Mayne, Tracey Jane

Childminder

Unique reference number (URN): 2809387 Registered with Ofsted: 21/11/2024 Registers: EYR, CCR

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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 expected progress across the areas of learning and development. They develop the knowledge, skills and confidence needed for their next stage of learning. Children develop their communication and language skills through conversations, stories and interactions with others. They confidently share their ideas, express their needs and engage in discussions. However, at times, children's speech is not always easy to understand. This can affect how they communicate with others.

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Achievement Expected standard

Children develop positive relationships and show confidence within the setting. They learn to share experiences, build friendships and develop their personal, social and emotional skills. Children develop independence through managing their own needs, making choices and taking responsibility during everyday routines. They typically follow familiar routines and expectations and demonstrate positive attitudes towards their learning. However, at times, children do not always understand boundaries and expectations. This can affect their engagement in activities and use of resources.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and settled and develop positive relationships. They confidently seek support and reassurance when needed. Children learn to be kind and respectful towards others. They are encouraged to use good manners, such as saying 'please' and 'thank you'. They demonstrate kindness and a sense of responsibility. For instance, they help the childminder to carry and transfer water during outdoor play.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards learning. They are motivated, engaged and willing to try new experiences. Children show perseverance when faced with challenges and develop confidence in asking for help when they need it. They enjoy participating in activities and respond positively to encouragement.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from familiar routines that support their wellbeing, independence and sense of security. They understand expectations around everyday routines, such as washing and drying their hands. They take off their shoes after outdoor play. Additionally, they confidently take part in activities. Attendance is promoted through clear expectations shared with parents.

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Behaviour, attitudes and establishing routines Expected standard

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning, receive calm and nurturing support to develop their emotional wellbeing. However, the childminder does not always consistently teach and reinforce clear behavioural expectations. For example, when children throw resources, expectations for how resources should be used are not always reinforced at the time. As a result, children do not always develop a secure understanding of respecting resources and considering the safety of others.

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Children's welfare and wellbeing Expected standard

Children feel safe, secure and well cared for in the setting. They benefit from warm, nurturing relationships. They seek comfort and reassurance when needed. Children's emotional wellbeing is promoted effectively. They are encouraged to recognise and express their feelings. This helps them to feel valued and secure.

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Children's welfare and wellbeing Expected standard

Children develop healthy lifestyles and independence through everyday routines. For instance, they wash and dry their hands before preparing healthy snacks. They use child- friendly chopping tools to cut fruit, such as bananas and apples. Children learn about healthy eating through discussions about fruit. They are encouraged to try different foods. Furthermore, the childminder models healthy eating by eating fruit alongside children. This encourages them to make healthy choices.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe through practical experiences. For example, they are reminded to walk when carrying containers of water. They learn how to care for themselves in warm weather, such as wearing sun hats and taking regular drinks to stay hydrated.

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Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities and children who may be vulnerable or face barriers to their learning, benefit from nurturing care and secure routines that support their welfare and wellbeing. The childminder has secure arrangements for promoting safe sleep and managing allergies. However, the childminder does not always reinforce behavioural expectations. As a result, children do not always develop a secure understanding of respecting resources and considering the safety of others.

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Curriculum and teaching Expected standard

The childminder has designed a broad and balanced curriculum that builds on children's interests, developmental needs and next steps. She sequences learning effectively. She revisits learning, which helps to build children's knowledge over time. For instance, children's knowledge and understanding of the ocean are developed through connected experiences, such as under-the-sea stories, small-world play, creative activities and water play. This helps children develop their knowledge, vocabulary and understanding of the world around them.

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Curriculum and teaching Expected standard

The childminder provides a wide range of purposeful learning opportunities. Children develop problem-solving skills through activities such as construction, puzzles and magnetic counter boards, where they are encouraged to think, persevere and find solutions. Children develop mathematical understanding through practical experiences. For example, while transferring water using syringes, hoses and containers, children explore concepts including size, weight, capacity and volume.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development. She models language, narrates play, introduces new vocabulary and asks open questions to extend children's thinking. For instance, during under-the-sea activities, children learn new words linked to sea creatures and habitats, such as 'coral'. Children develop mark-making skills and coordination through experiences such as colouring sea creatures and creating jellyfish. They develop physical skills through opportunities to use scissors safely and outdoor play, such as running, balancing and developing strength. The childminder promotes independence by enabling children to choose resources, make decisions and develop skills at their own pace. However, the childminder does not always consistently reinforce clear boundaries and expectations, for example, when children throw resources during activities.

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Inclusion Expected standard

Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning or wellbeing, are welcomed and included in the setting. The childminder knows children well. She identifies their individual needs. She adapts experiences and provides support within the setting to help children participate and make progress. For instance, she recognises when children may need additional support with communication and language. She incorporates discussions, stories, questioning and modelling to encourage their development.

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Inclusion Expected standard

Overall, the childminder understands the importance of working with parents and other professionals to support children who may be known to children's social care. She understands that timely information sharing and partnership working are important to help reduce barriers to children's learning and wellbeing. However, although the childminder identifies children who may require additional support, particularly with communication and language, she does not consistently ensure that children receive timely support from relevant professionals. This means that children, including those with SEND, do not always make rapid progress.

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Inclusion Expected standard

Children benefit from an inclusive approach where they are supported to develop confidence, independence and positive relationships. The childminder works with other childminders and the wider community to provide opportunities for children to socialise, such as toddler groups, outings and shared experiences. This helps children to feel included and develop a sense of belonging.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership of the setting. She evaluates her practice to identify areas for improvement. She maintains clear policies and procedures and has secure oversight of children's care, learning and development. She ensures children receive consistent care within a calm and well-organised environment.

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Leadership and governance Expected standard

The childminder builds positive partnerships with parents. Parents speak highly of the care their children receive. They value being kept informed about children's progress and daily experiences. The childminder shares regular updates with families. This helps parents to understand and support their children's development.

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Leadership and governance Expected standard

The childminder works collaboratively with other childminders to enhance children's experiences. For instance, she arranges shared outings and opportunities for children to socialise with others, including forest walks and community groups. This helps children develop relationships beyond the setting and supports their sense of belonging.

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Leadership and governance Expected standard

The childminder has completed mandatory training. However, she has not yet undertaken further training opportunities to extend her professional development. She has identified future training, such as communication and language, to help strengthen her ability to support children with language delays.

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Leadership and governance Expected standard

The childminder is open to guidance and reflects on her practice. However, she does not always consistently work in partnership with external agencies to seek advice and support for children who may require additional help. Despite this, she recognises the importance of developing her knowledge further. She understands the value of working with others to improve outcomes for children.

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

Children are happy, settled and confident in the childminder's care. They benefit from warm, nurturing relationships with the childminder who knows them well and responds sensitively to their needs. Children confidently seek support. They share their ideas and approach new experiences with confidence. This demonstrates they feel safe, secure and valued.

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

Children enjoy a broad and engaging curriculum that supports their progress across the areas of learning. They are curious and motivated learners. They develop knowledge through well-sequenced experiences. For instance, they deepen their understanding of the ocean through a variety of activities. They develop problem-solving skills as they use construction resources and puzzles. Meaningful conversations and carefully introduced vocabulary help to extend their communication and language skills. Children develop increasing independence in everyday routines, such as confidently choosing resources and activities, preparing healthy snacks and washing and drying their hands. Children learn to manage risks appropriately as they use tools safely and carry containers and objects carefully. Children demonstrate emerging determination. The childminder supports them to solve problems independently before offering guidance when

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

Typically, children make progress from their starting points. The childminder understands their individual interests, needs and stages of development. She adapts experiences to help children, including those who face barriers to their learning, participate fully and achieve well. Children develop confidence, resilience and self-esteem through regular praise and encouragement. This helps them to persevere with new challenges.

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

Overall, children behave appropriately and show positive attitudes to learning. They are encouraged to be kind, use good manners and take responsibility for their environment. The childminder supports children's emotional wellbeing through calm, nurturing interactions. This supports them to recognise and express their feelings. Furthermore, this supports them to feel safe and emotionally secure.

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

Children benefit from opportunities to explore the community. Visits to beaches, country parks and toddler groups with other childminders help them develop confidence and social skills. Positive partnerships with parents help provide continuity in children's care and learning. The childminder promotes the importance of regular attendance. She has clear procedures to support children's consistent participation.

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Next steps

The childminder should strengthen partnership working with external agencies to ensure children who require additional support receive timely guidance and intervention. The childminder should establish and consistently reinforce clear behavioural expectations, so children develop a secure understanding of boundaries and appropriate behaviour. The childminder should strengthen further professional development opportunities to extend knowledge and support children's individual needs.

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About this inspection

The inspector spoke to the childminder and children 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 : 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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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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