Poplett, Emma-Rose Joanne Gillian

Poplett, Emma-Rose Joanne Gillian

Unique reference number (URN): 2751499 Address: 12 Rickwood, Horley, RH6 9DF Type: Childminder Registered with Ofsted: 04/10/2023 Registers: EYR, CCR, VCR Registered person: Frost, Emma-Rose Joanne Gillian

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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 gain the key skills in readiness for their next stage of education. As such, all children, including those who may face barriers in their learning, are prepared well for the next stage of their learning, including school.

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Achievement Expected standard

Children are kind and warm in their interactions with the childminder and are confident in their own abilities. They develop their communication skills in an environment rich in language. Babies show a love of stories and songs from a young age. They have plenty of time to succeed. For instance, babies develop their hand–eye coordination as they post circles into interactive toys.

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Achievement Expected standard

Children are developing their physical skills. Babies are encouraged to use their core muscle strength for later walking as they crawl and cruise around the well-organised areas. Older children walk daily on the school run and have ample opportunities to climb and play in the local parks. Furthermore, babies are supported at mealtimes to develop their self-care skills as they learn to feed themselves.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops sensitive and trusting relationships with children. Babies are supported well to learn how to play alongside each other and be kind. The childminder skilfully adapts her expectations so that babies develop a sense of pride and achievement. The childminder is a positive role model as she plays with children. She supports positive reinforcement as children learn to take turns when they share the resources. The childminder ensures there are resources that promote their interests, and this helps children to play co-operatively together. Babies learn simple manners and use hand gestures, which are modelled effectively by the childminder, to help them develop their understanding. The childminder's interactions are purposeful. She consistently praises babies for their achievements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder embeds children's home routines into her setting. She gathers information from parents about their feeding and sleep patterns. The childminder knows new babies' needs well. She ensures that their comforters are close by so that babies can use this as a cue when they are tired. This supports children's health and wellbeing. The childminder has systems in place to record and monitor children's attendance to ensure that all children benefit from the experiences she offers.

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Children's welfare and wellbeing Expected standard

Children have developed secure attachments with the warm and caring childminder. She plans effective settling-in sessions with parents and children. This helps the childminder to closely follow the care routines of children's home lives. The childminder is responsive and ensures that babies have their familiar comforters close by. This helps babies feel safe and secure. As such, they settle tremendously quickly into the childminder's nurturing home environment.

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Children's welfare and wellbeing Expected standard

The childminder thoughtfully plans her environment to help babies' physical development. She selects and positions around them a soft blanket that she knows they are interested in. As such, babies are curious as they move around exploring the different sensory items. This helps them to develop their core muscles as they lean and crawl to reach the various stimulating resources. The childminder teaches children the importance of hygiene by demonstrating the importance of washing their hands before eating. Furthermore, she reinforces messages to children about having regular drinks of water to keep themselves hydrated. The childminder is vigilant and monitors babies' feeding and sleeping well. This helps keep children safe.

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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 the resources that interest them. She uses regular assessments to support children's development. However, she has not yet considered how to gather information from parents about where children are in their learning and development when they start at her setting. This means she does not always have the fullest picture of children's starting points to help plan precisely for their early progress.

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Curriculum and teaching Expected standard

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, older children are learning about the life cycle of butterflies. Babies are immersed in sensory play focused on developing their communication and language. The childminder carefully selects stories that she shares with children with enthusiasm, capturing children's interest and encouraging active participation. She skilfully uses technology for babies to listen to the different sounds of animals that they are learning in their favourite stories. The childminder weaves in early mathematical language such as the 'tall giraffe' and simple counting.

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Curriculum and teaching Expected standard

The childminder plans her curriculum to give children ample opportunities to develop their physical skills. Babies have plenty of room to learn to crawl and use their body language to show the childminder what it is they would like to play with. This helps babies to develop their muscles for later walking.

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Inclusion Expected standard

The childminder has high expectations of all children's abilities. Overall, she works alongside parents and completes regular observations and assessments to monitor children's learning. This helps her to monitor children's progress and quickly identify any emerging needs. The childminder demonstrates a clear understanding of how and when to engage the support of other professionals and external agencies, including additional funding that children may be entitled to. She understands how to make effective use of funding to identify target training or resources to reduce any barriers to children's learning, promoting the individual needs of the children. The childminder accesses training to develop her understanding of how to adapt her curriculum and plan targeted activities to ensure that children with special educational needs and/or disabilities make the best possible progress in their learning and development.

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Inclusion Expected standard

However, the childminder has not considered how to engage with other early years settings that children attend. This means that she is not always clear about what other professionals are focusing on to support children's learning and development, to provide continuity within her setting.

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Leadership and governance Expected standard

The childminder is passionate about and committed to her role. She places a high importance on children being happy and settled in her provision. The childminder has a thorough understanding of the requirements of the early years foundation stage. She understands the importance of enhancing her professional development and regularly reflects on her practice. The childminder has updated her knowledge on how to support children with special educational needs and/or disabilities (SEND). This helps her to adapt routines and activities so that all children, including those with SEND, are included and able to take part in experiences appropriate to their stage of development.

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Leadership and governance Expected standard

Overall, the childminder has developed effective partnerships with parents. She regularly shares children's learning and progress with parents to support children's next steps in learning. Parents comment on the wide range of activities that the childminder provides at her setting. They credit the childminder with supporting their children when they face any barriers to learning. However, the childminder has not yet fully considered how to develop relationships with other professionals and early years settings that children attend. The childminder recognises the need to further strengthen her methods for sharing information with other professionals to ensure continuity of care and the best possible outcomes for children in 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

The childminder places children's wellbeing at the heart of her curriculum. She uses regular observations of children to plan for their next steps of learning, including making adaptations for children with any potential barriers to learning. Overall, she works well with parents, promotes the importance of regular attendance and monitors any absences. This helps to keep children safe.

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

Babies are settled and form wonderful bonds with the childminder. They are highly engaged in the well-planned, stimulating environment. The childminder is responsive to the care of babies and their unique needs. She warmly interacts with babies as they explore various sensory resources. The childminder plans ample opportunities to develop children's communication and language. The childminder uses puppets to introduce new simple language to babies throughout the day. Babies wiggle with joy and babble as they anticipate familiar songs and rhymes. Furthermore, the childminder skilfully uses books to help introduce single words and sounds to build babies' early vocabulary. Babies are beginning to reach out to the lift-up flaps on the different stories. As a result, children flourish, become confident communicators and enthusiastic learners, and are well prepared for their next stage of education.

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

The childminder skilfully weaves mathematical language and early counting into everyday routines as she counts '1, 2' as she helps babies to wipe their hands before mealtimes. These opportunities help children develop healthy habits. The childminder is passionate about children developing their social skills. She plans activities that encourage turn-taking, such as posting items into shape sorters. This helps young children to develop their friendships. The childminder plans regular outings to local attractions, parks and toddler groups. These experiences help children understand their community and the wider world.

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Address:

Registered person: Frost, Emma-Rose Joanne Gillian

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Next steps

The childminder should continue to develop relationships with other settings that the children attend so that information is shared effectively to support children's continuity of care and development. The childminder should further review the information she gathers from parents when children first start to enable her to target her care and teaching from the outset.

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About this inspection

The inspector spoke with the childminder and children and took into account the written views of parents 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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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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