moving on to nursery. Children learn through outdoor and practical experiences. For example, they feed the childminder's chickens and are reminded not to put their fingers too close to beaks. This helps children develop awareness of safety and the world around them. However, the childminder does not consistently plan and embed opportunities within the curriculum for children to learn about and understand different families and backgrounds.

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Curriculum and teaching Expected standard

Children take part in a range of experiences, including imaginative play, outdoor learning and real-life activities. For example, children engage in free play with dolls and prams, acting out caring roles. This supports imagination, communication and understanding of everyday routines. Teaching is warm and responsive. The childminder joins children in their play and models language during activities. For example, she talks with children about dinosaurs, describing them as 'soft' and 'orange', and encourages conversation about colour and texture. This helps children build vocabulary and communication skills.

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Curriculum and teaching Expected standard

The childminder reads children stories about sharing and taking turns. She talks to them about the characters and asks simple questions. This helps children to understand sharing, take turns more easily and begin to follow simple rules when playing with others. However, at times, the childminder does not keep teaching focused or simple enough. She sometimes introduces too many questions or ideas during activities, which interrupts children's play and limits opportunities for them to explore and extend their own thinking. In addition, at times, the childminder's intent for activities is too broad and not always clearly focused on what she wants the children to learn.

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Inclusion Expected standard

The childminder provides a welcoming setting where all children are included in play and learning. She knows children and their families well and uses daily observations and regular communication with parents to understand their needs and support their progress. The childminder works closely with parents and, if needed, would work with other professionals to support children's individual learning and development needs. Children engage in a wide range of activities both indoors and outdoors. They visit local places of interest, such as shops and allotments. This helps children build confidence, communication skills and an understanding of the world around them. However, the childminder does not yet plan and embed opportunities for children to regularly explore and learn about different families and backgrounds across the provision.

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Inclusion Expected standard

The childminder supports children through everyday routines and adjusts activities so that all children can take part at their own level. She completes termly assessments on children's progress and shares these with parents. This helps ensure early interventions can be sought and consistency between home and the setting. Although there are currently no children with identified special educational needs and/or disabilities, the childminder understands how to identify early concerns and would seek advice or support if needed. Overall, children are included well in activities and routines, and they develop a sense of belonging in a caring and supportive environment.

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Leadership and governance Expected standard

The childminder leads the setting well and provides a safe, caring and well-organised environment for children. She primarily cares for children aged from 0 to 3 years. The childminder effectively supports them in developing the key skills they need for their next stage of learning. This includes helping them become more independent, confident in routines and ready for the move on to nursery.

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Leadership and governance Expected standard

The childminder reflects on her practice regularly and uses training and guidance to make improvements. This helps her develop her knowledge and make positive changes when needed. She is committed to supporting children's learning and wellbeing and strives to provide high-quality care and education for all children.

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Leadership and governance Expected standard

The childminder works well with parents and keeps them informed about their child's experiences and progress. This supports positive relationships and consistency between home and the setting. She completes regular training to help her keep children safe and respond appropriately to their needs. The childminder attends online forums to share ideas for good practice with other childminders and to keep up to date with changes to legislation. This also supports her ongoing development.

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Leadership and governance Expected standard

However, while the childminder reflects on her practice, she has not yet fully identified that some activities are not always clearly focused. This means children are sometimes not fully supported to develop and extend their own ideas. In addition, opportunities for children to develop a deeper understanding of difference are not yet fully developed. Overall, leadership is effective and supports a caring environment where children are safe, supported and included.

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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 are happy, settled and secure in this warm and welcoming home-based setting. They demonstrate they feel safe and emotionally supported. Children build secure relationships with the childminder and respond well to familiar routines. This helps them feel comfortable and ready to play.

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

Children display positive attitudes to learning. They engage in a wide range of play and learning experiences, indoors and outdoors. Children choose their own play and follow their interests. For example, they care for dolls, explore dough and gloop, and use tools in their play. This helps children develop imagination, coordination and early problem-solving skills. Children ride on wheeled toys and make marks with pens outdoors, which supports their physical development. Visits to local shops and allotments help children build confidence in different social situations and develop early communication and language skills.

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

Children make steady progress. They develop vocabulary through conversations, stories and play. They begin to use new words introduced by the childminder. For example, children repeat words such as 'open' and 'close' as they practise using scissors. Children are learning to share and take turns, which supports their social development. Children display a sense of belonging. They are included in daily routines and play alongside others. Family photos and discussions help children understand their identity and feel valued.

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

Children follow consistent routines, such as handwashing. They sleep peacefully in comfortable surroundings. This helps children feel secure and supports their overall wellbeing. Children behave well and respond to gentle guidance. They are beginning to say 'please' and 'thank you' in their play. Children enjoy their time in the setting. They explore, play and build relationships, which helps them develop the skills they need for future learning.

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Next steps

The childminder should continue to develop the quality of teaching, with clear learning intentions in place and simple, focused language used to gently extend children's learning across activities. The childminder should continue to develop children's understanding of diversity through the regular introduction of a wider range of resources and experiences that reflect different family types and backgrounds, alongside simple discussions to support children's awareness of difference.

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About this inspection

The inspector spoke with the childminder 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: Daymond, Holly Frances

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Address:

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