Dean Jacqueline

Dean Jacqueline

Unique reference number (URN): EY103307 Address: 140 Yoxall Road, Solihull, B90 3RW Type: Childminder Registered with Ofsted: 20/04/2002 Registers: EYR, CCR, VCR Registered person: Dean, Jacqueline

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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 provides a very calm environment for the children in her care. The children's behaviour is extremely positive. They listen attentively to the childminder's instructions and respond swiftly to her guidance. Well-established routines very successfully promote children's ability to understand the difference between right and wrong.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully helps children to express themselves and is highly effective in helping them to learn how to resolve conflict with their peers. Through careful explanations, children learn to understand why they cannot always have what they want immediately. Children become independent as they learn about how to manage situations for themselves. They demonstrate accomplished skills in negotiating with the childminder about why they think it is their turn to play with one of the most popular resources.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance and punctuality are promoted very effectively and the childminder has robust procedures in place to follow if children do not attend. The childminder supports parents in understanding the importance of this on children's learning and progress, with very positive results.

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Children's welfare and wellbeing Strong standard

Children share very strong attachments with the childminder. They seek out her attention for cuddles and reassurance when they feel insecure. Children are extremely settled and are happy throughout their time in the childminder's home.

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Children's welfare and wellbeing Strong standard

The childminder is highly successful in promoting healthy lifestyles. Children learn about how to look after their bodies through exercise. The childminder shares ideas with the children's parents to help them provide healthy choices in the children's lunch boxes. Babies are supported with feeding themselves warm meals, such as cottage pie. Older children independently access and make choices about the order they wish to eat their foods in. They munch on carrot sticks, cheese chunks and peas. This helps children gain lifelong habits of healthy eating.

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Children's welfare and wellbeing Strong standard

Children experience time socialising with others of a similar age at local groups. They access trips and walk in the local community, such as the local park. This enables them to develop friendships, be active and spend time outdoors. The childminder promotes effective hygiene routines that all children, including the youngest in the group, are familiar with. Older children access their own flannel and wipe their own hands and babies follow examples shown to them by the childminder. Children demonstrate an excellent understanding that by doing so 'the germs will not go down into their tummies'.

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Inclusion Strong standard

The childminder demonstrates a passion for providing a fully inclusive service. She has a comprehensive understanding of all of the children she cares for. She knows about their backgrounds, their previous experiences and the specific care required to meet their individual needs. This helps her ensure she offers high-quality, tailored care. The childminder explores parents' knowledge of their children and completes observations on their development so she can swiftly and accurately identify any areas for more support.

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Inclusion Strong standard

The childminder is alert to potential signs and indicators of special educational needs and/or disabilities (SEND). She actively seeks support from professionals without any delay to ensure all children get the support they need through early intervention. The childminder has experience of supporting children with SEND through her years of experience as a childminder. She uses this experience to include children, who may experience barriers to their learning very effectively. She plans for children's learning, utilising what she knows about each child's specific needs and adapts activities very effectively to ensure all children can successfully engage. This has a highly positive impact on children's wellbeing.

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Leadership and governance Strong standard

The childminder is very secure in her understanding about what she wants children to achieve and how she will help them do this. She creates an environment that enables children to feel extremely settled on arrival and highly supported and valued throughout their time with her.

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Leadership and governance Strong standard

The childminder manages her own workload very well. She is highly reflective of her own practice and frequently considers what she can do to improve the overall service she provides, alongside tweaks she can make day to day. She makes continual changes to develop the provision. For example, she created a lunch preparation checklist that ensures she can be as organised as possible. She acts swiftly on recommendations from previous Ofsted inspections. For instance, she has successfully strengthened how she supports children to learn about families, cultures, traditions and beliefs outside their own experiences.

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Leadership and governance Strong standard

The childminder is conscientious in making sure she attends training to keep her knowledge of safeguarding and paediatric first aid up to date. She is highly effective in developing partnerships with parents to help each child receive the tailored care and education they need. Parents state that they especially appreciate that their children learn about Remembrance Day and how their communication and language development is well supported. They also state that leaving their child with the childminder puts them 'in the best

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Expected standard

possible hands'. The childminder also engages with the wider community in the groups she attends with the children.

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Achievement Expected standard

Generally, all children including those with barriers to their learning are making steady progress. They demonstrate the skills and knowledge required to complete tasks for themselves, such as taking care of the resources they use. This prepares them in readiness for the next stage in their learning and the move on to school.

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Achievement Expected standard

Older children develop their hand-eye coordination skills through using tools and materials, such as paint, mixing two colours of paint together to create another colour. This truly enhances their communication skills and their cognitive development as they think and explain to others how this has happened.

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Curriculum and teaching Expected standard

The childminder plans a well-balanced curriculum that provides opportunities for children to develop across the 7 areas of learning. The childminder ensures her curriculum is ambitious to challenge and help children achieve, equally coupled with them having fun. The childminder monitors children's progress and highlights where they need additional support and how she will provide this. This ensures that any emerging barriers to learning are swiftly overcome.

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Curriculum and teaching Expected standard

The childminder adapts activities accordingly to ensure all children can be fully involved. An example of this is a painting activity that was delivered in 3 different ways to secure children's engagement. Sometimes, however, the childminder does not allow children enough time to fully explore the activities on offer. Consequently, this restricts their opportunities to be creative or extend their own learning beyond the planned adult-led activity.

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Curriculum and teaching Expected standard

As children play, the childminder talks to them about what they are doing, she encourages them to make choices about want they want to play with. For example, the childminder speaks to each child at their level to determine what choices they wish to make. Children chose between catching bubbles, dressing up and listening to a story read to them by the childminder. This increases their communication skills and develops a confidence to speak out and enhances their social skills in readiness for 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

Children have varied opportunities to develop the skills and confidence to transition on to school. The childminder provides the children with tasks to help them become independent. She supports them to put on a bracelet, when they dress up as a princess and take the painting utensils to the kitchen to be washed following a creative activity. Children receive praise from the childminder for a job well done and this very successfully supports them in feeling valued and included. Children demonstrate a strong sense of belonging.

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

Children receive care from the childminder that encompasses their individual needs extremely well. The childminder promotes positive outcomes for each child in relation to their care and education. Children enjoy their time in the care of the childminder and relish

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Inspector:

Hayley Lapworth opportunities to involve her in their play. Frequent interactions between the childminder and the children support their overall development across the 7 areas of learning. Children's communication and language skills are supported through frequent conversations with the childminder during their play and routines.

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Inspector:

Children learn about the world around them They begin to understand about their unique qualities and characteristics and how they are different to others in the local community and across the world. The childminder helps children to compare their features as they look at books depicting a variety of positive images of people. Children learn about different charities that rescue people or save their lives, for example lifeboat and sea rescue. The childminder plans purposeful activities that develop children's understanding of our wider world. This helps the children to develop a culture of respect and understanding of how to help others.

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Next steps

The childminder should strengthen the support for children to explore activities independently and follow their own ideas.

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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:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

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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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