Haley, Michelle Jayne

Haley, Michelle Jayne

Unique reference number (URN): 2767727 Address: 3 Robinson Gardens, Bassingbourn, Royston, Hertfordshire, SG8 5GY Type: Childminder Registered with Ofsted: 06/12/2023 Registers: EYR, CCR, VCR Registered person: Haley, Michelle Jayne

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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 Strong standard

Children consistently achieve well and make strong progress in all areas of learning, including those with special educational needs and/or disabilities. Children are motivated learners and thrive in challenging tasks. For instance, children show high levels of concentration when transporting soil from different tools. They become curious of how much they can dig and scoop to fill pots, recalling mathematical concepts. This helps to build their self-esteem.

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Achievement Strong standard

Children are confident communicators. They develop the language skills they need to support their age and stage of development. Children learn about animals as they read books and sing songs. They like to turn pages in books and reveal what is coming next. This helps children to deepen their love for reading and express themselves positively. They are enthusiastically praised and well supported for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an excellent role model to children. She teaches children how to be kind, show manners and help one another during tidy up time. Children learn to effectively turn take and wait their turns. The childminder strategically intervenes when children need help. She has high expectations of children's behaviour. This helps to manage children's feelings and successfully cooperate with one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures children settle well and explore a calm and nurturing learning environment. Children transition between activities and routines easily, to enable well- established routines. The childminder supports children's individual needs, so they participate well alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children very well and is attentive to their needs. She flexibly adapts her care and environment to help children feel secure and attend regularly. She is responsive to children's wellbeing, supporting their punctuality and progress. The childminder makes thoughtful adjustments for all children, including those with special educational needs and/or disabilities, so they settle well and thrive in her care.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She works closely with parents and professionals to maintain a personalised approach to the needs of children, especially those who are vulnerable. This helps to ensure a sense of consistency and continuity in children's learning.

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Children's welfare and wellbeing Strong standard

Children learn how to take care of themselves. The childminder teaches children effective hygiene skills and the positive impact this has on their bodies. For example, children show clear indications when to wash their hands as they enjoy carrying out tasks, pushing out soap and rubbing this into their hands. The childminder talks to children about healthy choices and extends healthy awareness information to families, establishing positive care routines.

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Children's welfare and wellbeing Strong standard

Children's physical health is well supported as they benefit from various ways to explore their development. The childminder ensures daily routines such as sleeping, eating and physical skills are deeply embedded in the day and considers children's individual ages and stages. Children learn about their community as they explore their local village and the park. The benefit from meaningful experiences that help to develop their curiosity of the world around them.

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Curriculum and teaching Strong standard

The childminder has developed a curriculum that positively challenges and engages children's learning. She adapts learning to incorporate children's interests to provide rich and meaningful experiences. Communication and language is central to the childminder's curriculum. Children develop confidence as they learn new vocabulary in their play. For instance, the childminder reads the 'Old Macdonald' story book to children, and they interact with animal sounds. Children excitedly mimic what animals do and turn the pages on their own.

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Curriculum and teaching Strong standard

Children are provided with well-structured opportunities to explore their physical development. The childminder encourages young children to practise their fine motor skills. Children use age-appropriate tools to 'scoop' and 'dig' soil into planting pots. This helps to support children's learning and practise new skills to help their early development.

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Curriculum and teaching Strong standard

Children develop a secure understanding of the world around them, including children with special educational needs and/or disabilities. The childminder uses outdoor experiences to enrich children's learning. They visit the park and the local community to learn about places beyond the setting. The childminder deliberately creates opportunities to extend their learning and development.

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Inclusion Strong standard

The childminder supports all children to experience and participate fully in learning. She monitors children's learning from their starting points to identify early support and close gaps without delay. She works with other professionals to prioritise children's care and education and reduce barriers. For example, the childminder attends regular meetings to engage children with targeted support and continuity in their learning. This consistent approach helps children to make progress and feel secure.

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Inclusion Strong standard

The childminder adapts routines flexibly to ensure that children have opportunities to engage, feel involved and interact with other children. They regularly go on outings to the local barn, learn about the world around them and meet people in the community. These local outings and interactions support children's emotional security and builds confidence in their development. From these purposeful experiences, children make consistent and strengthened progress in their learning.

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Inclusion Strong standard

The childminder works effectively with parents to ensure that information about children is consistent and accurate. She uses this information to effectively build future learning and tailored plans. The childminder seeks advice where possible to ensure that children receive early support when needed.

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Leadership and governance Strong standard

The childminder provides expert leadership, prioritising her continuous professional development. She leads a high-quality curriculum with a clear vision to ensure all children, including those with special educational needs and/or disabilities make progress. She is committed to regular training and building a positive community with other childminders and children. She is proactive with other local childcare professionals to help raise her practice and continually evolve.

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Leadership and governance Strong standard

The childminder's effective partnership with parent's supports children well and has a positive outcome on their progress. Parents praise the knowledge and communication they receive from the childminder. Prior to starting, the childminder collects detailed information and shares learning and development information. This helps parents to feel part of their children's journey and receive effective support.

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Leadership and governance Strong standard

The childminder works regularly with other professionals and is committed to support children to progress well in their learning and development. For instance, she readily adapts her practice to meet the individual needs of children and continuously evaluate areas of development to consider all children. She applies her extensive experience in early years to her practice to ensure that all children benefit from high-quality and consistent care.

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Leadership and governance Strong standard

The childminder continuously reflects on her provision to plan targeted support for children's learning. She shares information with parents and strategically uses funding to extend children's individual learning. She understands how to access any additional funding to ensure children receive the entitlement they deserve.

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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 happily arrive at the childminder's exciting learning environment. They wave goodbye to parents as they immediately engage in play. Children immerse themselves in puzzles as the childminder purposefully supports their learning and interests. She skilfully recognises children's abilities and all children including those with special educational needs and/or disabilities (SEND), thrive in the childminder's nurturing and inclusive home environment.

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

Children have developed a secure and caring bond with the childminder. They learn to become resilient in their learning and develop growing confidence. This has a positive impact on children's social and emotional security. Children develop a love for reading as they listen to stories about animals. The childminder narrates phrases and repeats words as children excitedly turn the pages. Together, they take on roles and read stories with excitement that extends communication and language.

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

Children learn mathematical skills that prepare them for their next stage of development. The childminder extends children's thinking through rich and thoughtfully planned activities. For example, children show fascination when they explore in the farmyard tuff tray and plant carrots with growing confidence.

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

Children become creative in their play. They explore the different sounds of musical instruments and show fascination with what they hear. They positively make music with one another as the childminder praises their abilities. The childminder supports children with their individual needs and makes adaptations to the level of support they need. This helps children to create a sense of belonging.

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Address:

3 Robinson Gardens Bassingbourn Royston Hertfordshire SG8 5GY

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Address:

Registered person: Haley, Michelle Jayne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 13:00

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers to children's learning who need extra support and to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, parents 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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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

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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