McGhee, Fidelia

McGhee, Fidelia

Unique reference number (URN): EY347227 Address: 104b Briarwood Drive, LEIGH-ON-SEA, Essex, SS9 4LD Type: Childminder Registered with Ofsted: 30/01/2007 Registers: EYR, CCR, VCR Registered person: McGhee, Fidelia

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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 know more and remember more through their learning. They remember information, such as how caterpillars become butterflies, and know to share and take turns with friends. Children show immense concentration and focus in their chosen activities. For example, they work together to complete complex tasks. Children consistently try their best and show positive attitudes to learning. This is demonstrated through their perseverance and resilience when approaching new or challenging tasks. Children who have barriers to learning make consistent and remarkable progress in their learning and development. Consequently, children are immensely well prepared for the next stage of their education. They make sustained progress from their starting points, including in essential communication skills, confidence and their self-belief. Children demonstrate their ever growing knowledge, including how the brain controls the heart and breathing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear and consistent expectations for behaviour. As a result, children manage their feelings extremely well. Children demonstrate their understanding of the rules. They happily share, take turns and follow instructions without challenge. The childminder is a wonderfully positive role model to children. For example, when children collaborate on shared tasks, the childminder describes and validates positive behaviours, such as sharing. Children are offered lots of praise when they make thoughtful choices. This reinforces expectations and promotes positive attitudes to learning. This approach fosters a respectful culture where children develop harmonious and respectful relationships with their peers and with adults.

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Behaviour, attitudes and establishing routines Strong standard

Children develop kindness, empathy and patience. The childminder reminds older children that their younger friends are practising new words, so may need some help to pronounce them. This helps to develop tolerance and respect for others. Children have excellent manners. The childminder helps them to consider the feelings of others and the impact of their actions, such as when children take toys from each other. The childminder works incredibly closely with parents and carers to ensure consistent punctuality and attendance. She collects some children from home when parents are unable to drop them off themselves. This ensures that children access the curriculum regularly and prepares them for the transition to school.

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Children's welfare and wellbeing Strong standard

Children show increasing independence in managing their personal needs. Children who are toilet training learn to recognise when they need the toilet or a nappy change. The attentive childminder responds to their needs immediately. Older children manage routines, such as mealtimes, with confidence. They wash their hands before enjoying healthy snacks. Children demonstrate a secure understanding of the arrangements for mealtimes, making sure they have finished eating before leaving the table. They drink water regularly and access outdoor areas and fresh air daily. Children consistently receive warm and positive care from the childminder. She equips children with the language of feelings to help them understand a range of emotions. The childminder allows children the time to share how they are feeling, which helps to regulate their behaviour. They know that the childminder responds with nurture, which develops their sense of belonging and trust. The childminder's

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Children's welfare and wellbeing Strong standard

meticulous attention to what motivates and inspires children is reflected in the carefully considered learning experiences. She takes all reasonable steps to ensure that children are prepared to learn as a result of feeling safe and secure. She prioritises their wellbeing and is highly responsive to children's individual needs, in particular those who may be disadvantaged or have barriers to their learning. Children learn about personal safety, such as how to sit safely at the table when eating.

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Curriculum and teaching Strong standard

The childminder has designed an ambitious curriculum that helps children to broaden and extend their knowledge and skills across all areas of learning. They consistently engage in quality, meaningful learning experiences. The childminder adapts teaching to meet the individual needs of children who find larger groups overwhelming. She has high expectations for what she wants children to learn. She uses teaching that promotes learning very well. For example, children learn about body parts and develop their motor skills as they complete a floor puzzle together. They engage in a range of activities both indoors and outside to promote physical development and develop positive attitudes to exercise.

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Curriculum and teaching Strong standard

The childminder consistently evaluates what children know and can do. She accurately adapts her teaching to stretch children beyond their current abilities as well as identifying any emerging gaps. She uses focused evaluation to assess the impact of her curriculum and teaching and make any necessary improvements, especially when supporting children who face barriers to their learning. Communication and language flows seamlessly. The childminder recognises the vital importance of children's developing vocabulary. She uses sharply focused conversation to ensure that children hear a rich array of vocabulary, including important mathematical language. Children count with confidence and demonstrate growing understanding of mathematical concepts, including awareness of size and space. Throughout the day, the childminder promotes children's emotional security. She fully recognises that happy brains are ready to learn and ensures that children hear the

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Curriculum and teaching Strong standard

language of feelings and learn about a range of emotions.

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Inclusion Strong standard

The childminder is relentless in her pursuit of excellence for all children, regardless of their circumstances. She has a secure understanding of the needs of disadvantaged children, including those with special educational needs and/or disabilities (SEND). The childminder adapts her provision and curriculum to meet the needs of children who require a more personalised approach to learning. For example, she provides additional one-to-one care outside of her core hours for children who struggle to learn in larger groups. The childminder fully understands the need for collaborative working with other professionals to secure the best outcomes for children. This includes identifying the best way to use funding to remove barriers for children and enhance their learning. Parents of children with SEND share their extremely positive views. They comment that the childminder offers a safe and warm environment. They say their children show very few anxious behaviours as a result of the

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Inclusion Strong standard

strong and trusting relationship. Children make consistently excellent progress from their starting points as a result of the childminder's highly inclusive and personalised approach. This is supported by the professional development the childminder engages in. As a result any gap is closing, and children are very well prepared for the next stage in their education. The childminder delivers her curriculum with a considered determination that all children are able to thrive.

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Leadership and governance Strong standard

The childminder has an excellent understanding of the strengths and any areas of her provision that could be further enhanced. She has a wide network of professional colleagues. Together, they share good practice and ideas and support each other with improvements. The childminder also provides mentorship within her local childminding community. She regularly updates her knowledge through a variety of training courses and professional reading and research. This is showcased in her natural and confident teaching approach that builds the foundations for children's future learning.

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Leadership and governance Strong standard

The childminder places priority on children's achievement. She shows a deep and secure understanding of how best to support children and families, in particular those who experience barriers to learning. The childminder is acutely aware of the importance of fostering positive and supportive relationships with parents, including those who may be harder to reach. This ensures that she is fully aware of any changes that may impact children's attendance or progress. She takes swift and appropriate action to maintain continuity in children's care and education. For example, she works with parents and carers and other childminders to identify the appropriate support that helps children to thrive. Parents describe the childminder as 'our village' and attribute children's superb progress to the excellent provision.

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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

The ambitious childminder wants to 'change the world for children'. She has designed a curriculum that provides children with essential skills and broadens their knowledge of the wider world. Children achieve incredibly well as a result of the delightful teaching that brings learning to life. For example, they build on their knowledge of the human body and learn about how the brain controls the body as they listen to the sound of their heartbeats. The childminder checks what children have remembered and what they need to learn next. This ensures that learning is consistently consolidated and extended. The childminder has considered the very best ways to support children who are disadvantaged, so they can access the high-quality teaching and make excellent progress. Barriers to learning are well

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Inspector:

Clare Ford understood, and great care is taken to reduce and remove them. This includes providing a collection service for children who may not otherwise be able to attend. As a result, all children access and benefit from extensive and inclusive learning opportunities.

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Inspector:

Children are happy and settled, and they show a secure sense of belonging in the warm and welcoming environment. They are confident to express their emotions because the childminder ensures that they have the emotional language to do this. The childminder showers children with affection, and they reciprocate by expressing their delight. Children thoroughly apply themselves to tasks, such as completing complex puzzles. They show deep concentration as the childminder encourages them to match the colours of pieces and helps them study the image on the box for reference. Children who are less confident are gently encouraged to join in. The childminder uses her extensive knowledge of the children to recognise the best way to engage them. Children sing as they play and focus on their tasks, showing how safe and secure they feel and how much joy the learning brings them.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She 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 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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Address:

104b Briarwood Drive LEIGH-ON-SEA Essex SS9 4LD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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