Spence, Eleanor Frances

Spence, Eleanor Frances

Unique reference number (URN): 2770948 Address: The Rectory, Essington, NORTH TAWTON, EX20 2EX Type: Childminder Registered with Ofsted: 05/02/2024 Registers: EYR, CCR, VCR Registered person: Spence, Eleanor 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

All children make progress from their starting points. Overall, children are prepared for the next stages in learning and development. For example, children learn to do things for themselves, such as putting on their own coats and shoes to go outside. Younger children build the confidence to share their needs with adults so they are ready for bigger settings with more staff, such as nurseries and schools. Older children develop a love of books and enjoy singing songs which supports their communication and language and early reading skills. For instance, children learn to retell stories and talk about what is happening to the characters in stories. They enjoy role playing and making up stories and events of their own. Although for some children progress is not as swift in some areas as others. When there are barriers to learning, gaps are closing and children make progress.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the behaviours expected of them and the childminder has clear rules and routines in place. For example, children tidy up the toys when then childminder informs them it is time to pack away. Children show routines are embedded by putting away the items and singing 'it's tidy up time'. The childminder has high expectations for children's behaviour. She offers gentle reminders of the rules she has in place and provides positive praise to ensure children understand and follow these expectations. The positive praise effectively reinforces the behaviour she expects from children. The childminder adapts her approach for children who require intervention and support with managing their behaviours, although for some children this is still being developed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder teaches children that we need to be 'kind' to each other and how to care and think of something other than themselves. For example, children learn how to care for the family rabbits and how to be gentle and stroke them correctly. The childminder builds positive relationships with children by getting to know them before they start. She works hard to build secure relationships with children, recognising that strong attachments are essential for their sense of safety and wellbeing. She is attentive to children and offers care through cuddles and reassurance. The childminder values children's needs. For example, she recognises when children are hungry or tired and adapts the routines to keep children settled and happy. She ensures that children attend regularly and benefit from the experiences and interactions offered.

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Children's welfare and wellbeing Expected standard

Children learn effective hygiene practices, such as washing their hands before handling food. The childminder has high expectations for children's self-care and provides appropriate levels of support based on their age and abilities. For example, she encourages toddlers to put on their own shoes by prompting them with clear language and supports them when they say, 'I can't do it.' She reminds them of the steps they need to take to succeed, and children respond with excitement, saying, 'I did it, I did it.' This helps to build their self-esteem and confidence to keep trying. The childminder supports children's health. Children benefit from the nutritional foods she provides at snack and lunchtimes. They learn what foods do for their bodies. For example, the childminder teaches children that cheese gives us protein for healthy bones. Children develop a love of a wide variety of foods which supports eating habits and positively impacts

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Children's welfare and wellbeing Expected standard

the healthy foods they independently choose at home. Mealtimes are organised to develop and promote children's social skills. For example, children sit with other children and adults while they eat and talk about their lives and what they have done that day. They learn to sit and say 'please' and 'thank you' and build skills of how to interact respectfully. The childminder plans to promote children's physical skills. For instance, she takes babies outside into the garden and to local nature reserves to work on their balance and co- ordination on uneven grounds.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn and the curriculum she provides. She knows how to build on children's existing skills and adapts activities so that all children can access learning, regardless of their age or stage of development. For example, during a pizza-making activity, she offers physical challenges for toddlers by encouraging them to add toppings using spoons, while supporting babies to develop their fine motor skills by allowing them to use their fingers.

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Curriculum and teaching Expected standard

The childminder focuses on securing important skills and development essential for future learning. For example, she teaches children to think about how they feel and the effects of their actions on others. She prioritises the development of physical skills such as developing balance and strength. The childminder supports children's mathematical development effectively through precise interactions and adaptations. For instance, she uses timely interventions and questions during children's play with dinosaurs to teach them about big and small and ordering sizes. She supports children to learn early counting skills and models how to count accurately. When children miss-count, she spends time modelling and developing their understanding of number to ensure they have built on their previous knowledge.

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Curriculum and teaching Expected standard

Children build their vocabulary and develop their listening skills. For instance, the childminder introduces new words to children throughout the day and on outings where children learn the names of animals and plants. She teaches children to listen to her instructions and think about what she has asked them to do. This supports children to understand how to focus, to listen when others are talking and respond appropriately. The childminder does not consistently model accurate language to support children's developing vocabulary. When children pronounce words inaccurately, these are not always corrected or extended. For example, when a child says 'mato', the childminder repeats 'mato' rather than modelling the correct pronunciation.

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Inclusion Expected standard

The childminder monitors children and identifies gaps in their learning and development. She observes and assesses children and identifies next steps to support their progress. While she seeks advice from experts and asks for support, she does not always proactively secure the training and guidance needed to be highly effective. For example, although she meets with local authority professionals for advice, she does not consistently follow up on documents and support they have offered to share.

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Inclusion Expected standard

Children's progress is shared with parents through daily discussions and termly summaries. However, partnerships with parents are not always as effective and impactful as they could be. While the childminder works with parents and other settings when there are barriers to learning, she does not always clearly communicate the extent of gaps in children's development. As a result, parents are not always fully aware of the urgency for higher-level interventions or the need for consistent approaches.

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Inclusion Expected standard

Although children make progress and interventions are put in place, these are not always applied consistently or effectively enough to fully maximise children's progress.

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Leadership and governance Expected standard

The childminder typically identifies where she needs further support and guidance in her practice. For example, she selected training, researched and implemented effective strategies for children to separate positively from parents. She completes all mandatory training, such as paediatric first aid and safeguarding training to support and update her knowledge and ability to keep children safe. She makes improvements to the setting to further meet the needs of the children who attend and better deliver her planned curriculum. For instance, she is creating a forest school area with a fire pit to extend children's confidence and understanding of how they can assess risks and keep themselves safe.

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Leadership and governance Expected standard

The childminder typically works effectively to support children with special educational needs and/or disabilities (SEND). For example, she works with parents to support children who are struggling to potty train and offer advice and signposting to research. She passes on concerns to parents and attempts to speak to other settings children attend. However, she is not always pro-active in ensuring that they work together with consistent approaches immediately to maximise children's progress and close gaps even faster. Also, she asks for support from experts but does not ensure that they pass on ideas and the information she needs quickly to have the desired impact on children's learning and 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 are happy and settled in the childminder's nurturing care. They benefit from the childminder ensuring the garden and other spaces are safe and suitable, allowing them to play with freedom and curiosity. Children build independence skills and begin to do things for themselves, preparing them for later learning. They learn to wash their hands and make choices independently. For example, they confidently choose what they would like on their dough when making homemade pizzas for lunch. Children share their thoughts and ideas about which ingredients they like and those they do not.

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

Children make progress, including those with barriers to learning. However, for some children, this progress is not as swift as it could be. Children benefit from a curriculum based on their interests and needs. The childminder identifies gaps in their learning and experiences and plans to build and widen children's knowledge and understanding across all areas of the early years curriculum and the world around them. For instance, children who spend more time indoors when not at the setting are provided with daily outings to extend their physical skills, including time in woodlands and open spaces. The childminder also implements a curriculum that supports children's healthy habits. They learn about the importance of brushing their teeth and how to do this effectively.

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

Children benefit from the care and reassurance provided by the childminder. They build positive relationships with her, her family members and other children. The childminder shares the importance of regular attendance with parents before children start. She works with parents when children would benefit from additional sessions and offers a flexible approach to meet their needs. For example, she offers more sessions for babies who find it

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Address:

The Rectory Essington NORTH TAWTON EX20 2EX

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Address:

Registered person: Spence, Eleanor Frances difficult to separate from their parents at other settings, helping them to build confidence and feel secure in her care.

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Next steps

The childminder should improve communication with parents and other settings children attend for children with gaps in their learning and development to ensure maximum progress for every child. The childminder should develop training to further support children's individual needs and to further support children with special educational needs and/or disabilities (SEND). The childminder should model accurate pronunciation consistently to further support children's developing speech.

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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. Register(s): EYR, CCR, VCR

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About this inspection

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

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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

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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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