Chambers, Fleur

Chambers, Fleur

Unique reference number (URN): 111006 Address: 9 Chilsdown Way, Purbrook, Waterlooville, Hampshire, PO7 5DT Type: Childminder Registered with Ofsted: 25/08/1994 Registers: EYR, CCR, VCR Registered person: Chambers, Fleur

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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 benefit from a high focus on their communication and language skills. They develop effective conversation skills. Children receive plenty of time to think and answer questions. They learn confidently in a calm and nurturing environment. They also begin to build social skills in preparation for school. For example, children talk about the different friends they have made during their trips out with the childminder.

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Achievement Expected standard

Children gain expressive arts and design skills that allow them to explore imaginatively and creatively. For example, children retell stories, create their own narratives and confidently explore with a wide range of media and materials.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides an individual approach to children's behaviour. She recognises that children may need different strategies to support their understanding of rules and expectations. The childminder encourages children to understand the importance of respectful behaviour towards others and good manners. She teaches this through effective modelling. For example, the childminder frequently says 'please' and 'thank you' during conversations with children. Furthermore, the childminder plans activities to specifically support children to develop good social skills. She takes them out on outings to playgroups to interact with people from the community.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they are happy in the setting. They have meaningful and close relationships with the childminder as they invite her into their games and frequently engage her in conversation.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has positive partnerships with parents. She recognises that families have varying needs that may impact their routine and supports them accordingly. The childminder provides families with consistent and clear information about the importance of attendance and punctuality to support children's preparation for school.

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Children's welfare and well-being Expected standard

The childminder creates a warm and welcoming space, where children demonstrate that they feel safe. For example, they joyfully cuddle with the childminder and ask her to join in with their imaginative games. The childminder considers children's different cultural backgrounds when creating her inclusive environment. She encourages families to share information about the festivals they celebrate so that these can be represented in the setting.

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Children's welfare and well-being Expected standard

Children have secure relationships with the childminder. They play happily with her as she talks to children about their family and experiences outside of her setting. The childminder has started to implement teaching strategies that help children to understand their own feelings. For example, children look at a picture of different faces, and the childminder encourages them to think about how they are feeling.

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Children's welfare and well-being Expected standard

The childminder typically promotes good health. For example, she promotes regular physical activity and reminds children to wash their hands before eating. However, the childminder has not yet enriched the daily routine to provide children with consistent teaching about self-care and health so that children can begin to make healthy choices and decisions for themselves.

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Curriculum and teaching Expected standard

The childminder is thoughtful and reflective in her approach to children's learning. She designs a curriculum that provides children with teaching to prepare them for the next stage of their education. The childminder understands children's stage of learning and typically knows what children need to know next.

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Curriculum and teaching Expected standard

The childminder places a focus on children's communication and language development. She provides children with new words as they play games together. Children confidently demonstrate their understanding of the names of different animals and describe them with excitement. They explain that they know what a 'rhinoceros' and a 'hippopotamus' look like.

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Curriculum and teaching Expected standard

The childminder places priority on the development of children's early literacy skills. She ensures that they develop a keen interest in books and stories. This is demonstrated through children's enjoyment of books and their engagement with creating their own narratives imaginatively as they play.

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Curriculum and teaching Expected standard

The childminder plans activities that develop children's social skills. She does this by playing games that encourage turn-taking and planning trips to playgroups to meet with other children. The childminder typically recognises the importance of children's developing physical skills, and children visit parks to learn skills such as climbing. However, the childminder does not consistently use teaching strategies and interactions that encourage children to independently learn to manage risks for themselves when accessing different equipment outdoors.

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Inclusion Expected standard

The childminder understands how to identify children who may have delays or gaps in their learning. She takes account of children's starting points to support her in deciding how to support children best. The childminder knows how to implement and review effective plans for children's individual needs. This also helps her to inform any adaptations to her curriculum to support children who may have special educational needs and/or disabilities (SEND). The childminder recognises the context of her setting and the local area. For example, she knows that children in attendance at her setting often speak English as an additional language. She values this part of children's individual character and helps them to learn about their own and others' cultures.

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Inclusion Expected standard

The childminder knows how to use additional funding appropriately. For example, where children may be at a disadvantage, she provides enriching experiences, such as exciting trips out to places they might not otherwise be able to visit. The childminder understands how to support children with SEND. She understands the importance of liaising effectively with other professionals to put specific plans in place to support children. The childminder recognises how to be ambitious for these children and adapt the curriculum appropriately.

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Leadership and governance Expected standard

The childminder builds effective partnerships with parents and carers. She works closely with them to build a secure understanding of children's experiences to help her plan for their learning. Furthermore, the childminder has established effective channels of communication with other early years settings that children attend. For example, she engages regularly with children's key persons to support a shared approach to children's learning and care. This supports children's continued progress.

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Leadership and governance Expected standard

Where children may be disadvantaged, the childminder plans carefully to make sure that any additional funding is used purposefully. For example, she consults with parents to develop activities that will enhance their learning and broaden their experiences.

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Leadership and governance Expected standard

The childminder has clear oversight of her setting. She regularly considers the effectiveness of her provision and identifies areas that she wants to improve. Furthermore, the childminder is highly focused on her personal professional development. She engages in targeting training to raise the standard of teaching 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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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 settled and confident in the childminder's home. They are affectionate and greet visitors with a cheerful 'hello'. The childminder builds secure relationships with children, which supports them to feel safe and secure. She provides an environment that helps children to feel welcome. For example, the childminder makes children's favourite resources easily accessible and sets up exciting, inviting activities for them. The childminder values children's individual character and plans carefully to promote children's progress to prepare them for the next stage in their education. When children speak English as an additional language, the childminder provides an environment rich in language that supports children to develop secure communication skills.

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Inspector:

Nicola Houston The childminder plans trips out in the local area. She provides these experiences for children to follow their interests and build on what they already know and can do. Together, they visit libraries to focus on broadening children's interaction with a wide range of books. Children benefit from this and show a keen interest in their learning as they develop a love of reading.

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Inspector:

Children have the opportunity to be creative and imaginative. The childminder engages with children as they learn about the Nativity story. Children reenact the story and use imaginative voices for the different characters. Children demonstrate what they have remembered with confidence.

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Next steps

The childminder should strengthen daily routines to enrich children's knowledge of health and self-care, to increase their confidence to make healthy decisions for themselves. The childminder should develop interactions to provide age-appropriate teaching to support children's understanding of managing risks independently.

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About this inspection

The inspector spoke with 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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Address:

9 Chilsdown Way Purbrook Waterlooville Hampshire PO7 5DT

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Address:

Operating hours: Monday,Tuesday : 15:00 - 18:00,Wednesday,Thursday : 07:00 - 18:30

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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 standards 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 standards 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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