Wilson, Nicky Jane

Wilson, Nicky Jane

Unique reference number (URN): 2737938 Address: 75 Nursling Crescent, Havant, PO9 5SR Type: Childminder Registered with Ofsted: 23/10/2023 Registers: EYR Registered person: Wilson, Nicky Jane

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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

Children, including those who face barriers to their learning, typically achieve well and make expected progress from their starting points. Gaps in learning and development are closing consistently, particularly for children who face barriers to their learning. They are prepared well for their next stage of learning, such as school. For example, they learn how to complete self-care tasks independently. Children are able to express themselves and share their thoughts and ideas. Children also develop their listening and attention skills and can hold conversations about things that are important to them. Children develop their physical skills, such as their motor skills, effectively. For example, children enjoy balancing along beams, which helps build their strength and coordination.

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Behaviour, attitudes and establishing routines Expected standard

Children have warm, kind and caring relationships with the childminder and any assistants she works with. They confidently voice their thoughts and opinions as they play together. The childminder has clear and high expectations for children's behaviour. She frequently praises children for their efforts. The childminder proudly celebrates children's achievements no matter how big or small. Children know what is expected of them and behave well. Children learn to treat each other with kindness and care. They share well and understand that it is not always their turn. For example, they take turns opening the advent calendar each day without conflict and understand it will be their go another day. Children show kindness towards each other as well as the adults, and they play well together. The childminder ensures that her expectations for children are high but are also age and stage of development appropriate. For example, the childminder understands the different

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Behaviour, attitudes and establishing routines Expected standard

capabilities of children in regards to tidying up their resources. The childminder works with parents to promote the importance of punctuality and attendance. She advocates for this and understands why it it is important that children attend regularly.

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Children's welfare and wellbeing Expected standard

The childminder and any assistants she works with are effective at ensuring that care routines meet the individual needs of the children, including those who face barriers to learning. The positive relationships between the childminder, her assistants and the children result in parents commenting that it is a 'home-from-home' experience. The childminder ensures that she gets to know children before they start so that she can tailor the provision to help children settle in more easily, such as providing particular toys to play with. The childminder teaches children about the importance of healthy eating and ensures that routines, such as lunchtimes, meet the needs of each child. Mealtimes are a sociable experience, and children excitedly share things they are looking forward to, such as trips to see Santa. The childminder teaches children to manage their personal hygiene needs well. For example, children remember they have to cover their mouths when they cough. Children

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Children's welfare and wellbeing Expected standard

learn to keep themselves safe when out and about with the childminder. For example, children learn how to cross roads safely. The childminder supports children as they learn to take risks safely. For example, children learn how to balance successfully along an obstacle course. Children demonstrate a secure sense of emotional wellbeing. The childminder supports them as they learn about their emotions and how to manage these well.

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Curriculum and teaching Expected standard

The childminder ensures that children feel happy, safe and secure in the setting. Children look to her for support as and when needed, such as when they require reassurance when there is a new visitor to the home. This helps them to feel reassured and confident. The childminder uses her assessments to plan a curriculum that builds on what children know and can do across the areas of learning. However, at times, the childminder's curriculum intent is not consistently precise to help children build on what they already know. This impacts on children making more than typical progress in their learning and development. The childminder ensures that mathematics is taught explicitly within everyday activities. For example, children build houses out of blocks and talk about the different sizes of their houses. Children regularly count throughout the day and are developing their awareness of numbers through carefully planned activities. The childminder ensures that children benefit

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Curriculum and teaching Expected standard

from daily physical activity. This includes taking part in music and movement activities and going out and about in the community. The childminder teaches language purposefully throughout all of her interactions. She models language to children as well as introducing new sounds and vocabulary to them as they play together. This helps close the gaps in children's language development. The childminder makes reasonable adaptations to ensure that all children, including those who face barriers to learning, make progress.

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Inclusion Expected standard

The childminder has high expectations for children. Her adaptive practice helps to reduce barriers to children's learning to ensure that all children, including children with special educational needs and/or disabilities, make typical progress in their learning and development. For example, the childminder plays games with children that are designed to develop their speech sounds. The childminder works in partnership with external agencies, such as speech and language therapists, to ensure that children receive the support they need. The childminder uses the approach of 'observe, assess, plan, review' consistently to ensure that children are making appropriate progress. She ensures that any assistants she works with understand this approach as well. This helps the childminder to quickly assess and identify any gaps in children's development. The childminder is then quick to implement strategies to help close this gap. The childminder uses additional funding appropriately to

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Inclusion Expected standard

meet the needs of children and to reduce the barriers they may face in their learning. For example, the childminder uses funding to purchase appropriate resources and to access training.

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Leadership and governance Expected standard

Overall, the childminder understands the strengths and areas for development for the provision. For example, she has identified some of the areas to be covered to further improve on the provision, such as supporting any assistants she works with to complete food hygiene training. However, the childminder's understanding of her own areas for development is not yet consistently precise. She has not fully developed the knowledge of her assistants in regards to the curriculum. This then impacts on the teaching children receive towards their learning goals. The childminder ensures that any assistants that she works with have a manageable workload and consistently checks in on their wellbeing.

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Leadership and governance Expected standard

The childminder prioritises the needs of the children and ensures that the decisions they make are in the best interests of children, particularly those who face barriers to learning. The childminder ensures that the children's voices are heard and listened to so that they feel they are making valuable contributions to the provision. For example, the children chose their Christmas crafts together and helped the childminder acquire the resources.

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

Children have secure attachments with the childminder and any assistants she works with. This helps children settle quickly and feel part of the family. Parents comment that they also feel welcomed and valued. The childminder supports children as they progress well in their learning and development. Children, including those with special educational needs and/or disabilities, make typical progress from their starting points. The childminder quickly identifies any gaps in children's learning and ensures that appropriate strategies are put in place quickly to help close these. The childminder values the importance of working with others, including other settings children attend, external agencies such as speech and language therapy and parents, and she works hard at developing these relationships.

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

Children develop their independence skills through everyday routines, such as putting on coats and shoes. They beam in delight at their achievements, which the childminder celebrates no matter how big or small. Children enjoy activities tailored to their interests. For example, they enjoy decorating pine cones for Christmas. Children are keen to learn and eagerly take part in a range of activities alongside their peers. They regularly go on outings in the local community, such as going to the library and community groups. The childminder promotes the importance of attendance and encourages parents to ensure that children regularly attend the setting.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should strengthen the curriculum intent to help children build on what they already know and can do to fully support children's progress. The childminder should focus training for assistants more closely to strengthen the quality of teaching even further.

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About this inspection

The inspector spoke with the childminder, her assistant, parents and the 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.

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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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