Roussel, Rose Sharon (KA Sharon)

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children flourish in the care of this highly experienced and nurturing childminder. She provides children with a home-from-home environment and builds warm and supportive bonds with them. Routines are well established, which help to foster children's independence. All children eagerly take on roles of responsibility, such as at mealtimes, cutting up fruit with child-safe knives, collecting empty plates and meticulously sweeping the floor after eating. The childminder gives generous praise, which helps build children's self-esteem and confidence.

p.2

The provision is good

The childminder knows children well. She gains useful insight from parents about children's home experiences on an ongoing basis. This helps children feel safe and comfortable and promotes their emotional well-being successfully. All children make consistently good progress, including those with emerging gaps in their development. The childminder treats children as unique individuals and uses all the information to tailor their care and learning needs. This is illustrated by the lively discussions she holds with children, who get excited when they spot deer and birds in the garden.

p.2

The provision is good

Children are motivated and enthusiastic learners. They sing wholeheartedly and respond readily to the childminder's instructions. The childminder's gentle manner and appropriate interactions support children to play harmoniously. She encourages older children to consider ways to include the younger ones in their games. Children are courteous and show respect towards others.

p.2

need to do better?

n The childminder is committed to driving continual improvement. She supports effectively any assistants she works with to develop their knowledge and skills further. For instance, she ensures that they attend mandatory training, such as safeguarding and first aid. They hold regular discussions to strengthen the provision, such as ways to improve their already good practice to promote even better outcomes for children. n Children's language development is prioritised. The childminder actively interacts with children and narrates what they are doing when engaged in activities, such as pizza making. Children carefully listen to instructions and follow all the appropriate steps. The childminder goes through each stage, providing them with the relevant words, such as, 'spread', 'sprinkle' and 'slice'. In this way, children's range of vocabulary is widened. n The childminder gives high importance to valuing children's home cultures,

p.2

need to do better?

languages and traditions. For example, she greets children with 'hello' in their home languages. They say 'bon jour' in French and in Punjabi they put their hands together, bow and say 'sat siri akal'. Children respond with smiles,

p.2

need to do better?

27 November 2024 showing a sense of pride. This raises children's awareness of the diversity of languages represented in the setting and in the wider world they live in. n The childminder's curriculum is ambitious and varied. For instance, there are many opportunities for children to develop their physical skills. The childminder regularly promotes children's creativity as they dance energetically to music from different cultures and various decades. She uses these experiences to enhance children's stamina and body coordination in a fun and exciting way. n The childminder has a firm understanding of the knowledge and skills children need to develop at each stage of their learning. She provides stimulating activities that support children's steady progress over time. However, occasionally, during group activities, her intended learning is sometimes too broad and covers a number of concepts in one go. In these situations, the

p.2

need to do better?

childminder does not always target children's specific learning needs precisely enough to build on what they already know and can do. This means children do not always make the best possible progress they are capable of. n The childminder uses the environment to develop children's early mathematical knowledge. For example, she encourages children to notice shapes around them and count different things they see, such as steps when they go upstairs for their nap. However, sometimes, the childminder is overly enthusiastic when setting mini challenges for older children. She is too quick to give children the solution and does not give enough time to process, consider their own ideas and apply their thinking. n Parents are overwhelmingly positive about the childminder. They value her warm and genuine interest in their children. Parents note their children's social skills are much improved since starting. Additionally, they highly appreciate the

p.3

need to do better?

photographs and videos documenting their child's time with the childminder. Parents use many of her ideas to continue supporting their children at home. This provides continuity in children's learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n refine and improve the planning and delivery of adult-led activities to build more precisely on individual children's existing knowledge and skills n enhance teaching to give children sufficient time to process their thoughts and ideas to develop their critical thinking skills further.

p.3

Setting details

Unique reference number 107944 Local authority Buckinghamshire Inspection number 10368610 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 27 March 2019

p.4

Information about this early years setting

The childminder registered in 1994. She lives in Hedgerley, Berkshire. She operates from 8am to 6pm, Monday to Thursday, all year round. The childminder works with an assistant. She provides funded early education to children aged nine months to four years.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on the children's learning. n The childminder and the inspector carried out a joint observation of a group activity. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

27 November 2024 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.

p.4

Inspection activities

27 November 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6