Eccles, Lauren Marie

Childminder

Unique reference number (URN): 2753989 Registered with Ofsted: 07/12/2023 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 Strong standard

Children flourish at this setting. They develop highly positive attitudes towards joining in and trying new things. They evidently make excellent progress from their starting points. Children benefit from any gaps in their learning being swiftly identified and skilfully supported. They are highly articulate and constantly engage in purposeful conversations. Children confidently discuss their age, birthday and favourite toys. They also discuss their favourite books and recent trips in the local community with enthusiasm. Furthermore, they demonstrate a great breadth of language as they discuss how flowers and trees need sun and water to grow.

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Achievement Strong standard

Children use lots of mathematical language as they explore a water wall with different containers and recall making play dough. They also identify different shapes and make comparisons as they play. In addition, children display impressive levels of focus and concentration as they play outdoors. The spacious and well-equipped garden fosters children's exploration and learning extremely well. Children also demonstrate excellent independence skills as they make choices about their play. All children gain the confidence and knowledge they need to prepare for their next stage of learning and eventual move on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is a very positive role model and has high expectations for children's behaviour. She is very encouraging and offers frequent praise to help to build children's self- esteem. As a result, children behave extremely well and are confident, polite and respectful. Children evidently build warm and trusting bonds with the childminder and each other. They are clearly thriving in such a supportive and nurturing environment. Children show excellent levels of engagement as they explore and play. This positively contributes to a happy and harmonious atmosphere. The childminder is highly attentive and encouraging. She provides excellent levels of support and gives gentle reminders to help children develop positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Children listen extremely well, take turns in conversations and cooperate beautifully with each other. They also show excellent understanding of the boundaries at the setting. The childminder embeds highly effective routines successfully to help children feel secure and understand what comes next. Children follow routines very well and confidently discuss the sequence of the day. Furthermore, they help to tidy up throughout the day and understand the importance of treating the toys and resources with respect. The childminder recognises the importance of promoting regular and punctual attendance. This provides consistency and enables children to benefit fully from the learning opportunities.

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Children's welfare and wellbeing Strong standard

The childminder places great emphasis on promoting children's welfare and wellbeing. She is highly responsive to children's differing needs, backgrounds and personal circumstances. There are very well-established and highly effective processes in place to support children to settle in when they join. Consequently, children and parents form highly trusting relationships with the childminder. Children are superbly supported to keep themselves safe and healthy. They follow excellent hygiene routines, such as washing their hands before snacks and meals. In addition, their independence is fully fostered throughout the day as they prepare their own snack and get dressed for the garden by themselves.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles in a highly successful way through discussions and projects about food and wellbeing. She also works in close partnership with parents to ensure their children's packed lunches are balanced and nutritious. Children are very well supported to learn about positive oral health habits. They use a range of resources and have frequent discussions about the importance of making healthy food choices and developing positive oral hygiene routines.

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Children's welfare and wellbeing Strong standard

Children have daily opportunities to be active outdoors. They frequently visit local parks and local places of interest. This helps to broaden children's experiences and supports them to learn about the world beyond the setting. Children also have brilliant opportunities to develop their physical skills and curiosity in the childminder's spacious and welcoming garden. They show excellent skills of independence and happiness as they fill up their own watering cans and help out in the garden. This positively contributes to promoting children's emotional health, physical skills and wellbeing.

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Curriculum and teaching Strong standard

The childminder implements a highly ambitious and well-sequenced curriculum that builds on what children know and can do. She knows children extremely well and plans a range of engaging activities based on their interests or gaps in their learning. The childminder makes learning extremely fun. Children delight in making different shapes with play dough and confidently recall how they helped to make it.

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Curriculum and teaching Strong standard

Children have excellent opportunities to learn and explore outdoors and lead their own play. They show extremely positive engagement when painting at an easel and when writing the initial letter of their name with chalks. This fosters their fine motor skills and early literacy skills. Children also have exciting opportunities to learn about others' lives different to their own. This is apparent when they participate in food tasting and making lanterns to explore Lunar New Year, and henna hand painting when learning about Eid.

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Curriculum and teaching Strong standard

The childminder creates an environment rich in language for children. She constantly speaks to them and explains the meaning of new words and concepts. The childminder successfully weaves in positional and mathematical language as children play. She offers thoughtful explanations and helps them to make connections to their prior learning. The childminder views children as capable learners and constantly extends and stretches their learning in a fun way.

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Inclusion Expected standard

The childminder provides a welcoming and inclusive environment, where every child is valued and supported to feel a real sense of belonging. She ensures her settling-in process is gradual and takes time to get to know each child and their family. The childminder uses this time to understand each child's routines, interests and unique circumstances to support their needs effectively. She carries out regular observations and uses these, alongside information gathered from parents and carers when children start, to support children's learning and development.

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Inclusion Expected standard

The childminder does not currently have any children with special educational needs and/or disabilities on roll. However, she has previous experience of providing additional support and making adaptations to meet children's differing needs. The childminder discusses the importance of early identification and working in close partnerships with parents and other professionals when supporting children who require extra support or adjustments. Furthermore, she understands the importance of ensuring funding is used well to help to close any gaps in children's learning and development. In addition, the childminder demonstrates a clear understanding of the importance of regular information-sharing and collaborative working when supporting disadvantaged children or those known or previously known to social care.

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Leadership and governance Expected standard

The childminder knows her children and families extremely well and has a clear understanding of the context of her setting and the needs of her different families. She closely monitors children's attendance, progress and the overall quality of her setting extremely well. The childminder accurately identifies the strengths and further areas for development in her setting.

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Leadership and governance Expected standard

The childminder works in close partnership with parents and carers. This starts right at the beginning when she gains insightful and important information about children's interests, routines and development. She also shares frequent updates on children's progress and development throughout the year. Parents express very high levels of satisfaction with the provision. They comment on the highly nurturing and supportive environment as a highlight. However, the childminder has not consistently built on this partnership even further to strengthen children's learning to an even higher level, such as by exploring further ways to support children's home learning. Furthermore, despite the childminder's successful teaching strategies, she would benefit from further extending her professional development to fully maximise her knowledge and skills.

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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 a nurturing and stimulating environment. Their individual needs, interests and abilities are met in a highly effective way. Children build extremely secure relationships with the childminder and their peers. It is evident they feel happy, safe and secure. Children play extremely well together. They listen, take turns and are considerate during their play. Children show excellent levels of curiosity and interest. They enjoy learning through play and join in with enthusiasm. For example, children excitedly explore a farmyard sensory tray. They show a deep knowledge when naming a range of baby animals, such as

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About this setting

'calf', 'piglet', 'duckling' and 'chicks'. They also display excellent levels of independence when playing with a water wall in the garden. Children independently fill up watering cans and transport water across the garden. This supports their physical skills, coordination and early mathematical skills.

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About this setting

Children develop excellent communication and language skills. This is because the childminder models new language, asks open-ended questions and encourages children to expand on their responses when engaging in meaningful conversations. Children also delight in reading books with the childminder. Throughout stories, she skilfully asks questions to develop their thinking and prediction skills. This helps children to develop a love of reading and gain confidence in their early literacy development.

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About this setting

Children benefit from fun and engaging outdoor experiences that extend their learning and social development. Visits to local parks and stay-and-play sessions help children connect with the wider community and build confidence in different environments. Children engage in a range of educational projects such as learning about spring. They confidently recall a recent nature walk and how they saw daffodils, crocuses and dandelions. Children also show a sound understanding of the days of the week and months of the year. For example, they happily sing songs and talk about the weather and different seasons.

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Next steps

The childminder should strengthen how she supports children to engage in home learning to support their learning and development even further. The childminder should build on her professional development opportunities to enhance her knowledge and skills to ensure the very best outcomes for children.

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About this inspection

The inspector spoke with the childminder and children during the inspection, and considered written feedback from parents and carers 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. Unique reference number (URN): 2753989

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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