Hoyle, Susan Carolyn

Hoyle, Susan Carolyn

Unique reference number (URN): EY346089 Address: 104 Lutterworth Road, Burbage, HINCKLEY, Leicestershire, LE10 2DW Type: Childminder Registered with Ofsted: 14/12/2006 Registers: EYR, CCR, VCR Registered person: Hoyle, Susan Carolyn

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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

The childminder ensures that all children, including those who face barriers to learning, make progress across the curriculum in preparation for future learning and their move on to school. She helps them to concentrate increasingly on activities that they enjoy and motivates their curiosity about the world around them. Older children are confident communicators who ask questions to gain more information. Younger children make eye contact with adults, gesture, and use words to communicate their interests. The childminder promotes a love of books for children of all ages. She provides books that are age- appropriate and capture their interest. The childminder makes story time fun, such as by using animated tones. Children enjoy familiar tales being repeated. Younger children turn the pages and look intently at the illustrations. Older children point to words in books and pretend to read. They ask the childminder to read them their favourite stories and talk about

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Behaviour, attitudes and establishing routines Expected standard

Children thrive and show a sense of belonging in the childminder's home. For example, they proudly show visitors their toys and books. The childminder develops kind and caring relationships with children and their families. Children approach her for cuddles and reassurance when needed. The childminder has high expectations for children's behaviour and reminds them of simple rules. For instance, she tells them not to run indoors in case they hurt themselves. She explains to older children why they need to use the toilet before they dress in outdoor clothes to play outside. The childminder provides plenty of praise and encouragement to support children's positive behaviour. She helps children to negotiate solutions. Younger children cooperate well with routines, such as nappy changing or dressing in their outdoor clothes. However, on occasion, the childminder is not consistent in following through with strategies to support the boundaries she has set. The childminder

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Behaviour, attitudes and establishing routines Expected standard

ensures parents know to contact her if their child will be absent and helps them to understand the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Expected standard

The childminder works with parents, carers and children to raise awareness of healthy choices, such as around nutritious options for packed lunches. Older children practise their independence and fine-motor skills as they cut up bananas for their snack. They drink milk and water from open cups. Younger children enjoy snacks that are prepared following safer eating guidance. The childminder sits with children as they eat, promoting their social skills. Children benefit from fresh air and exercise each day in the childminder's garden. They run vigorously around small traffic cones in open spaces and excitedly play hide and seek. The childminder teaches children to keep themselves safe while they care for pets. Children feed carrots to the rabbits and talk with the childminder about how to look after them. The childminder helps children to recognise and manage their feelings. For instance, she shows them pictures representing different emotions. She chats with older children about what

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Children's welfare and wellbeing Expected standard

makes them happy, sad or angry. The childminder recognises when children are getting tired and helps them to rest before the next activity. She provides safe sleeping arrangements for younger children and supervises them while they take a nap. The childminder ensures that her care practices are designed and delivered to promote the wellbeing of all children in her care, including those with special educational needs and/or disabilities and those facing other barriers to learning.

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Curriculum and teaching Expected standard

The childminder designs her curriculum appropriately overall to prepare children for nursery and for school. She prioritises development of children's communication and language skills. The childminder skilfully provides opportunities for conversation during activities with older children. For instance, she provides commentary for children while they look at books about animals and their habitats. She encourages children to share their knowledge and links what they say to previous experiences. The childminder introduces and repeats new vocabulary for younger children while they play. She teaches children mathematical language, such as words for size and quantity, and supports their understanding of number. There is a strong focus on promoting children's personal, social and emotional development, including teaching them to take turns and share resources during games. She promotes children's social skills, such as by taking them to groups in the community where they interact with

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Curriculum and teaching Expected standard

Overall, the childminder applies what she knows about children's abilities well. She carries out assessments of their starting points, needs and stages of development, which she uses to inform how she adapts her teaching to meet their needs. She continuously considers how to make improvements to the curriculum and tailors her teaching, including for children with special educational needs and/or disabilities and other barriers. However, on occasion, she does not use this information about individual children effectively. For example, when counting cards, she does not help children match numbers to objects accurately. She introduces letters and sounds to children whose listening skills are not yet sufficiently developed.

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Inclusion Expected standard

The dedicated childminder gets to know all children well from the start. She works closely with parents to help children, including babies and those with special educational needs and/or disabilities, to settle quickly in her care and to thrive. She gathers information about children's needs, what they already know and can do, and routines for sleeping, feeding and personal care. She uses this to plan for children's learning and development. The childminder continually reviews children's progress, including using the two-year progress check effectively. She celebrates children's achievements across all areas of learning and identifies any help required.

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Inclusion Expected standard

The childminder engages regularly with other settings attended by children to ensure that relevant information is shared to benefit and extend their progress. The childminder ensures that families are kept well informed about children's experiences and achievements so that they can continue learning at home. She works closely in partnership with other agencies to promote children's development. The childminder uses early years pupil premium funding appropriately to enrich children's experiences and help narrow any gaps in their learning. For example, she provides new games to support children's ability to share and take turns, and so they can practise their early mathematical skills.

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Leadership and governance Expected standard

The childminder is firmly committed to offering high-quality care and learning for all children and families. She continually reviews her provision and takes careful account of the views of parents and children when deciding on changes to make. The experienced childminder identifies her training needs. She has completed a range of relevant courses to update and enhance her knowledge and skills since her last inspection. For example, she has completed training to help her support children's emotional wellbeing and their positive attitudes to learning. She uses this knowledge to make improvements to her practice. The childminder has reviewed her resources and prioritised use of those that best promote children's interests, support her curriculum and stimulate children's curiosity. Parents express their appreciation for the childminder's care and advice and the breadth of experience she offers children in her home and in the community. They feel well informed

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Leadership and governance Expected standard

about children's achievements, experiences and any areas where they need help. The childminder actively seeks opportunities to work with other professionals to address individual children's needs.

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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 warmly welcomes children and they enjoy exploring a wide variety of activities. Children show that they feel safe as they confidently explore the play environment. They smile and giggle as she encourages them to make choices from exciting, age- appropriate resources, indoors and outdoors. Older children greet visitors politely, demonstrating their social skills. They say who they are and ask adults for their names. The caring childminder is friendly and playful and interacts respectfully with children. She is a positive role model and demonstrates good manners for children to copy. Children demonstrate secure bonds with the childminder. Younger children snuggle up to her while she reads to them. They seek her out for reassurance when needed.

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Inspector:

Cathryn Clarricoates The childminder knows children well and adapts learning experiences to meet the needs of different age groups. For instance, while playing a card game, the childminder names animals on the cards for younger children and talks with older children about creatures that hibernate. Children demonstrate their understanding of the wider world as they speak knowledgeably about which animals sleep in the winter. She encourages older children to become independent, putting on their wellington boots before playing outside and taking off their coats when they return. Children follow sound hygiene routines, including sneezing into their elbow and washing their hands before eating. Young children confidently lead their own play. For example, they find empty tin mugs to carry to a winter-themed tray to fill with rice. All children, including those who need extra help, make progress with skills that they will

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Inspector:

need for future learning, including school. The childminder promotes children's positive attitude to learning with her skilful interactions. Children are motivated and engaged in their learning. The childminder works closely with children's families to ensure a consistent approach, including promoting punctuality and good attendance.

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Next steps

The childminder should give children consistently clear messages to support their behaviour further. The childminder should enhance the focus on what individual children need to learn next to promote their progress more effectively.

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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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

104 Lutterworth Road Burbage HINCKLEY Leicestershire LE10 2DW

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Address:

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 16:00,Thursday : 02:15 - 17:00

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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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