Ashplant, Meghan Ruth Jean

Childminder

Unique reference number (URN): 2802252 Registered with Ofsted: 13/09/2024 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 Strong standard

Children develop skills, knowledge and a joy in learning that prepare them for their next stage of education. All children, including those with special educational needs and/or disabilities, make rapid progress from their starting points. Children are confident and independent learners, who show high levels of resilience and perseverance as they play. They solve problems and work collaboratively with others. For example, when younger children find it difficult to open the door of the playhouse, older children rush to help them.

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Achievement Strong standard

Children are enthusiastic and confident communicators. They share their thoughts, ideas and opinions with such excitement. Younger children show their excitement at the opportunity to use a hosepipe to water flowers they planted after they had chosen them at a local shop. Children use new words they have learned as they play. For example, they jump up and down as they shout 'more' water. Older children show knowledge of parts of a flower as the childminder revisits prior learning with them.

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Achievement Strong standard

Children's personal, social and emotional skills bloom. As they play, they seek help and support as they need. Children develop an understanding of how their own choices can affect the behaviour and emotions of others. For example, children immediately follow the childminder's example, sharing their shapes and finding joy in their friends' smiles as they do so.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a learning environment that is positive and inclusive. As children sit for a group time, she is mindful of children's positioning so they can all fully access and participate in the activity. The childminder adapts routines and activities to best support children. For example, as the weather is hot and humid, the childminder chooses to provide children with opportunity early in the day to play in the garden before temperatures and ultraviolet levels peak. She takes children's water bottles outside and places them under the shade of the gazebo. Children enjoy resting and resetting as they sit in the shade and enjoy their cool water drinks as they look at story books. The childminder speaks with them about their feelings and how getting too hot affects them, so resting and drinking lots of water are important.

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Behaviour, attitudes and establishing routines Strong standard

The childminder helps children to understand expected behaviours. She supports children to grow positive attitudes to learning. From an early age, children learn to share, take turns and treat others with kindness. Children respond enthusiastically to the childminder's encouragement and praise and this promotes further engagement. Their confidence and emotional wellbeing is a priority for the childminder. Children show high levels of self-worth and a real belief they can do anything. As children transition inside from the garden, they line up and wash their hands with soap. Even the youngest children show determination in independently using the lever to make water flow and wash their hands on their own. The childminder models effective handwashing strategies, which children apply well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds very close bonds with children. This helps children to feel happy, safe and secure in her care. The childminder establishes consistent and effective routines that help children to feel secure and confident. The childminder works closely with parents and carers, encouraging regular attendance. She highlights to parents how well this supports their children's development.

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Children's welfare and wellbeing Strong standard

The childminder supports children's wellbeing to excel. She provides cuddles, praise, reassurance and encouragement consistently. Children develop a deep understanding of kindness and care. The childminder consistently speaks with children about their actions and feelings, both their own and those of others. For example, when children help each other to put their sun hats on, the childminder praises their thoughtfulness. She comments how happy they have made their friends by helping them.

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Children's welfare and wellbeing Strong standard

Children gain an understanding of the positive impact of physical activity as they enjoy frequent learning activities outside that help their wellbeing. The childminder supports children to develop an understanding of managing their own personal safety. She teaches strategies for walking safely up the garden steps and children follow these instructions carefully.

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Children's welfare and wellbeing Strong standard

Children clearly feel happy and demonstrate a real sense of belonging in the childminder's home. The childminder promotes children's physical health and wellbeing throughout the day. At snack time, children sit together at the table, creating a positive social experience where they learn routines, independence and interaction skills. Before children eat, the childminder models and promotes positive hygiene habits as she washes her own hands thoroughly and supports children to do the same. As children eat, the childminder speaks with them about the positive health effects of eating fruit and drinking milk. Once children have eaten, the childminder supports children to develop self-care skills as they look at their own faces in a mirror and clean themselves after eating.

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Curriculum and teaching Strong standard

The childminder has a clear intent and vision for her curriculum. It is well sequenced and builds on children's current knowledge and skills. The childminder monitors children's progress robustly. She skilfully scaffolds and supports activities so they are inclusive and help every child to focus and engage in their learning. For example, as children enjoy water play, she speaks with children about boats 'floating' in the water and ones that are 'sinking'. The childminder models these words clearly and purposefully, and children copy her, using them as they play. The childminder extends learning as she narrates on their play. For example, she shows children 'little' beakers full of water and 'big' beakers full of water. Children observe with fascination as she pours her beaker of water in the funnel and it flows out the bottom. Children's curiosity grows and they eagerly investigate for themselves. This

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Curriculum and teaching Strong standard

helps to develop children's understanding of early mathematical concepts.

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Curriculum and teaching Strong standard

The childminder promotes children's communication and language skills as she plays alongside them. She models skills, names tools, narrates on their play and praises their creations. The childminder effectively supports those that work directly with the children to do the same. For example, children watch how to cut the dough into chunks and show enthusiasm when they hear it will be made into a 'sausage'. Children are excited by the idea and copy it. As children then enjoy cutting their dough with a play knife, they watch how they could also use scissors. They listen to instructions how to hold the tool. Children repeat 'snip snip' as they cut with their knife and they receive praise for their work.

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Curriculum and teaching Strong standard

The childminder provides daily opportunities for children's physical development to flourish. Children enjoy many outings in their community, such as walks to the local shops and visits to play parks and beaches. They play in the garden on ride-on vehicles as they travel around and use magnifying glasses as they search for bugs. The childminder plans activities such as these to help build children's understanding of the world.

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Inclusion Strong standard

The childminder prioritises inclusion and supports the development of every child in her care. She uses her observations and assessments of children's progress to identify gaps in their learning. Where needed, the childminder works with parents and carers to seek early help from outside agencies. The curriculum activities and experiences she plans build well on what children already know and can do. The childminder works well in partnership with parents and carers and communicates regularly to support a shared understanding of children's development. She supports parents well with guidance and ideas so they can best support their children's learning at home. The childminder knows children well and speaks with them about their day at the beach and special events, such as new babies joining families.

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Inclusion Strong standard

The childminder has a wealth of knowledge about support agencies that can help children's progress and development. This includes speech and language specialists and local authority advice services. The childminder follows teaching strategies they advise. This builds continuity in care for children. The childminder builds excellent bonds with parents and they greatly appreciate her support and expertise. The childminder takes part in regular professional development to ensure her knowledge and skills remain current and can best support children. She does not currently have any children in receipt of additional funding. However, she shows a clear understanding of the importance of using it to target supporting needs of children it is allocated to.

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Inclusion Strong standard

The childminder develops routines that consistently build all children's confidence and ability to manage change and regulate their emotions. She prepares children well for transitions, providing them with advance notice of transitions in a child-friendly and easy to understand way. Children delight in informing visitors 'one more play, then tidy' as they repeat the childminder's instructions. The childminder is consistent in including children in the care for their environment and the preparation in activities. This helps children's self-confidence and sense of belonging to thrive.

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Leadership and governance Strong standard

The childminder creates a calm, nurturing and organised learning environment, where children are safe, secure and highly valued. She has a clear vision for her setting and is aspirational for every child who attends. The childminder has a comprehensive knowledge of child development and has worked with children for a long time. She still recognises the importance of engaging in regular professional development to keep her up to date with how best to meet the learning needs of all children. For example, the childminder is soon starting a course on how best to support children with special educational needs and/or disabilities. The childminder provides guidance, training and supervision sessions to her assistants. This promotes consistency in care and a shared understanding of children's interests, characters and next steps. It also helps children to achieve and thrive in the setting. This prepares children well for future learning. The childminder is mindful of her assistant's wellbeing and

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Leadership and governance Strong standard

workload. They work in harmony together with great passion for their roles and this supports children well.

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Leadership and governance Strong standard

Communication with parents and carers is effective and consistent, helping to ensure continuity in children's care and learning. Parents appreciate the childminder. They value how well the childminder communicates with them about their children's progress and how they can further support their learning at home. The childminder provides guidance on promoting positive behaviours, toilet training and sleep routines and this supports children's learning and 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 settle happily in this warm and friendly childminding setting. They clearly feel safe, happy and excited to play and learn. Children eagerly join in with a good morning song, where they welcome and greet their friends. Children focus well as the childminder shows them photos. When children see themselves, they beam as they receive a welcome from the group. Children enjoy greeting their friends with a wave. They show familiarity and confidence in this routine.

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

The childminder supports children's learning by introducing new concepts, such as time, as they play. For instance, she tells them what the day of the week is. When children ask where missing friends are, the childminder explains they will be there 'tomorrow' and children clap with excitement. Children's independence skills flourish as they show skill and confidence in finding their sun hats and shoes for outside play. Children are motivated learners. They are curious and excited equally by new experiences and revisiting old ones. For example, children enjoy mark making with chalks. The childminder speaks with children about what they are drawing. Children show such excitement in their work that they eagerly continue to draw.

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

The childminder is responsive to children's needs and adapts learning experiences to build on children's interests. She provides consistent and high-quality teaching and, in turn, children show high levels of involvement as they play. Children enjoy learning experiences that prepare them well for their next stages of learning. As children play in the garden, they share and take turns with one another and thoroughly enjoy each other's company. For example, as children enjoy sending balls down a series of pipes, they watch with fascination as the balls travel down the course. When their friends join in with the game, they share and take turns without support. Children are keen to attend and spend time with the childminder, who promotes their regular attendance with parents and carers. This supports children's progress.

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Next steps

The childminder should ensure continued improvement in her successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistant and children during the inspection.

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday,Monday : 08:00 - 17:30

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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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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. 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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