Tattershall, Nicola Jayne

Tattershall, Nicola Jayne

Unique reference number (URN): 139294 Address: 7 Edgehill Road, SKILLING, Bridport, Dorset, DT6 5BD Type: Childminder Registered with Ofsted: 24/01/2000 Registers: EYR, CCR, VCR Registered person: Tattershall, Nicola Jayne

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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

Children make rapid progress in all areas of their learning and development. Their communication and language skills develop particularly well. Young children pronounce difficult words correctly and confidently share their ideas and thoughts with the childminder and each other. They freely use words they have learned, such as envelope and elevator, in their independent play and interactions. They show they are developing the skills and knowledge they need for school and future learning. This includes managing their self care, such as washing their hands before meals, with little support. Children are able to focus and listen, and they are enthusiastic and keen to try new activities. Children confidently ask the childminder if they can play with a favourite toy and politely remind each other when they need to share or take turns.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a very safe, stimulating and positive environment to give children the secure base they need to be able to learn. Her thoughtful interactions help children feel valued and give them the confidence to share their ideas and make decisions about their learning. When children ask for specific games or choose their favourite songs, the childminder responds enthusiastically. She shows respect for their choices, and when children want to repeat a favourite activity, the childminder supports this.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children's behaviour. Children continually follow her simple rules and boundaries. She skilfully supports them in age-appropriate ways to show kindness and respect for each other, resources and equipment. For example, young children know to put their face cloth in the washing machine after they have wiped their face. They draw and chat as they wait for their friends to finish eating and ask for permission to leave the table at the end of a meal. The childminder prepares the children well for changes to their routine. She understands the importance of working with parents to help children to consistently attend their sessions. She successfully promotes punctuality to support good habits, ready for children's transition to school.

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Children's welfare and wellbeing Strong standard

The childminder successfully supports children to develop their understanding of their physical development, personal safety and health and wellbeing. She has developed clear policies and procedures to help children to understand and develop healthy lifestyle habits. She shares these policies with parents when their children start. She collects and uses important information to meet each child's dietary, sleeping and self-care needs. The childminder reinforces her procedures in children's routines to help them to keep themselves safe inside the setting and out on visits. Young children demonstrate their excellent understanding of why they wash their hands as they say, 'We have to wash away the germs before we eat.'

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Children's welfare and wellbeing Strong standard

Children benefit from the wide range of opportunities the childminder provides for regular physical exercise. They take daily walks into the town to visit various parks, the library and shops. The childminder takes a range of resources with her on her walks and plans a range of exciting activities to help children to learn and be physical outside. For example, she hangs scarves in the trees for children to find, jump up and collect. These opportunities promote children's physical and emotional wellbeing very successfully.

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Curriculum and teaching Strong standard

The childminder consistently delivers an extremely well-planned, motivating and inclusive curriculum. She skilfully uses her knowledge of each child's progress, interests and uniqueness to ensure that all activities are meaningful. She makes the most of every opportunity to engage positively and extend children's learning as they play. Her high-quality interactions support children to deeply immerse themselves in learning across all areas of the curriculum. The childminder talks to young children about shapes, for example, to develop their strong knowledge of mathematical concepts. She uses interesting resources and activities to support good physical development. For example, they use scarves and move to music indoors.

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Curriculum and teaching Strong standard

The childminder expertly adapts her practice to meet the needs of all children. She regularly identifies and prioritises areas of the curriculum where individuals or groups of children require additional support. She recently focused on supporting children's personal, social and emotional development, which has had a very positive impact on children's learning. The childminder is skilled at making adjustments to her teaching and curriculum and tackles any misconceptions children have with sensitivity so that children learn from a firm and clear foundation.

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Inclusion Strong standard

The childminder has an extremely secure understanding of the barriers children may face in their learning. She has effective processes in place to swiftly identify any barriers or delays in children's learning. This includes a flexible induction process to help parents and children feel safe and happy as they settle. Her consistent and effective early identification of children's needs enables the childminder to promptly seek advice and support from other professionals. The childminder demonstrates her knowledge of how to make appropriate referrals, seek further guidance and access additional funding. She routinely works closely with parents to ensure that children who face challenges make continual progress in their learning. The childminder actively implements a wide range of highly effective teaching strategies while children and their families wait for professionals to give further support.

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Inclusion Strong standard

The childminder has very high expectations for all children. She consistently uses her strong knowledge of child development, effective assessment and monitoring to appropriately adapt and adjust her teaching to help all children be ready for their next stage of learning.

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Leadership and governance Strong standard

The childminder has a thorough understanding of the different children and families that attend. She regularly reflects and adapts her practice to meet the changing needs of the children to improve the learning and care she offers. The childminder has recently worked on extending children's learning during their spontaneous play. For example, she skilfully uses strategies to encourage children's thinking and problem-solving. The childminder regularly attends training. She prioritises her own professional development and is careful to look after her personal wellbeing. She is passionate about improving her own knowledge and skills. For instance, she plans to do more cooking with the children using the fruit and vegetables they grow.

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Leadership and governance Strong standard

Feedback from parents illustrates the thoughtful and positive engagement the childminder has with them. They feel involved in all aspects of their children's care and education. The childminder forms highly positive working relationships with other professionals. She uses advice and support from others to help her to provide an inclusive environment.

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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 thrive with this childminder. Her ambitious and carefully planned curriculum, alongside her nurturing approach, gives children the broad range of skills and knowledge they need to be ready for starting school. Children show they feel safe and settled as they confidently engage and interact with the childminder, each other and visitors. They show their affection for the childminder as they sit on her lap, cuddle her and proudly show her the sea creatures they have found in an enticing exploration tray.

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

Young children beam as they share books with the childminder. They show high levels of concentration and enjoyment. The childminder promotes this love of books and stories as she enthusiastically reads to children and helps them make connections in their learning. For example, children love talking about what they saw on a recent farm visit as they expertly name farm animals in the books. Young children confidently use a wide range of vocabulary and speak in full sentences to demonstrate their well-developed communication and language skills. They giggle as they say, 'The mummy pig nearly squashed the piglet.' As they make links between experiences, children embed their learning and use new vocabulary in a range of contexts.

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

Children behave exceptionally well and show positive attitudes to their learning. They understand and respect the childminder's boundaries and home. They are kind, caring and polite and freely use please and thank you. Children ask the childminder, 'Would you like to have a go?' as they share the resources they are playing with. Children make highly consistent progress from their starting points. For instance, young children demonstrate well-developed physical skills and manage many aspects of their self-care independently, including peeling their own orange and putting on their own coats and boots.

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Address:

7 Edgehill Road SKILLING Bridport Dorset DT6 5BD

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Address:

Registered person: Tattershall, Nicola Jayne

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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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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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. 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

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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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