Turner, Emma Louise

Childminder

Unique reference number (URN): 2777743 Registered with Ofsted: 08/03/2024 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, particularly those with special educational needs and/or disabilities (SEND), access opportunities to develop their speech and language skills throughout each day. They enjoy joining in a range of conversations and listen carefully to what they hear. Typically, children make continuous progress in their communication, and young children can communicate their wants and needs effectively.

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Achievement Expected standard

Children learn how to interact with animals. For example, the childminder supports children as they stroke the family dog. They learn to use gentle hands and approach the dog slowly so as not to scare him. These important skills help children learn to respect animals and other living things, positively impacting their social skills, interactions, and understanding of respect.

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Achievement Expected standard

Young children become independent very quickly. They learn how to put on and take off their own shoes, find their own belongings, and feed themselves with cutlery. This generally provides important foundations for developing their independence in preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes British values. For instance, she models using the phrases 'please' and 'thank you'. Children demonstrate their understanding of this as they talk respectfully and politely to their peers, such as asking 'please may I have a turn next?'. When children need additional support, the childminder uses visual props to enhance their understanding. For instance, a timer to support turn-taking on the swing.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind to each other. For example, they push each other on the swing, share resources and engage in imaginative play in small groups. Children kindly share resources and demonstrate respect for one another as they make each other 'tea' in the role-play area.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children's routine attendance is promoted and they attend their regular sessions. Consequently, children enjoy being at the setting and demonstrate positive attitudes to their learning and want to join in. They are excited to explore new activities and the childminder interacts well, supporting positive relationships between peers. The childminder recognises those children who may be facing barriers to learning, ensuring that they receive additional support when needed. For example, reminding them how to take turns or be kind to their friends.

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Behaviour, attitudes and establishing routines Expected standard

Occasionally, there are times when the routine is unclear and children do not always understand what is next. During these times, the childminder's interactions do not always support children's engagement and concentration to the highest standard.

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Children's welfare and wellbeing Expected standard

The childminder ensures children generally receive a healthy and well-balanced diet. She shares advice and recommendations with parents to encourage healthy packed lunches and children are given water to drink. Additionally, where children receive additional funding, this is sometimes used to provide healthy snacks and foods when needed. The childminder talks to children about the healthy foods they are eating. Furthermore, she grows fruit and vegetables with children and teaches them where food comes from and the benefits it has for their bodies.

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Children's welfare and wellbeing Expected standard

Children are provided with a range of outdoor experiences, and they typically engage in physical play, where they learn and develop their strength and physical abilities. For example, children demonstrate how they can hang, swing and spin from a low-level trapeze bar. The childminder talks to children about the importance of gaining strength and exercising.

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Children's welfare and wellbeing Expected standard

The childminder provides settling-in visits for all children, which have a positive impact on children's wellbeing and happiness at the setting. For example, young children are happy and confident in the childminder's care and develop secure relationships where they feel safe.

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Curriculum and teaching Expected standard

The childminder closely monitors children's progress, identifying gaps in their learning and development, particularly for those with special educational needs and/or disabilities (SEND). She plans clear next steps for children to work towards, building on what they already know and can do. For example, she provides outings to gymnastic classes and trips to local parks to support and extend children's physical skills and gross motor strength. This helps children make progress in their learning, and parents comment on the wonderful experiences they have at the setting.

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Curriculum and teaching Expected standard

The childminder plans effectively what she wants children to learn. Typically, children learn and achieve new skills. On occasion, the childminder is not always successful at engaging and focusing children's attention, and this can impact the learning taking place.

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Curriculum and teaching Expected standard

The childminder provides opportunities for children to develop their speech and language skills and social interactions. She models the language and confidence they need to communicate effectively. Children listen carefully and repeat her suggestions, asking 'please may I have a turn?' as they wait patiently for a toy.

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Curriculum and teaching Expected standard

The childminder teaches children early mathematical language and skills. For example, when exploring the play dough, children make a range of shapes. The childminder uses words such as 'long', 'round', and 'flat' to teach children about the range of characteristics. Additionally, she counts as children play, modelling basic number language and encourages children to recognise numbers on the timer and clock.

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Inclusion Expected standard

The childminder monitors children's learning closely and effectively identifies gaps in children's learning. Typically, the support she provides helps children to make progress in their learning, particularly when a delay has been identified. For example, speech and language skills.

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Inclusion Expected standard

The childminder has attended relevant training that has helped to develop her knowledge and skills regarding children with special educational needs and/or disabilities (SEND). For example, she has a clear understanding of how to support children's learning and progress within the setting, providing targeted teaching for specific areas of learning. Where children lack speech and language skills, she provides opportunities to hear and speak clear words and sentences. Additional funding is allocated effectively to help reduce barriers to learning that children may face. For instance, she provides new experiences for children, such as forest school and gymnastics classes, who would otherwise not receive these opportunities.

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Inclusion Expected standard

Generally, the childminder has a clear knowledge of how to complete referrals and who to contact for additional support and help for children at the setting. She shares relevant and up-to-date information with parents to help them understand how children are achieving. Relevant referrals are completed, and advice is shared and used to support children's progress.

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Leadership and governance Expected standard

The childminder has only been open for a very short period of time and children at the setting are very new. Therefore, she is still getting to know the children in her care and adapting her practices to meet their needs effectively. Parents provide positive feedback on the setting, commenting on the childminder's effective communication methods and the sharing of information. This helps parents to understand what children are learning at the setting and share their achievements. The childminder provides ideas for parents to use at home, such as reading and supporting language development. This maintains children's continued progress and home learning opportunities.

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Leadership and governance Expected standard

The childminder reflects on her practice and adapts the environment to meet the needs of the children in her care. For example, she has recognised how children with special educational needs and/or disabilities require a more focused approach to their communication and language development and provides resources to support this. She attends training that generally supports children who are attending the setting. For example, the childminder has attended training on teaching and learning, which has extended her teaching skills and positively impacted children's development and progress.

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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 at the setting. They look to the childminder for reassurance, for instance, when meeting new people. They are confident to talk, interact and ask the childminder for help when needed. Children develop relationships with their peers and demonstrate respect and understanding towards their friends. For example, they make space on the swing and invite their friends to join them so they can play together. Other children help to push the swing for their friends.

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About this setting

Unique reference number (URN): 2777743 The childminder welcomes children into the setting and prioritises transitions. She gathers information from parents to support her understanding of children's needs. This helps children to settle quickly and develop a secure attachment with the childminder.

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About this setting

Children typically develop their physical abilities and fine motor skills as they explore. They use a range of tools and strengthen hand muscles as they manipulate the play dough. Gross motor development opportunities are well planned and provided using a range of equipment. For example, the childminder provides stepping stones to help children develop their core strength and balance. She teaches and extends children's skills. For example, children confidently hold onto the wall to balance across the stepping stones. She moves the stones further away to provide appropriate challenge for children and develop their skills further. Scaffolding of children's learning helps them make steady progress, and, in general, they achieve well.

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About this setting

Young children begin to develop the foundational skills they need in preparation for school. For example, they become increasingly independent as they find their own belongings and begin to dress themselves. Additionally, they confidently make choices about their play and learning and share their experiences with their peers.

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Next steps

The childminder should continue to establish clear routines to support children's engagement and concentration skills to a high standard.

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About this inspection

The inspector spoke with the childminder and children and took account of parents feedback 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 16:30,Thursday,Friday : 09:00 - 14:00

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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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