Webb, Sharon

Webb, Sharon

Unique reference number (URN): EY360313 Address: 6 Newells Close, Brighton, East Sussex, BN2 6QD Type: Childminder Registered with Ofsted: 04/09/2007 Registers: EYR, CCR, VCR Registered person: Webb, Sharon

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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 Strong standard

All children are able to build on their skills and knowledge through a highly focused and sequenced curriculum. As a result, they become equipped with the skills that they need for their future learning. For example, children build on their physical skills as they run around in the fresh air and negotiate obstacles. They develop lifelong social skills as they mix with other children from a variety of backgrounds. Children learn the importance of friendships, being respectful and listening to what others have to say. The childminder creates a language-rich environment through stories, rhymes and discussion. This effectively supports children's emerging vocabulary and communication skills. Children become very independent in tasks and persevere. They take pride in the smallest of their accomplishments, which they successfully achieve.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds very warm and loving bonds with all children. She provides children with an extremely safe and nurturing environment, which helps them to thrive in her care. Children understand the rules and boundaries. For example, they tidy away the snack area and the toys without prompting. Children share toys and take turns. They are extremely polite and well behaved. Children know it is important to listen to each other and respect the culture and beliefs of others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder records children's attendance and supports parents and carers to understand why this is important for children's learning and outcomes. Children are highly confident in a variety of situations and places. The childminder extends children's growing understanding of the community in which they live and the world around them. Children demonstrate a high level of enthusiasm and concentration in their learning. They arrive at the childminder's home full of anticipation and excitement. The childminder adapts her approach to ensure that children who are at different ages and stages of development receive the appropriate level of support in their learning and play.

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Children's welfare and wellbeing Strong standard

The childminder strongly promotes children's emotional well-being, independence and healthy lifestyles. Her responsive interactions and patience help children to feel safe and secure. These warm relationships help children to navigate their emotions from a very young age. The childminder uses praise with meaning and effectiveness. This helps to create an atmosphere of respect.

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Children's welfare and wellbeing Strong standard

Children learn to manage their emotions well, understand their behaviour and resolve any minor altercations independently. The childminder teaches children about making healthy choices and about their personal hygiene. She strongly supports children's self-care skills. Children delight when finding their own coats and shoes.

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Children's welfare and wellbeing Strong standard

The childminder encourages healthy eating during mealtimes. Children, through their choices, demonstrate very positive attitudes towards healthy foods and drinks. The childminder has a full awareness of children's dietary requirements, including allergies and intolerances. She has detailed and effective procedures in place to keep children safe. Children are confident to ask for help when needed and the childminder is vigilant when recognising that a child may need more support. She ensures that her premises are free from hazards so that children can play safely. The childminder maintains excellent supervision when children are eating and sleeping. She teaches children the importance of sitting still when they are eating and why this is important.

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Curriculum and teaching Strong standard

The childminder is extremely ambitious for children's future outcomes. This drive helps her to successfully plan and deliver a curriculum that precisely supports children's achievement. The childminder prioritises children's communication and language throughout her curriculum. She understands the positive impact that successful communication has on other areas of learning within children's early years. The childminder encourages children to express their ideas when sharing stories. Young children rapidly develop new vocabulary through storytelling, themed activities and ongoing discussions.

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Curriculum and teaching Strong standard

The childminder weaves mathematical concepts and language into all activities. This allows children to have an exposure to mathematics from a very early age. For example, when children use small tweezers to support the small muscle development in their hands, the childminder describes the cotton wool balls as 'light' 'heavy' and 'small'. Children make connections and describe the wool balls as 'light' as they are blown away in the wind.

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Curriculum and teaching Strong standard

Parents and carers receive daily ideas on how to support their children's learning at home. The childminder uses observation and assessment to help her to identify what children need to learn next. The childminder builds strong links with other settings, such as schools to ensure consistency in children's care and learning. She provides children with endless opportunities to practise their physical and social skills. They regularly mix and play with larger groups of children from a range of backgrounds. Children enjoy events that they may not have previously experienced, such as a visit to a farm or stately home. The childminder uses educational and enjoyable experiences such as this to build on her already strong curriculum.

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Inclusion Strong standard

The childminder goes above and beyond to ensure that all children, including children with special educational needs and/or disabilities, have access to a highly inclusive and stimulating curriculum. She expertly supports children of different ages and abilities to make the progress that is within their capabilities.

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Inclusion Strong standard

The childminder monitors children's progress, which helps to identify any gaps in children's learning and experiences. She uses her own knowledge and information gathered from parents and carers to adapt and provide individualised support to help reduce the barriers that some children may face in their learning. For example, the childminder uses speech and language experts and physiotherapists to precisely target gaps in children's communication and physical development. The childminder keeps up to date with her own professional development so she identify and successfully work alongside those children who require targeted support.

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Inclusion Strong standard

The childminder is deeply committed to enhancing children's early experiences through her own research and close partnerships with parents and outside professionals. Parents mention that the childminder's support has made a tremendous difference to their family life. They attribute many of their children's positive characteristics, such as kindness, positivity and resilience, to the childminder. The childminder has a full understanding on how additional funding can be used to positively impact the lives of those children who are at the most risk of falling behind.

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Leadership and governance Strong standard

The childminder is extremely reflective and is constantly evaluating her provision. She carries out her own research, identifies her strengths and engages in training in any identified areas for improvement. The childminder seeks out other professionals, such as childminders, to support and share her excellent practice. The childminder is adaptive to the changing circumstances and the needs of families. This allows her to focus on providing a high level of care and education for all children.

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Leadership and governance Strong standard

The childminder identifies that communication and language skills are key to children's successful future learning. She provides children with exciting activities, such as age- appropriate classes to support their emerging vocabulary and their clear speech sounds. Consequently, children, including children with speech delay, are making excellent progress in their communication and language skills. The childminder has forged strong links with parents and carers. She shares detailed daily updates on the children's learning and their routines. The childminder ensures that children are extremely well prepared for the transition when moving on to school.

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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

The childminder ensures that she provides all children with the best possible start to their education. She has a highly ambitious curriculum that includes children's existing knowledge and their current interests. This helps to maintain children's engagement and enjoyment in their learning and play. The childminder carefully plans the environments to inspire children to be curious and be independent in their choices.

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

Children demonstrate an eagerness to learn and have the confidence to try new things. They relish in the home-from-home environment as a result of the very high level of care and education they receive. The childminder fully understands the impact that children's attendance has on their learning outcomes. She works with parents and carers to ensure

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Inspector:

Tina Lambert that children attend regularly and on time. This approach helps to increase the amount of time children are engaged in their learning and prepare them for future learning, such as going to school.

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Inspector:

The childminder sets high expectations for children's positive behaviour. She is a calm and positive role model and provides clear boundaries which helps children to understand what is expected of them. Children demonstrate high levels of confidence and self-esteem. They feel safe and secure in the childminder's presence. The childminder teaches children to believe that they can achieve, and consequently they do.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke to the childminder, parents 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 provision that is registered on the Early Years Register. The registered person must ensure that the 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:

6 Newells Close Brighton East Sussex BN2 6QD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:15 - 17:30

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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 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

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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