Richardson, Lynne Marie

Childminder

Unique reference number (URN): 2760519 Registered with Ofsted: 14/02/2024 Registers: EYR, CCR, VCR

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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 make sound progress from their starting points and develop knowledge and skills at appropriate levels across all 7 areas of learning. Children's communication and language development is supported well, often through modelling. For instance, when on a community walk, children learn there are 'barely' any clouds in the sky and know how this means not many at all. Consequently, children learn new words and how to add these appropriately to their own vocabulary. Children benefit from positive interactions and enjoy an abundance of enthusiasm and praise. This helps children to establish positive relationships and promotes them playing harmoniously and working collaboratively with their peers. Children's independence skills are well supported. The youngest children learn how to attend to their own needs, such as washing their hands and putting on shoes and coats as soon as they can. This ensures that children are prepared for the next stage of their learning journey, all

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a warm and welcoming environment. She has formed strong bonds with the children and their families. Consequently, children arrive and settle with ease, seamlessly accessing the toys and resources that suit their preferences and stage of development well. The children benefit from the regularity of embedded routines. For example, they know to sit on the step to put shoes on, to tidy up before moving outside to play and how to prepare for snack time. These routines help children to feel secure and self- assured.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model for the children, with clear rules and expectations of behaviour in place. They benefit from her calm approach and treat each other with kindness and respect. They enjoy playing games and sharing stories together with the childminder, who uses these opportunities to support children's sharing skills and use of manners during these times. Parents are supported in understanding the importance of regular attendance to help children settle swiftly and engage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acknowledges children's attempts and achievements, frequently praising these with enthusiasm. For instance, when children attempt to move themselves on ride-on vehicles outside independently for the first time, the childminder cheers and claps with gusto. This results in children feeling proud of themselves and gaining confidence in their own abilities, promoting positive self-esteem and positive mental wellbeing.

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Children's welfare and wellbeing Expected standard

The children have built secure relationships with the childminder, who attends to their needs sensitively and in a timely fashion. For instance, children who are shy and withdrawn are offered hands to hold and laps to sit on, providing reassurance and promoting wellbeing. She frequently offers children support and advice as well as praise, encouraging children to feel emotionally safe. The childminder has embedded daily routines that help children to feel secure. She is attuned to their needs and adjusts these accordingly. For instance, when children have had a busy weekend, nap time may be earlier or snack time sooner. Children's safety is paramount. Children know when to hold hands, when and where they are able to run safely, and when they need to stop and wait to remain safe on walks in the local community.

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Children's welfare and wellbeing Expected standard

Good hygiene routines are embedded. Children know to wash their hands when returning from outside play and before eating snacks and meals. The childminder talks to the children about healthy eating, such as consuming plenty of fruit and vegetables. She ensures that they have time outside daily to benefit from the fresh air and to be physically active. Consequently, children are gaining a sound understanding of the importance of making healthy choices.

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Curriculum and teaching Expected standard

The childminder designs her curriculum to suit the individual needs and preferences of the children. She ensures that they feel safe and at ease in her home-from-home environment. She gets to know children's interests using an 'All About Me' book completed by parents before they start. She understands the importance of adapting her provision to help children settle and gain full access to her curriculum. For example, she supports children in gaining independence skills through lots of praise and encouragement throughout the day to support less confident children. This helps all children to gain a sense of belonging from the early stages, supporting self-confidence and the ability to begin learning.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure knowledge of child development. Activities such as making play dough shapes support children's mathematical and language development through play. The children explore different textures and words to describe these while sorting colours and shapes, as well as counting the number of items made.

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Curriculum and teaching Expected standard

The childminder is reflective in her practice and has a secure understanding of the quality of her teaching. After initial assessments have been completed by the childminder, children's starting points are identified in unison with parents. These, alongside frequent observations, help the childminder to identify any gaps in children's understanding, as well as their next steps. Although these next steps are clearly identified and planned for, developing current teaching to extend these next steps would support children's progress even further.

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Inclusion Expected standard

The childminder understands how additional funding supports disadvantaged children. She assesses the individual needs of children and plans how to make best use of funds to benefit children. She has purchased additional resources such as books for use at the setting and for the children to take home to promote their communication and language skills.

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Inclusion Expected standard

The childminder currently does not have any children on roll with special educational needs and/or disabilities. However, she has previously worked with children who have barriers to learning. She demonstrates a sound awareness of being able to identify emerging additional needs and has clear procedures in place to support children. These include communicating openly with parents and supporting them through any referral processes. The childminder is dedicated to working in partnership with parents and other professionals to best support children. She makes necessary adaptations to her practice and setting to promote equality in her provision so children can progress in her care. For instance, she limits attendance at busy groups to support children who find this overwhelming and, instead, offers a smaller group environment with local childminding colleagues until children are ready.

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Leadership and governance Expected standard

The childminder is dedicated to delivering an ambitious vision for her setting. She is reflective in her practice and has a secure understanding of her strengths and areas for future development. She accesses regular training to keep her knowledge and skills up to date. Additional decisions about training opportunities are informed by her experiences and knowledge of the children. The childminder reflects on any training attended and consequent changes implemented in her practice, including how to make best use of additional funding to support individual children's needs and progress.

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Leadership and governance Expected standard

The childminder is supported by the local authority early years team through regular meetings and visits to her home. Here, professionals provide frequent feedback on the service that she provides and assist her in making decisions about future improvements. This helps her to develop and enhance her provision and provides her with support, ensuring her own wellbeing is prioritised.

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Leadership and governance Expected standard

The childminder works collaboratively with parents and has established effective and open methods of communication. She is particularly keen to support children who may face barriers to their learning, such as those who speak English as an additional language. She works closely with parents, providing support to close any emerging gaps in learning. She actively establishes and maintains positive relationships with other settings to further support continuity of care for all children.

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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 experience a calm and nurturing environment at the childminder's home. They are made to feel secure and well cared for throughout their sessions and swiftly build strong and caring relationships with the childminder. This supports children's emotional security, enabling them to develop a sense of belonging. Children freely access the activities and resources, with those less confident being reassured and supported with kind words and encouragement when required. Children are confident in their approach and are keen to show off their knowledge and skills. For instance, young children kick and throw balls with increasing accuracy, and others use utensils and jugs to pour and mix 'potions' in the outdoor area. Children's curiosity and early independence skills are supported well.

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

Throughout the day, children access a wide variety of stimulating activities. They maintain age- and stage-appropriate levels of concentration and enjoy their learning and play. The childminder knows the children well and plans activities that build on their starting points and spark interest. Future plans for the children are adapted to bridge any emerging gaps in skills or understanding. The childminder is highly sensitive to the individual needs of the children in her care and adjusts her timetable to support children's emotional wellbeing. Parents are made aware of the importance of regular attendance in supporting children's progress.

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

The childminder has developed a curriculum that is ambitious and engaging for all. She celebrates their achievements enthusiastically, leaving children feeling proud. The childminder communicates clearly and frequently with parents and other professionals to support consistency and continuity of care for all children. As a result, children learn well and enjoy their time, leaving the setting confident and ready for their next stage of learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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Next steps

The childminder should enhance teaching to focus more precisely on children's next steps to promote their progress even further.

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About this inspection

The inspector spoke to the childminder 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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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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