King, Gemma Leann

King, Gemma Leann

Unique reference number (URN): 2729703 Address: 1 The Grange, Cubbington, Leamington Spa, CV32 7LE Type: Childminder Registered with Ofsted: 04/07/2023 Registers: EYR, CCR, VCR Registered person: King, Gemma Leann

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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 achieve and progress beyond their individual starting points. Children learn skills and are rapidly growing in their confidence and independence, enabling all children to make progress and prepare them well in readiness for transitioning towards the move on to school. Children have multiple opportunities to practise being independent, such as taking their shoes and clothes off to dress up in a costume to role play. Children know support is available to them should they choose, but they show a strong resilience to doing these tasks for themselves. Children have many planned and spontaneous opportunities to learn how to sit in small groups, take turns, respect one another and listen when others are speaking.

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Achievement Strong standard

Children's language and communication skills are growing at a positive rate. They learn new words, such as 'negotiate' and 'compromise'. Children repeat the new words they hear and receive praise for the correct pronunciation. This encourages children to want to learn new words and communicate with the childminder and one another.

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Children's welfare and wellbeing Strong standard

The childminder has a warm and caring approach towards children, and this helps them feel that they belong. She creates a safe and calm environment. The childminder supports all children to feel settled in her home. She provides additional support through cuddles and being close by to children who need a little more reassurance in unfamiliar situations.

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Children's welfare and wellbeing Strong standard

Children learn about the importance of living a healthy lifestyle. The childminder helps them to understand the benefits of being active and spending time outdoors. Time in the outdoors is featured heavily in the childminder's curriculum. Children participate in making their own snacks using oats, bananas and strawberries. The childminder uses this engagement to support children's knowledge of a healthy diet and encourages them to try foods they may be less familiar with.

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Children's welfare and wellbeing Strong standard

Children learn to take care of their own personal hygiene through the routines the childminder promotes. Children wash their hands before eating and after using the toilet. These routine times support children's independence and help to develop lifelong habits and skills that support their overall wellbeing. Children learn about how to respect one another and understand their own and one another's feelings. For example, they begin to understand why one of their peers may feel sad or angry.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding about what it is that each child in her care needs to develop across the seven areas of learning. She has designed her curriculum to be fun and engaging for all children, while ensuring that it is also purposeful and guided by the children's individual next steps. The curriculum provides children with opportunities to build on their existing skills and develop new ones that will support their developing independence and natural curiosity as learners.

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Curriculum and teaching Strong standard

The childminder uses opportunities to support children to develop skills in early mathematics. She supports them to count in numerical order and represent the numbers they use on their fingers. Children learn mathematical language as they play a game of skittles. The childminder helps children to use vocabulary such as 'more', 'less' and 'the same'. She further supports children to understand the difference between 'more' or 'less' skittles as the childminder shows them examples of this. The childminder frequently actively encourages children to be physical indoors during bad weather. For example, children use all the space available to play a game of skittles and scoot around on ride-on toys.

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Curriculum and teaching Strong standard

Children develop their language skills frequently as the childminder uses a wide range of words in the narrative she provides during activities and in conversations with children. This encourages children to explore new language and develop their communication skills. Less- confident and quieter children receive specific support to engage in group times. The childminder adapts her delivery of individual tasks for children to ensure that all children make progress in their personal, social and emotional development.

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Leadership and governance Strong standard

The childminder evaluates the service she provides. She accurately identifies what the children know and what they need to do next in order to make optimum progress in all areas of their development. The childminder is ambitious in her expectations for children's development. She is developing the steps she takes to reduce any barriers to learning that children may have.

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Leadership and governance Strong standard

The childminder has many years of experience in childcare and holds a childcare qualification. The experience she has, the quality of her interactions with the children and the knowledge she brings are evident. This approach ensures that all children make excellent progress across all areas of their development. The childminder also attends training to keep her knowledge and understanding of childcare practice up to date. The childminder actively continues to research and engage in discussions with other professionals to enhance her practice even further.

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Leadership and governance Strong standard

The childminder has well-developed strategies to work in partnership with parents and carers. She shares her knowledge of child development with children's parents, supporting them in their role as parents. The childminder shares the progress and areas individual

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Expected standard

children may need support with, with their parents so that they can work with her to help their children progress. Parents value the childminder and are happy with the service they receive.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shares warm relationships with the children in her care. She considers children's backgrounds and previous experiences along with their age and stage of development to ensure that her expectations for behaviour in her home are fair and achievable. She talks to children frequently to them as a group and individually about her expectations for their behaviour. This includes reminding them about how to take care of the equipment and furniture in her home. This helps children to develop an understanding of how to respect others' belongings and preserve the toys they like to play with.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is quick to act when children demonstrate behaviour that may result in them hurting themselves or one another. She calmly tells children that they must not behave in certain ways, such as throw toys, run in the lounge and crash wheeled toys into one another. However, the childminder does not consistently support children to understand their own safety and that of their peers, as she does not provide children with an explanation of what the consequences of their behaviour may be.

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Behaviour, attitudes and establishing routines Expected standard

Children are keen to learn and approach the activities that are introduced with enthusiasm. Children sit well at small-group times. They learn how to wait, listen to others and take turns. The childminder promotes children's punctuality and attendance and has strategies in place to follow if children do not attend.

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Inclusion Expected standard

The childminder has strategies in place to find out as much as she can about the children she has in her care. This includes speaking to their parents and carers to ascertain if they have any barriers to learning, previous experiences in childcare and if they attend another provider. This ensures that the childminder can plan for their learning according to their developmental needs. The childminder is developing steps in adapting her activities so that all children develop the skills in becoming confident to participate and fully engage.

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Inclusion Expected standard

The childminder supports children to feel emotionally secure in their environment. For example, she offers cuddles to support children when they are upset or feeling insecure. The childminder acknowledges children's achievements and offers praise to help them to feel valued.

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Inclusion Expected standard

The childminder accesses training to support her knowledge and has previous experience in working with children with special educational needs and/or disabilities. She demonstrates the ability to identify any gaps in children's development. The childminder is aware of additional available funding and describes how this can be used to support specific needs, such as books to promote children's communication and language. She is aware of the importance of good communication with parents to meet children's changing needs. The childminder is also aware of the wide range of other professionals that she can work collaboratively with to ensure that children receive the care and education specific to their 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

Children have a lovely time in the childminder's home. They engage well with the childminder and her children, often having lots of fun. The childminder develops an inclusive environment so that all children feel valued and included in all of the activities on offer. She helps children to find out about our natural world through trips and outings in the local environment. Children have regular opportunities to be outdoors in the childminder's garden. They often have access to a free-flow environment, where they choose which area they would like to play in.

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

Children thoroughly enjoy being active indoors on days of less-favourable weather. They jump around, exercise and dance to music. This supports them to move their bodies in a variety of ways. The childminder also uses music to encourage children to tidy up and express themselves through singing. Children develop relationships with their peers. Some children are extremely confident, and others are developing the skills they need in readiness for school. Children cooperate with one another in small-group time with the childminder, and also without her involvement as they initiate and create their own games. For example, they act out a picnic together. Children learn from one another, copy one another's actions and try to make each other laugh.

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

Children access activities and resources that support their next steps and their individual interests. This is achieved because the childminder finds out about the children before they start in her care. The childminder also observes children as they play to develop an understanding of their unique personalities, overall level of development and their likes and dislikes. The childminder is alert to any barriers to children's learning and creates a plan to provide them with more tailored support.

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Next steps

The childminder should consistently support children to understand the impact that their behaviour may have on their own safety and the safety of their peers.

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About this inspection

The inspector spoke with the childminder 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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Address:

1 The Grange Cubbington Leamington Spa CV32 7LE

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Address:

Operating hours: Monday,Tuesday : 08:30 - 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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