Redshaw, Jocelyn Mary

Redshaw, Jocelyn Mary

Unique reference number (URN): 2734279 Address: Sadlers Wood, Spitfire Lane, Stockbridge, SO20 6JS Type: Childminder Registered with Ofsted: 13/07/2023 Registers: EYR, CCR, VCR Registered person: Redshaw, Jocelyn Mary

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Expected standard

Children benefit from the childminder understanding their unique needs and the different progress they make. They concentrate in activities that they enjoy, engaging well and showing curiosity. For instance, as children explore outdoors, they learn how to smell herbs, experiment with feeding toy animals, and learn the similarities and differences between those that may live on the farm.

p.2

Achievement Expected standard

There is a focus on younger children developing their personal social and emotional development, physical skills and communication and language. Children develop good attitudes to learning and progress well through the curriculum. They progress well, from their starting points in communication and language. Children persevere during their learning and develop emotional resilience, as they become confident and capable in their own abilities. This helps to prepare children for their next stage in learning well.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes toward their learning. They attend the childminder's setting regularly and arrive on time. The childminder is a good role model in her interactions with children. Her calm, caring and kind nature has a positive impact for children in helping them to feel calm and reassured.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She helps children to understand what these expectations are in age-appropriate ways, with kindness and respect. Children learn about their own emotions and manage small frustrations, which the childminder understands they experience as part of their development.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children play alongside each other, learning the importance of kindness as part of daily routines. Younger children learn how to share as they play. For instance, as children take part in a painting activity, they learn how to share favourite vehicles with their friends as they take turns driving tractors through the paint. When children need some additional help with turn-taking, the childminder sensitively recognises and responds to this. She offers clear explanations of why taking turns is important and praises children as they listen to her and respond positively.

p.2

Children's welfare and well-being Expected standard

The childminder's care practices support children's good health, safety and wellbeing. She knows children well. The childminder works closely with parents and carers to find out about younger children's care routines. This ensures that she can mirror rest times and feeding routines, to continue those established at home. This helps to promote continuity for children and supports the secure and responsive relationships the childminder establishes with children.

p.3

Children's welfare and well-being Expected standard

The childminder takes the time to understand the individual personalities of each child, their likes and dislikes. The childminder is calm and gives children time to express their emotions and to learn to understand how they feel. This supports children's emotional security and confidence, especially for quieter children when they first attend.

p.3

Children's welfare and well-being Expected standard

Children learn about the importance of keeping themselves healthy, through daily opportunities for active physical play and through healthy drinks and snacks the childminder provides. For instance, as children play outdoors, they learn how to climb up wooden steps, stretching and coordinating their movements, to develop their balance, control and core muscle skills. Children learn how to rehydrate themselves,as they take part in active play, as the childminder encourages them to take regular sips of water. These routines help to lay foundations for children to understand the benefits of healthy lifestyles.

p.3

Curriculum and teaching Expected standard

The childminder creates a broad curriculum, which incorporates all areas of learning. Younger children benefit from learning experiences that prioritise their physical development, their social skills and their communication and language development. The childminder understands the importance of these areas to lay good foundations for future learning.

p.3

Curriculum and teaching Expected standard

The childminder uses opportunities for children to hear language through their play. For instance, as take part in creative play, the childminder models the names of colours, repeating these clearly for children to hear. She uses story and rhymes as opportunities to help children to sit for short periods to maintain their attention and to promote choices. Children readily choose their favourite songs. They join in with actions and begin to sing along. The childminder uses these opportunities to weave in new learning. For example, children learn to count out how many ducks are left, as the childminder teaches mathematics in a purposeful way.

p.3

Curriculum and teaching Expected standard

The childminder's curriculum helps children to achieve in age-appropriate ways across the seven areas of learning. The childminder regularly checks and monitors children's progress. Where she identifies gaps in children's progress, she takes swift action to address these. The childminder focuses children's next steps in learning on priorities for their development. However, at times the childminder's plans are too broad, which limits how she can focus more precisely on smaller steps towards children's learning goals, to help sequence this more precisely.

p.3

Inclusion Expected standard

The childminder provides an inclusive setting for children and their families. She understands the importance of helping all children to develop a sense of belonging. The childminder acknowledges the importance of a culture that promotes and supports the unique needs of each child.

p.4

Inclusion Expected standard

The childminder understands the importance of working in partnership with other professionals and agencies, where necessary. She understands how to identify support children may need and how to put in place and review the support she would offer to ensure children receive the help they would need. The childminder recognises the importance of additional funding being used to support the specific needs of children, to support those who are most disadvantaged. The childminder understands barriers to children's early education and how she can work with families to remove potential barriers, to support children. She values the importance of good attendance, promoting this well, through shared conversations with parents.

p.4

Leadership and governance Expected standard

The childminder's relationships with parents and carers are a strength of her practice. Parents say that their children benefit from the care they receive. They comment their children spend days laughing, learning and exploring in a safe environment.

p.4

Leadership and governance Expected standard

The childminder takes a professional approach to reflecting on her strengths and areas of improvement. She seeks the views of parents and children to reflect and improve care and learning experiences. Parents value the communication they receive from the childminder, including how she adapts this to support parents in knowing children's activities and care routines, to help mirror those from home.

p.4

Leadership and governance Expected standard

The childminder is qualified and experienced. She recognises the value of building on her own professional development, to support and develop her practice and the high-quality experiences children receive. The childminder maintains her knowledge of keeping children safe through safeguarding training and holds a current paediatric first-aid qualification. The childminder has recently completed training to strengthen her understanding of children's development. However, further focus on professional development is needed to enhance her knowledge of supporting children's communication and language development, particularly around speaking skills, to a higher level.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children benefit from the home-from-home environment the childminder provides. The childminder's nurturing approach to children's care supports the development of warm and trusting relationships. This helps children to feel safe and secure as they transition into the childminder's care. Opportunities for children to develop their social skills are a strength of the childminder's practice. For instance, children learn how to take turns and to share with toys and resources. Where children need extra help, the childminder offers sensitive support and praise to help children understand the importance of valuing and respecting the needs of their friends. Children benefit from routines that promote their independence. For instance, they learn how to put on and fasten boots and coats as they get ready for outdoor

p.5

Inspector:

Tara Naylor play. At mealtimes, children learn how to feed themselves and to drink from cups. The childminder gives children plenty of time to learn these new skills, to embed their confidence in their growing abilities.

p.6

Inspector:

The childminder cares mainly for younger children. She promotes their regular attendance through her established relationships with parents and carers. The childminder understands the importance of creating a curriculum that focuses on the early skills children need for a foundation for future learning. Overall, the childminder plans activities and learning experiences to support children to enjoy learning and achieve well. Opportunities for children to develop their physical skills are supported successfully. For instance, children learn how to squeeze paints from bottles. They gain confident control of their small-muscle skills as the childminder teaches them how to hold and squeeze, modelling and repeating this. Children persevere as they practise new skills, showing delight as the paint falls to the paper.

p.6

Next steps

The childminder should refine the planning of the curriculum to focus more precisely on smaller steps towards children's learning goals. The childminder should seek further professional development opportunities that builds on children's existing knowledge, specifically to support younger children to develop their speaking skills more rapidly.

p.6

About this inspection

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

p.6

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.

p.6

Address:

Sadlers Wood Spitfire Lane Stockbridge SO20 6JS

p.7

Address:

Registered person: Redshaw, Jocelyn Mary

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8