Tew, Georgina Rose

Tew, Georgina Rose

Unique reference number (URN): 2766302 Address: 23 Havelock Road, Preston, PR5 6ER Type: Childminder Registered with Ofsted: 15/01/2024 Registers: EYR, CCR, VCR Registered person: Tew, Georgina 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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Inclusion Strong standard

The childminder considers and supports children's individual needs extremely well. She collects detailed information from parents and carers at the outset to identify any specific needs. The childminder works very closely with parents as children progress to continually assess and support their needs as they change.

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Inclusion Strong standard

The childminder is persistent in obtaining appropriate and timely external support and additional funding to help all children make the best possible progress. She works with external partners to gain advice and implements recommended strategies swiftly. The childminder involves parents to ensure strategies are consistent and understood by all adults who care for their children. These collaborative approaches mean that children benefit from consistency in their care and learning. Consequently, they make rapid and sustained progress from their individual starting points.

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Inclusion Strong standard

The childminder is mindful of families' individual circumstances. She offers tailored support to help them overcome barriers to attending and to reduce disadvantage, wherever possible. The childminder is proactive in sourcing training and development opportunities to enhance her own skills and understanding and those of any assistants she works with. For example, she is training to use Makaton signing, alongside parents, to support children even further. This informs targeted teaching and mindful care for children with special educational needs and/or disabilities or who face other barriers to their learning and development.

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Achievement Expected standard

All children typically develop the skills and knowledge they need for success in life. They make appropriate progress in all areas of learning, particularly in key areas such as communication and personal skills. Children, particularly those with special educational needs and/or disabilities, develop confidence and the ability to manage their own needs very well. Children are chatty and are keen to share their ideas and their play. They enjoy stories and develop a love of books, sharing familiar stories from the setting, with their families. Children develop appropriate social skills through regular sessions at playgroups and soft play, for example. They begin to understand more about their world as they meet others and experience new places, during exciting outings and visits. Children develop physical skills, including control, coordination and stamina, through regular active play. They become familiar with school routines in advance of moving on, helping them to prepare for the next

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming learning environment which is conducive to supporting children as they develop. She continually reinforces her high expectations, which children are keen to meet, giving explanations in age- and stage-appropriate ways. The childminder is an excellent role model. She helps children to understand why rules for their behaviour are in place. Children learn how and why they should act in a certain way, to keep themselves and their friends safe, for instance. They play well together and learn that some of their friends need more support than others. Older children demonstrate an understanding of their peers with special educational needs and/or disabilities and are keen to help their younger friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports parents and carers to help their children attend regularly and promptly. She lets them know what the plans for the day are and if they need to arrive ready to go out for the day. Children generally behave well and enjoy one another's company. The childminder is quick to step in where less welcome behaviour occurs. Children are keen to play and join activities. During some times of transition between activities, routines do not always support children to engage fully. For instance, sometimes children wait too long once they are ready for the next activity.

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Children's welfare and wellbeing Expected standard

The childminder typically meets children's needs effectively. Her focus on children's personal growth and security means that their welfare and wellbeing are prioritised. Practice securely promotes children's health and wellbeing and helps them learn to make positive choices. Children enjoy a healthy diet and learn why is important to stay hydrated and to follow hygiene routines, for instance. The childminder supports families to care for their oral health, such as by signposting them to dental care in the local area. She also gives advice about screen time to promote positive mental health and support families' understanding. Children learn to keep themselves and their friends safe. They following clear boundaries and instructions around road safety while on outings, for instance.

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Children's welfare and wellbeing Expected standard

Children have secure attachments to the childminder, who treats them like family. They demonstrate a very settled sense of belonging in her care and in her home. The childminder is responsive to children's emotional needs and cues. She is particularly mindful of the dispositions and individual character of children with additional emotional needs. She adapts provision and resources to suit each child. The childminder makes sure other children understand that their friends might need time alone to help them to regulate their emotions, at times. On occasion, during some mealtimes, for example, children are not fully supported to maintain focus or to engage in small tasks related to this key time of the day.

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Curriculum and teaching Expected standard

The childminder has a sound understanding of the quality of her provision and of areas she wants to develop further. Interactions are typically of high quality and support children to develop and make progress in all areas of their learning. The childminder is mindful of making adaptations to support children with special educational needs and/or disabilities (SEND). She uses additional funding to create sensory spaces, for example, to help children with SEND manage and regulate their emotions effectively. The childminder understands children's interests and personalities. She plans thoughtfully, with these in mind, to capture children's attention and spark their curiosity.

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Curriculum and teaching Expected standard

The childminder has a focus on communication and promotes a love of books and stories. She supports children with language delays through clear strategies. The childminder adds vocabulary and depth to all children's understanding as she narrates play and children's day. Outings and outdoor learning form key elements of the provision. Children's scope of experience broadens through exciting and thoughtful visits, such as to nature reserves and a beach. The childminder weaves mathematical learning through children's play. She helps children to develop independence in their learning. Children's personal development is a focus. They become independent individuals who interact sociably with each other and with those who care for them.

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Leadership and governance Expected standard

The childminder is mindful of her own professional development and is supportive of any assistants that she may work with. She helps them to develop the knowledge and skills they need for the role and considers their wellbeing carefully. The childminder has an appropriate focus on areas she wishes to develop further and is proactive in sourcing training to enhance her teaching practice and provision. The childminder's teaching and oversight of provision is typically of high quality.

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Leadership and governance Expected standard

The childminder works well with other providers, where she shares care of children, for instance. She has links with local schools and helps children to gain familiarity with the premises and routines there before they move on. The childminder attends groups and takes children on outing within the local area to help them understand more about their world. Relationships with parents and carers are secure and supportive. Parents routinely come to the childminder for advice and help with parenting and life challenges. She is empathetic and tailors support well to help families in any way that she can. The childminder's focus on inclusive provision means that she is mindful of making adaptations to help all children feel valued and included. All children, therefore, make progress in their development.

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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 achieve well from their individual starting points. They develop the knowledge they need to move forward to the next stage of their learning. Children are confident and are keen to share their play with familiar people and with new friends. They are curious, independent learners, who see the wonder in everyday play. Outings and visits are an exciting and important part of children's experiences and help them to find out more about the world. They learn about caring for animals and growing fruits and vegetables in the childminder's welcoming home. Children develop their social skills through regular playgroup

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About this setting

sessions. They learn about their local area and community while enjoying outings. Children are happy, feel safe and enjoy their time in this setting. Their learning and development needs are appropriately met and managed, with a focus on what each child needs to learn and do next.

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About this setting

Children feel valued and welcomed. They develop and display a deep sense of belonging and feel at home and secure in the childminder's care. They delight in helping throughout the day, such as setting up the sleep area for nap time. All families are valued and included from the outset. Children's regular attendance is promoted and supported through flexible practice and tailored strategies. Children's individual circumstances and needs are well considered and their uniqueness is valued. Children learn how their friends with special educational needs and/or disabilities, or those facing other barriers, may need extra support with some tasks or need extra time to manage their feelings and responses. Children learn to play together and to help one another. They generally behave well and develop positive attitudes to their play and learning. Children learn key independence skills, how to stay healthy and safe and how to communicate their needs and ideas. They develop key skills for

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Next steps

The childminder should strengthen how transitions between activities are organised to help children manage their emotions during these times with even more consistency. The childminder should enhance how key times of the day, such as mealtimes, are managed, to help all children engage in small tasks to maintain their focus even further.

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About this inspection

The inspector spoke with the childminder, her assistants, children, parents and carers 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. Unique reference number (URN): 2766302

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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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