Lloyd, Marie

Childminder

Unique reference number (URN): EY547104 Registered with Ofsted: 26/07/2017 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 positive progress from their starting points. They develop the knowledge and skills needed for future learning. Children benefit from experiences across all areas of the early years foundation stage. Children are curious learners, who enjoy exploring, asking questions and trying new experiences.

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Achievement Expected standard

Children develop communication skills through conversations, stories, songs and interactions. They learn new vocabulary and gain confidence in expressing their thoughts, feelings and ideas. Children develop physical skills through daily opportunities to be active. They become increasingly independent in managing personal care routines.

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Achievement Expected standard

Children develop early mathematical understanding as they count, compare and solve simple problems during everyday activities. They use their creativity and imaginations during their play. They learn about the world around them, such as through regular outings within the local community. Generally, children build securely on what they already know and can do. However, on occasion, learning targets are not broken down into smaller steps and adult-directed activities interrupt children's self-chosen play. As a result, opportunities for children to deepen and extend their learning are not always maximised. Children, including those who may be at risk of falling behind in their learning, develop the age-appropriate knowledge, skills and confidence needed for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, nurturing environment, where children feel safe, secure and valued. She has high expectations for behaviour. The childminder supports children to understand these through consistent routines and positive interactions. Children behave well and learn to play cooperatively with one another. Older children show care and consideration towards younger children, helping to create a harmonious environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds warm and trusting relationships with children. She takes time to get to know each child as an individual and uses this knowledge to support their emotional wellbeing. Children receive reassurance and comfort, when needed, and develop an understanding of their feelings. The childminder uses everyday experiences to help children to learn about emotions and the impact of their actions on others.

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Behaviour, attitudes and establishing routines Expected standard

Children generally demonstrate positive attitudes towards learning. They engage readily in activities and enjoy learning alongside their peers. The childminder works closely with other childminders to provide opportunities for children to experience larger group situations. Children develop confidence and social skills. They learn to take turns, follow simple rules and participate in games and activities within the local community.

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Behaviour, attitudes and establishing routines Expected standard

The childminder uses inclusive approaches to support children, who may need additional help with routines, behaviour or learning. She uses songs, signs and gestures to help children understand routines and expectations. The childminder promotes positive attendance. She works closely with families to address any barriers to regular attendance.

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Children's welfare and wellbeing Expected standard

Since her last inspection, the childminder has strengthened risk assessment procedures to enhance children's safety. For example, she has removed potential hazards from play areas and introduced additional daily safety checks. The childminder applies the same careful approach during outings, ensuring that risks are identified and managed effectively. Children are cared for in a safe and secure environment.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles. She helps children to develop habits that support their wellbeing. Children benefit from daily opportunities for outdoor play and visits to parks, woods and other community spaces. They develop physical skills, such as strength and coordination. The childminder provides healthy meals and snacks. She encourages children to learn about nutrition through conversations and opportunities to help prepare food.

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Children's welfare and wellbeing Expected standard

The childminder typically supports children to develop independence. Children confidently manage age-appropriate personal care tasks, such as putting on their shoes, applying sunscreen and accessing fresh drinking water. The childminder forms warm and nurturing relationships with children. She knows them well and helps them feel valued and secure. Children develop positive self-esteem and emotional wellbeing. Those children who experience delays in learning or development receive encouragement and support. This helps them to remain confident and included alongside their peers.

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Curriculum and teaching Expected standard

The childminder has developed a curriculum that reflects children's interests. It supports their learning across all areas of the early years foundation stage. The childminder uses regular outings and experiences to help children build their knowledge and make sense of the world around them. The childminder places songs, storytelling and communication at the heart of her curriculum. She uses stories, rhymes to develop children's communication skills and foster a love of books. Children join in with storytelling. They recall key events and use language confidently during play and interactions. The childminder supports children's understanding and communication effectively. These strategies help children to express their thoughts, needs and ideas with increasing confidence.

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Curriculum and teaching Expected standard

The childminder provides children with opportunities to revisit, practise and apply the knowledge and skills she teaches. Children use what they know during self-chosen play, helping to deepen their understanding and learning. However, on occasion, the childminder interrupts children's play to introduce adult-directed activities. This can reduce opportunities for children to become fully immersed in their own ideas, exploration and learning.

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Curriculum and teaching Expected standard

The childminder uses assessment effectively to understand what children know and can do. Since the last inspection, she has strengthened her use of next steps to swiftly identify children who may be at risk of falling behind in their learning. However, when identifying targets, she does not consistently break children's learning down into small steps. This means that some targets are occasionally too ambitious and do not build as precisely as possible on children's existing knowledge and skills.

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Inclusion Expected standard

The childminder is committed to ensuring that all children are included and receive support to achieve well. She works closely with parents and carers from the outset to understand children's individual needs. The childminder uses her knowledge of child development to identify emerging concerns. She shares information regularly with families and seeks support from other professionals when required. This helps to ensure that all children receive timely support and that parents are involved in decisions about their child's learning and development.

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Inclusion Expected standard

The childminder has high aspirations for all children and wants to make a positive difference to their outcomes before they move on to school. She adapts learning experiences to help children make progress from their starting points. Children who may need additional support receive timely help that is tailored to their individual needs. The childminder recognises that, on occasion, the targets identified for individual children are not broken down into smaller and more achievable steps. This does not help all children to build securely and consistently on what they already know and can do. The childminder has identified further professional development in this area.

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Inclusion Expected standard

The childminder uses signs, gestures and visual aids to support children's communication and language development. This helps children to understand routines, express themselves and participate fully in the provision.

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Leadership and governance Expected standard

The childminder has an accurate understanding of her provision and the positive impact it has on children's learning and development. She reflects on her practice and identifies clear priorities for improvement. Since the last inspection, the childminder has taken effective action to address previously identified weaknesses through professional development, reflection and changes to her practice. She acknowledges that further professional development will help her to refine aspects of the curriculum and teaching. For example, the childminder recognises that identifying learning targets that build more precisely on children's existing knowledge and skills will help them to sustain engagement in their play.

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Leadership and governance Expected standard

The childminder regularly evaluates her provision and seeks the views of parents and carers. She uses this feedback to make improvements and responds positively to changing requirements. The childminder reflects carefully on her workload. She prioritises professional development while maintaining the quality of care and education provided to children.

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Leadership and governance Expected standard

The childminder values professional collaboration. She works closely with another childminder to share ideas, review practice and share constructive feedback. This helps to keep the childminder's knowledge current and ensure her provision reflects changes in guidance and requirements.

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Leadership and governance Expected standard

The childminder establishes positive partnerships with parents and other professionals. She works with local authority advisers to strengthen her practice. The childminder shares information with schools to support children's transitions, including those children for whom may be at risk of falling behind in their learning or 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, confident and settled in this welcoming home-from-home environment. They develop warm and trusting relationships with the childminder, which helps them to feel safe and secure. Children enjoy their time at the setting. They eagerly engage in the activities and experiences on offer.

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

Children benefit from a range of high-quality resources that support their learning and development. They confidently make choices in their play. Children demonstrate high levels of independence in daily routines, including managing aspects of their personal care. They develop the skills needed for their next stages of learning. Children play and learn harmoniously alongside one another. They behave well, share resources and develop positive social skills through their interactions with their peers and the childminder. Children receive encouragement to express their views and make choices about their play and learning.

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

Children's wellbeing is promoted effectively. The childminder works closely with parents and carers to support children's individual care and developmental needs. This includes toilet training and developing children's self-care skills. Children learn about healthy lifestyles by helping to prepare nutritious meals and snacks and take part in daily physical exercise.

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

Children are listened to and receive support to communicate. The childminder helps children to express their needs, thoughts and feelings. Children confidently express their views and share their needs. Children who may be at risk of falling behind are swiftly identified. The childminder uses her knowledge of child development and works collaboratively with parents and other professionals. This helps to ensure that appropriate support is accessed when needed.

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Next steps

The childminder should strengthen opportunities for children to engage in sustained periods of self-chosen play, enabling them to deepen their thinking, extend their ideas and take greater ownership of their learning. The childminder should further refine children's next steps in learning so that they consistently build on children's existing knowledge and skills through smaller and achievable stages.

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About this inspection

The inspector spoke with the childminder and 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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