Tasker, Laura Jayne

Childminder

Unique reference number (URN): 2772180 Registered with Ofsted: 21/02/2024 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 progress across all areas of their development. Young toddlers are provided with the space and equipment they need to gain their core strength and balance. For example, they use low-level furniture to pull themselves up to standing and walking aids to support their first few supported steps.

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Achievement Expected standard

Children typically develop the skills they need in preparation for school. For example, toddlers learn to use the toilet independently, getting themselves dressed and washing their own hands. As children get older, they refine these skills, ready for the school environment.

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Achievement Expected standard

Children benefit from learning opportunities that extend on what they already know and can do. For example, children recognise colours and enjoy exploring coloured water and experimenting with mixing to extend that knowledge even further. Mark-making opportunities are provided throughout the day. Children learn how to hold their pen correctly and extend their drawing skills. For example, they join shapes together to form pictures, such as a house, and give meaning to their drawings. Younger children join in, practising their mark- making skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with a clear routine and this generally supports children's understanding of what is happening throughout the day and impacts on the positive behaviours children display. Additionally, she uses 'now and then' conversations to support children's understanding of what is happening next, for example, where a child struggles to transition during routine activities. At tidy up time, children help the childminder tidy away the resources. They talk together about the routine, 'first we tidy up, then we have snack, then we can play again'. This supports children's positive attitudes and behaviours.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of attendance and shares this with families when they first begin at the setting. This means, that all children attend the setting regularly and this impacts on the progress they make.

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Behaviour, attitudes and establishing routines Expected standard

Children are polite and respectful towards each other. They play collaboratively together, sharing ideas, resources and engaging in learning opportunities as part of a group. The childminder typically prioritises secure relationships and is responsive to children's needs. Additionally, she models social interactions, supports children to engage with peers and teaches important social skills to enable children to make friendships.

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Children's welfare and wellbeing Expected standard

Children begin to learn about emotions and name feelings. For example, they recognise different feelings in pictures of faces and can name some, such as, 'sad', 'cold', 'happy' and 'poorly'. This helps children begin to recognise and communicate how they are feeling. The childminder prioritises relationships with children, helping them to feel happy and safe in their environment. Settling-in sessions are provided and this helps children during the transition into the setting. Additionally, the childminder is responsive to children, recognising their feelings and providing reassurance through communication and physical contact to help children feel safe.

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Children's welfare and wellbeing Expected standard

The childminder shares relevant information and guidance with parents to support healthy mealtimes. When needed, the childminder speaks to parents and provides ideas and support for them to enable healthy diets for children. The childminder recognises that children's oral health is a concern in the local area. She has recently attended training to extend her own knowledge and skills in this area. She plans to introduce toothbrushing in the setting in the near future. The childminder recognises the impact of dummy use and has shared relevant information with parents to support children's oral health.

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Curriculum and teaching Expected standard

The childminder monitors and observes children's learning closely. She identifies clear next steps and plans meaningful learning opportunities to help them achieve these targets. Next steps in learning are clear and appropriate for children's age and stage of development. Where the childminder has identified barriers to children's learning or special educational needs and/or disabilities, she focuses her teaching accordingly, helping children to make continued progress in their learning.

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Curriculum and teaching Expected standard

The childminder uses every opportunity to teach and extend children's learning. For example, she points out the birds in the garden that are eating from the bird feeders that children have recently made. They talk about the birds and the childminder introduces new words, such as 'crow'. Additionally, she narrates children's play, initiates conversations and sings to children throughout their play and learning, providing a language-rich environment. The childminder uses questioning to test children's knowledge and find out more information. That said, questions are not always used effectively to support children to develop their own thinking skills.

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Curriculum and teaching Expected standard

Along with children and families, the childminder teaches children about religious and cultural events such as Diwali and Mos Nicolae. She has recently asked parents to supply family photos to support the teaching of diversity within the setting even further. Children begin to learn about the similarities and differences between them and develop respect for others.

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Inclusion Expected standard

The childminder recognises barriers to children's learning and plans next steps carefully to help them to overcome these barriers. For example, she understands the importance of building secure relationships to support children's sense of safety, happiness and confidence. This typically helps children settle well and build the foundations for future learning.

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Inclusion Expected standard

The childminder ensures additional funding is spent on resources that support children's individual needs. For example, supporting children's speech and language development with focused games and open-ended play resources. She uses these resources to promote language and conversation, modelling words and pronunciation.

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Inclusion Expected standard

Children's progress is monitored closely and the childminder plans clear and meaningful next steps in learning to support their continued development. Where emerging needs are apparent, the childminder plans opportunities to support children's development through focused learning. For example, where there is a delay with speech and language, the childminder offers high level interactions. She models and repeats words, initiates conversations and introduces frequent reading and singing times. This generally helps children make progress.

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Inclusion Expected standard

Referrals to other professionals are completed and the childminder works in partnership with parents to support children's progress within the setting.

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Leadership and governance Expected standard

The childminder shares lots of information with parents and other early years settings that children attend, regarding children's learning and wellbeing. For example, she gives face-to- face feedback to parents about their children's day and continues to share the achievements children have made in their learning. Further information to support home-learning opportunities is not always consistently shared to support continuous and consistent learning between her setting and home.

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Leadership and governance Expected standard

The childminder is reflective of her practice and aims to make continuous improvements to her provision to enable her to provide a high standard of care and learning for all children. For example, she has recently reviewed and adapted the books at the setting to encourage children's love of reading. Additionally, she reviews the outings she provides to ensure there is a range of experiences available that meet the needs of children in her care. This means learning opportunities are meaningful and effective. Furthermore, she attends professional development opportunities that are specific to the needs of the children. For example, recent training focused on speech and language development. This has enabled the childminder to support children's progress in this area more effectively.

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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 benefit from the childminder's engagement and responsiveness. They look to her for reassurance and comfort and this helps them to settle at the setting and feel safe and happy. Children develop their social skills from a young age. They independently engage in group play and share resources very well. On the rare occasion that children may have a disagreement, the childminder quickly and calmly intervenes and reminds children about her expectations to share and take turns with all resources. Children listen carefully and continue to play well. Various outings, including a range of playgroups, outings to the park, reading and singing groups, and forest school opportunities, provide children with opportunities to meet new people and build friendships with wider groups.

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

Children demonstrate a positive attitude towards their learning. They enjoy exploring their surroundings and engaging in a range of learning opportunities. For example, children are eager to join the childminder and help her build a tower. They enjoy including younger peers in their play as they invite babies to knock down the tower they have built. Furthermore, they listen carefully to the childminder and follow her instructions well. For example, they help to tidy up before mealtimes.

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

The childminder uses opportunities during children's play to introduce mathematical language. For example, she names the colours of resources and counts as children play. This helps to develop children's basic mathematical knowledge. Older children are provided with learning opportunities that extend their skills and knowledge in preparation for school.

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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

For example, they learn how to open food packets and containers, and extend their engagement and concentration skills in preparation for the school environment.

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Next steps

The childminder should further develop her use of questioning techniques to support children to think for themselves and share their own ideas. The childminder should enhance home-learning opportunities further to support children's continued progress.

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About this inspection

The inspector spoke with the childminder and children and took account of parents views 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. 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. 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 .

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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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