Durrant, Emma Maria

Durrant, Emma Maria

Unique reference number (URN): EY336714 Address: 18 Chase Close, Benfleet, Essex, SS7 3BU Type: Childminder Registered with Ofsted: 26/06/2006 Registers: EYR, CCR, VCR Registered person: Durrant, Emma Maria

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children settle quickly and form close bonds with the childminder. They flourish under the warmth, support and encouragement. Children engage in activities for prolonged periods, as they enjoy the challenges. Children quickly become confident in asking questions, making comments and joining conversations. They are excited to hear what happens next in the story or to practise actions and signs in songs. Children explore in language-rich environments, where they are encouraged to sound out and learn new words. Children delight in repeating new language. The childminder and any assistants she works with use highly effective strategies when talking to children, such as modelling and repeating new language. Children make pleasing progress with talking and understanding words, and are quickly supported when needed by superb role models who encourage and promote confidence. Children's self-esteem is boosted when the childminder consistently praises

p.2

Achievement Strong standard

their perseverance. Children therefore build on what they know and can do through focused and meaningful experiences. All children develop core essential skills that prepare them for future learning. This includes children who face barriers to learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder creates a stimulating learning environment where expectations for behaviour are clear and consistently reinforced. Children behave incredibly well. They demonstrate extremely positive behaviour and attitudes. Children are happy, confident and highly engaged in their learning. The childminder follows clear routines that children understand and follow. Children appreciate knowing what is happening at each stage of the day. They like to help with tidying up during transitions and setting up for the next activity. The childminder actively models and promotes positive behaviour, supporting children to manage their emotions and social interactions with increasing independence. All children, including children with special educational needs and/or disabilities, are developing sound self-regulation skills. For example, the childminder sensitively discusses the importance of personal space and encourages children to respect one another's boundaries during play.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear understanding of how attendance contributes to children's learning and development. She promotes high expectations for positive habits that support children now and in their future. The childminder continually reviews and adapts her approaches to reflect children's changing circumstances and individual needs. She works closely with parents to encourage consistent attendance and highlight how this supports children's ongoing progress and development.

p.2

Children's welfare and wellbeing Strong standard

The childminder has a secure understanding of her policies and procedures and consistently implements them effectively to promote children's health and wellbeing. Children form strong bonds with the childminder and any assistants she works with. They are highly encouraged by the childminder to develop positive habits and display good manners as part of their daily routine. The childminder ensures that children's emotional and physical wellbeing is always a priority. All children, including children with special educational needs and/or disabilities, experience inclusive and nurturing care so that they can fully participate in activities and make progress in their development and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

The childminder successfully promotes healthy living and lifestyle choices. Children learn to self-serve from healthy options from a young age. They are encouraged to learn self-skills such as handwashing and toileting, with an emphasis on maintaining personal hygiene. The childminder explains to children why they need to stay clean and remove germs so that children gain a good understanding of what it means to be healthy. Everyday routines at the setting, including sleep, feeding and personal care, are flexible and responsive to each child's needs. This further excellently supports children's sense of identity and feeling secure and settled.

p.3

Curriculum and teaching Strong standard

The childminder has superb knowledge of how children learn. She consistently embeds excellent learning opportunities covering all aspects of learning. The childminder prioritises the development of children's personal, social and emotional development, including self- regulation, by teaching children to recognise and understand emotions. The childminder knows each child's individual targets for learning and how to support children to build on what they know and can do. She plans exciting activities around stories to support a love of reading, but also consistently extends children's learning to cover all aspects. This includes a focus on physical skills, which is extended during outdoor play or during outings into the community. The childminder ensures that mathematics is woven into her curriculum through interactions and activities. She asks children about the shapes, sizes and properties of shapes so that they can explore for themselves.

p.3

Curriculum and teaching Strong standard

The childminder and any assistants she works with use interactions as an opportunity for teaching and extending children's thinking to the highest levels. She uses effective strategies that will enable children to build their vocabulary, as well as listening, talking and understanding words. In creating language-rich environments, children talk animatedly and make huge leaps with their communication and language skills. The childminder is proactive in recognising and putting support in place so that children who struggle with talking and understanding words can make swift progress in these areas.

p.3

Inclusion Strong standard

During the settling-in process, the childminder obtains comprehensive information from parents to gain a clear understanding of each child's background, prior experiences and learning needs. This enables personalised planning from the outset. The childminder uses her extensive knowledge and experience to recognise swiftly if children require additional support across their learning. Her excellent communication with parents ensures consistency of care and alignment of strategies to support each child's development. Not only does she update parents with what children are learning and enjoying each day, she also sends home books and resources as an extension of her curriculum. As a result of this, the childminder builds strong partnerships with parents and families, who highly praise and recommend the childminder to others. The childminder follows a clear approach of observing children, carrying out activities and

p.3

Inclusion Strong standard

reviewing them to ensure that they are effective. Parents state that they see rapid progress in their children's development. This includes children with special educational needs and/or disabilities. The childminder is successful at developing relationships with outside professionals. She plays a leading role in establishing additional support for children. The childminder is proactive in seeking training for herself and any assistants that she works with to ensure that the best possible care and education is given to all children. The childminder carefully considers how to use any additional funding for children, including early years pupil premium funding. She creates detailed plans, using a reflective approach to assess how best to support children's development. As a result, she is able to make changes or obtain new resources or training when necessary. The childminder shares these plans with parents

p.4

Inclusion Strong standard

regularly, and they appreciate the tailor-made support given to their children.

p.4

Leadership and governance Strong standard

The childminder is highly reflective of her practice and has detailed development plans for herself and any assistants that she works with. Within these plans are extensive training and learning opportunities for her to develop her knowledge and understanding across all areas, and ongoing plans to develop areas of her environment and source new materials. All of these plans are carefully considered, and the childminder is proactive in putting the actions into place so that she is inclusive and supportive to all children. She ensures that she stays up to date with any changes to legislation, and updates all mandatory training for herself and any assistants she works with. The childminder is an active member of a local research programme alongside other early years settings, whereby she delivers extra events, resources, home visits and guidance to selected families. This is giving her lots of opportunities to work collaboratively with other professionals in her local network, and she

p.4

Leadership and governance Strong standard

aims to extend her influence wider after the programme is complete.

p.4

Leadership and governance Strong standard

Children settle quickly and form secure attachments with the childminder and any assistants she works with. This is due to her warm and nurturing nature. The childminder successfully builds close relationships with families. Parents appreciate the daily updates, as well as the extensive resources, activities and advice that the childminder sends home regularly. They feel informed and reassured that their children are learning and enjoying their time with the childminder. Parents report significant progress in their children's learning and development, including in areas of confidence and communication and language. The childminder's influence has had positive changes at home, such as improvements in children's eating habits.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder's home is highly inviting and stimulating. It provides an incredibly safe and comfortable environment that fosters curiosity and encourages exploration. The childminder ensures that she understands children's interests and developmental needs from the start and builds close bonds with children and their families. This helps every child feel secure, valued and happy. Children engage enthusiastically in purposeful learning. They choose activities independently, such as creating a home for a magnetic whale or carefully looking after pretend baby chicks in egg cartons. Children adore singing and story times. They feel

p.5

Inspector:

Marianne Brown confident to ask questions and make comments. The childminder uses every opportunity for teaching, taking children's learning to high levels by challenging and encouraging problem- solving. The childminder provides regular opportunities for children to experiment with self- expression through role play, singing and movement. Children like to retell stories during role-play games. The childminder closely supports children's attention, listening and engagement by pausing and asking questions or making helpful comments. She gives children the time and space to speak and express themselves. Children therefore feel heard and valued.

p.6

Inspector:

Children are encouraged to be independent from an early age and learn useful life skills, such as putting on their shoes and self-serving their food. The childminder and any assistants that she works with model exemplary behaviour, which nurtures respect and kindness. Children understand the consistent routines and enthusiastically tidy up and help set up during transitions. The childminder offers an ambitious curriculum and enriches children's learning beyond the home. She takes children to the local parks and library, adding depth and variety to their learning. All children are well prepared for the next stage in their education, as the childminder ensures that any barriers to their learning are promptly identified, understood and addressed.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing that they may care for in the future.

p.6

About this inspection

The inspector spoke with the childminder and viewed written feedback from parents during the inspection.

p.6

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.

p.6

Address:

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8