Spencer, Miranda Cordelia

Childminder

Unique reference number (URN): 2820634 Registered with Ofsted: 14/02/2025 Registers: EYR, CCR, VCR

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Leadership and governance Expected standard

The childminder has a clear vision for her provision and is ambitious for all children. She has a secure understanding of the early years foundation stage. The childminder draws on her professional knowledge and experience to create an inclusive environment where children, including those with special educational needs and/or disabilities, can engage and learn. She has a thorough understanding of emotional regulation. The childminder considers research about how children learn to develop her practice. This helps her to plan an environment where children can feel emotionally secure and ready to learn.

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Leadership and governance Expected standard

The childminder understands the importance of continuing to develop her professional knowledge. She undertakes specialist courses and keeps her mandatory training up to date. For example, she has completed training that recognises the impact of trauma and fire safety and keeps herself informed about changes to early years requirements. She uses what she learns to strengthen her knowledge and prepare effectively to meet children's needs. The childminder demonstrates secure safeguarding knowledge. She understands the signs that may indicate that a child is at risk of harm and knows the procedures to follow should she have concerns about a child's welfare. She understands her responsibility to record and report concerns and knows how to respond to allegations. The childminder recognises the importance of remaining alert to changes in children's behaviour and circumstances that may indicate that they need help or protection.

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Leadership and governance Expected standard

The childminder understands the importance of children's regular attendance and the safeguarding implications of unexplained or prolonged absence. She knows that children's attendance needs to be accurately recorded and that unexplained absences require timely follow-up with parents and, where necessary, emergency contacts. She understands the need to consider patterns of absence and take further action if these raise concerns about a child's welfare.

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Leadership and governance Expected standard

The childminder discussed her expectations for children's learning, behaviour and routines. She shares how she would find out what children know and can do and how she intends to use this information to shape their future learning. She recognises the importance of working closely with parents. She plans to share information about children's experiences and progress through daily discussions, regular progress reports and meetings. The childminder explains that she will offer parents practical ideas to continue children's learning at home and signpost them to specialist support when necessary. This partnership has the potential to support continuity in children's learning and reduce barriers they may face.

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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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About this inspection

The inspector spoke with the childminder 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 inspection

There were no early years children present and/or on roll at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment and any relevant documentation. When there are no early years children present, inspectors evaluate and grade only leadership and governance, as there is no reliable evidence from other evaluation areas through which to assess the impact on children. Registration date: 14/02/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:00 - 19:00

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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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