Kyte, Cheryl

Kyte, Cheryl

Unique reference number (URN): EY550106 Address: Silver Dale, Shepherds Road, Bartley, Southampton, SO40 2LH Type: Childminder Registered with Ofsted: 03/08/2017 Registers: EYR, CCR, VCR Registered person: Kyte, Cheryl Lee

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder is a highly positive role model for children. She is kind, patient and caring, which contributes to creating warm relationships in a nurturing environment where children feel safe and respected. The childminder promotes good manners and teaches them consistently, encouraging toddlers to say 'please' and 'thank you'. Older children understand these familiar routines and expectations; they are polite and confidently ask for help. As a result, children benefit from a harmonious atmosphere because the childminder consistently enables children to show their best possible behaviours. Children play well together and show care and concern for each other. For example, when babies learn to walk and take their first steps, older children join the childminder in congratulating them and giving cuddles.

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Behaviour, attitudes and establishing routines Strong standard

Parents understand the importance of good attendance. They comment positively on the range of outings their children can participate in as a result. Each week includes visits to local toddler groups where children further develop their social skills with others. In the childminder's home, children benefit from a mix of self-initiated play and structured activities, which helps them learn positive social skills and expectations for behaviour in an age- appropriate way. Children thoroughly enjoy their play, develop perseverance and are highly respectful.

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Children's welfare and wellbeing Strong standard

Children settle quickly as they form secure attachments with the childminder. They eagerly sit on her lap to listen to stories. The childminder's deep knowledge of children's needs means they are highly responsive to changing circumstances. This means babies go to sleep quickly, because they have the support they need to feel comfortable and secure. Well-structured routines ensure children develop long-lasting healthy habits such as washing hands before meals and wiping their face to maintain personal hygiene. Children learn about the importance of oral health through fun activities. For example, the childminder makes marks on a model of some teeth, and children use toothbrushes to carefully make sure all the marks are gone. The childminder ensures children receive daily opportunities to benefit from fresh air. They go for walks and visit local parks, which builds positive attitudes to exercise and helps children understand when they need to rest.

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Expected standard

The childminder makes safety a priority and risk assesses her home carefully. She supervises children vigilantly, particularly at mealtimes. The childminder gives helpful guidance to parents about how to support healthy lifestyles, including information about healthy foods for snack and packed lunches, and how to prepare it so children can eat safely.

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Achievement Expected standard

Children make secure progress in their overall learning and development as a result of curriculum and teaching that promotes all seven areas of learning. Babies become confident walkers with lots of encouragement from the childminder. Toddlers and older children improve their communication and language as the childminder speaks clearly and uses strategies, such as repeating and building on children's sentences, to help them pronounce words accurately.

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Achievement Expected standard

The childminder assesses children's learning accurately and helps them develop a wide range of skills for future learning, including being considerate, listening to adults and concentrating during activities. Children show interest in the games, outings and activities the childminder plans for them. They develop positive relationships and friendships through their play. Overall, the childminder prepares children effectively for the next stage of learning, including school. She works well with parents, carers and other professionals to help children who face barriers to their learning progress well from their starting points.

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Curriculum and teaching Expected standard

The childminder understands the quality of her curriculum clearly. She organises it around the needs of the children in her care so learning stays purposeful and supports children's different stages of development. She assesses what children already know and can do and tailors her interactions, support and guidance to help children make progress through their play and planned experiences. For example, she notices when some children need support with sharing and others need help with fine motor skills. She weaves these skills into activities such as craft where children use their fingers to pull apart cotton wool and practise scissor skills. Children also learn to wait patiently and share the glue sticks. The childminder helps children develop their creativity by focusing on these skills rather than the end product.

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Curriculum and teaching Expected standard

The childminder frequently engages children in conversation to develop their communication and language skills. She reads stories regularly to nurture children's love of books. The childminder promotes independence and supports toilet training. She develops children's mathematical knowledge by modelling positional language, such as 'up', 'under', 'bigger' and 'smaller', and supports children to count and identify colours. Although the childminder has identified how she wants to improve the curriculum and use technology effectively in her setting, she has not fully considered how she can build children's technological skills from an early age to meet their learning and development needs.

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Inclusion Expected standard

The childminder treats every child as an individual and understands their personal needs. The childminder tracks children's progress closely so that she can make any adaptations to support their learning. She works closely with parents and other settings that children attend to share ongoing information about children's learning and development. This helps support a consistent approach to identifying and assessing children's learning and wellbeing needs. The childminder talks openly with parents and carers so they can work together to support children's development and discuss any concerns. She regularly gives practical tips on how to help their child learn at home. This keeps children's learning consistent and helps them make progress.

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Inclusion Expected standard

The childminder uses additional funding effectively to purchase extra resources that support children's individual needs and interests. She keeps her knowledge up to date so that she can identify and support children with special educational needs and/or disabilities (SEND). Although the childminder is not currently caring for any children with SEND, she recognises where children may face other barriers to their learning and provides focused support.

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Leadership and governance Expected standard

Children benefit from a childminder who commits to her own professional development. She keeps abreast of recent changes to the 'Statutory framework for the early years foundation stage' and attends regular training. This includes safeguarding training to ensure she is fully aware of any local issues and can confidently report any concerns she might have about a child. The childminder follows robust procedures to protect children, such as enforcing her policy on the use of mobile phones, including for older children who attend her setting after school.

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Leadership and governance Expected standard

The childminder welcomes feedback from parents who comment positively on her 'excellent communication', the 'holistic level of support' she provides and the way she works with them to agree on children's next steps in learning. The childminder reflects well on her strengths and areas for improvement. For example, she has recognised that technology has a place in the curriculum. However, she has not fully considered how to include this in an age- appropriate way, particularly for very young children, to improve curriculum and teaching further.

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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 enjoy their time with this caring, attentive childminder. The childminder gets to know each child well and works closely with parents to find out about children's routines, likes and dislikes, and how to help them settle, such as encouraging them to bring toys and special comforters from home. This helps children feel safe and secure as they build trusting relationships with the childminder.

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

The childminder closely tracks children's development and tailors activities to support children's next steps in learning. For example, to strengthen children's fine motor skills, the childminder plans fun activities where children search for toys that the 'cheeky elf' has taped to the wall. Children develop their concentration as they peel the tape off. They develop

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Inspector:

Nicky Hill friendships and positive social skills as they copy the 'cheeky elf' by hiding toys for each other to find.

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Inspector:

The childminder supports children's independence well. For instance, she helps them learn to put on their coats and shoes, ready for when they start school. Children learn good hygiene routines as they wash their hands independently before eating. The childminder chats to each child about making sure the soap is foamy so their hands are thoroughly clean. She considers each child's unique stage of development and sensitively supports them to succeed.

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Inspector:

The childminder promotes good attendance. She welcomes all children to her setting and supports everyone in her care, including those who are disadvantaged, those with special educational needs and/or disabilities (SEND) or who face any other barriers to their learning. Although the childminder is not currently caring for any children with SEND, she always considers each child's background and family makeup and recognises the importance of identifying learning needs early so support can be tailored to meet children's individual needs.

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Next steps

The childminder should consider further how to integrate different aspects of technology more consistently into the curriculum, to develop children's digital skills and understanding of cause and effect.

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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

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

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Address:

Silver Dale Shepherds Road Bartley Southampton SO40 2LH

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Address:

Operating hours: Monday,Tuesday : 07:30 - 17:00,Wednesday,Thursday,Friday : 07:30 - 09:00,Wednesday,Thursday,Friday : 15:00 - 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

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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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