Humphreys, Katie Gemma

Humphreys, Katie Gemma

Unique reference number (URN): EY393585 Address: 7 Victory Avenue, Waterlooville, Hampshire, PO8 9PH Type: Childminder Registered with Ofsted: 26/05/2009 Registers: EYR, CCR, VCR Registered person: Humphreys, Katie Gemma

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

Behaviour, attitudes and establishing routines Strong standard

Children's behaviour and attitude to learning are exemplary. They are engrossed ad engaged in their play as they confidently move around the environment. For instance, children explore the resources and excitedly talk to the childminder about what they are doing. The childminder supports children to learn about making different choices. For example, children confidently choose what they want to do and also respect their friends' choices. The caring and skilful childminder always praises children for their achievements to help promote a positive sense of self.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show an extremely secure understanding of the rules and boundaries that the childminder imbeds into the everyday routine, such as using excellent manners at mealtimes. Furthermore, when the childminder says it is time to tidy up, children quickly respond, they know what to do and work together to put the toys away. Children show high levels of care and respect for one another, they develop suburb friendships and are incredibly kind. For example, they recognise when their friends need extra support and will happily offer to help.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations, which are shared with parents, regarding children's attendance. She monitors this extremely well, to ensure children fully benefit from their time in the setting.

p.2

Inclusion Strong standard

Secure procedures are in place to overcome potential barriers to children's learning, to support them to make progress alongside their friends. The childminder supports children's individual needs and identifies the need for additional support through her thorough assessment processes. She makes timely referrals and works extremely closely in partnership with parents and a wide range of professionals, such as speech therapists. The childminder has completed extensive training on the graduated approach to support her in meeting the needs of all children.

p.2

Inclusion Strong standard

Parents comment on the supportive culture. They share how the childminder quickly identifies and helps their children to receive any additional support they need. Parents are

p.2

Expected standard

positive about how the childminder works in partnership with them, to ensure their children's learning and development is consistently supported, both in the setting and at home.

p.3

Expected standard

Individual learning plans are devised with clear individual targets set out. The childminder sensitively adapts what she provides to help children make the progress they are capable of. For example, she carefully plans activities to ensure they support all children's next steps in learning. Furthermore, she consistently reflects and develops the resources, to ensure they continually support all children to make progress.

p.3

Leadership and governance Strong standard

The childminder has an extremely clear understanding of the settings context and the diverse needs of the children and families that access the setting. She has a clear vision and ethos, which she shares with parents to extend children's learning at home. The childminder continually reflects and shows great determination to achieve the highest possible standards. She reviews the quality of the education and care that she provides, to ensure she is meeting the needs of all the children and supporting their progress. For example, she consistently reviews the resources and ensures these continue to meet the development needs and interests of the children in her care.

p.3

Leadership and governance Strong standard

The childminder is extremely passionate about her role. She recognises the importance of continually developing her professional knowledge to help children make progress. For example, the childminder recently liaised with local schools about communication and language support for children and attended relevant training. She has developed her knowledge and understanding of special educational needs and/or disabilities (SEND). For example, the childminder has completed multiple elements of training to enable her to support children with SEND to a high standard.

p.3

Achievement Expected standard

Babies and children, including disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or well-being achieve well from their starting points. The childminder seeks detailed information from parents about their children's needs, interests and development before they start. She uses what she knows about children, alongside her observations and assessments to plan children's next steps to support their development. The childminder works closely with other settings children attend and supports their transitions to school. For example, she shares what children know and can do.

p.3

Achievement Expected standard

Children are well supported in developing their communication and language skills. However, at times, the childminder does not fully support children's personal social and emotional development. For instance, she does not consistently support children to develop the knowledge and skills they need to enable them to be independent. This does not consistently support children to be ready for school.

p.3

Children's welfare and wellbeing Expected standard

The childminder responds to children with kindness and care, recognising their unique needs. She provides a nurturing environment, where children are extremely settled and engage in activities of their choosing, with their friends. The childminder supports children to develop their confidence, alongside developing an understanding of how to manage their emotions and express themselves, when they feel a particular way. This supports children to feel safe and develop a sense of belonging.

p.4

Children's welfare and wellbeing Expected standard

The childminder forms excellent relationships with parents and supports the children and families extremely well. She is highly responsive to the varied needs and changing circumstances of children and families. The childminder has daily conversations with parents, sharing children's progress, next steps in learning and provides activity ideas and resources to support children's learning at home.

p.4

Children's welfare and wellbeing Expected standard

Children are supported to learn about being active and healthy. The childminder supports the children to learn about the importance of healthy eating and oral health. For example, children discuss what foods are healthy and the importance of eating healthily. They follow good hygiene routines at mealtimes, such as washing their hands before they sit at the table. However, independent handwashing is not always promoted consistently throughout the daily routine.

p.4

Curriculum and teaching Expected standard

The childminder plans a clear and varied curriculum that supports all children, including children with special educational needs and/or disabilities, to make progress from when they start. For instance, she prioritises focusing the curriculum on building attachments and providing a nurturing environment when children start at the setting.

p.4

Curriculum and teaching Expected standard

The childminder supports children's communication and language skills well. She seeks information from parents about languages spoken at home and children's cultural heritage. The childminder shares ideas and resources to further support children's communication development through home learning.

p.4

Curriculum and teaching Expected standard

The childminder provides children with ongoing opportunities throughout their play to develop their mathematical knowledge and understanding. Children learn about shape and colour. The childminder extends their learning introducing new words, such as 'rhombus'. Children learn about number and value throughout the day, such as when they count their fruit at snack time.

p.4

Curriculum and teaching Expected standard

The childminder supports children to learn about being healthy and active. For example, children enjoy daily walks in the forest, exploring nature and learning about habitats. However, at times, the childminder does not plan consistent opportunities to independently develop children's self-help skills. This does not consistently support children to be ready for school.

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

The childminder spends time getting to know each child and their family, building trusting relationships. She creates a welcoming and calm atmosphere, which supports children to be happily engaged and highly focused throughout the day. For example, children enjoy sitting together sharing stories.

p.5

Inspector:

Nicole Atkinson The childminder organises the environment in a way that supports children to achieve their next steps in development, particularly those who are disadvantaged and those with special educational needs and/or disabilities. For instance, she develops resources to support children's individual needs. Furthermore, she plans activities to expand children's knowledge and understanding of the world around them.

p.6

Inspector:

The childminder engages in lots of dialogue with children. This helps to promote their early language skills. For example, she discusses the instructions for the game, with the children. Children confidently recall what they need to do and decide who will go first. The childminder regularly uses opportunities to assess children's understanding of their previous learning. For instance, she talks to the children about what they remember about the insects they saw on their walk and the activity about hedgehogs.

p.6

Inspector:

The childminder promotes children's physical development well. She provides children with a range of activities to develop their strength and coordination. For example, children have fun in the garden, as they take turns to ride the scooter and laugh with excitement as they go down the slide.

p.6

Inspector:

The childminder demonstrates the positive and respectful behaviour that she expects of the children. For instance, the childminder uses positive language, gives consistent praise and teaches children to say 'please' and 'thank you'. Children behave extremely well and treat each other with kindness. For example, they wait patiently for their friends and negotiate when it is their turn. This approach contributes positively to the way children behave.

p.6

Next steps

The childminder should strengthen the teaching of the curriculum to consistently encourage children to develop their independence, to form a firm foundation for their own self-care and physical health.

p.6

About this inspection

The inspector spoke with the childminder during the 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:

7 Victory Avenue Waterlooville Hampshire PO8 9PH

p.7

Address:

Registered person: Humphreys, Katie Gemma

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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 standard 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 standard 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