Jamnitzky Gail Suzanne

Jamnitzky Gail Suzanne

Unique reference number (URN): 202500 Address: 1, Connaught House, Connaught Gardens West, Clacton-on-Sea, Essex, CO15 6HR Type: Childminder Registered with Ofsted: 28/08/1997 Registers: EYR, CCR, VCR Registered person: Jamnitzky, Gail Suzanne

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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, including those who are disadvantaged or have special educational needs and/or disabilities, make considerable progress from their starting points, particularly in communication and language. Children can express themselves to their peers, and an increasingly wide range of adults, with the support of visual aids, such as 'now and next' boards. This enables children to access the full curriculum.

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Achievement Strong standard

Children show high levels of curiosity and concentration as they enthusiastically create a habitat for their toy animals with natural items they have collected on nature walks. They learn about what they have found and consolidate their cutting skills as they use scissors to cut up leaves as pretend food for their animals.

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Achievement Strong standard

Children frequently beam with pride, demonstrating confidence in their own achievements. They develop high levels of self-esteem when the childminder provides consistent and meaningful praise for children's efforts and achievements.

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Achievement Strong standard

Children demonstrate skills that help to prepare them for school as they rapidly become increasingly independent in their self-care. For example, children intuitively wash their hands before collecting their lunch box and sitting down at the table to eat it.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an exceptional role model. She continuously uses calm and kind behaviours, which children are keen to copy. For instance, when children peel a banana at snack for their younger friend, she praises their thoughtfulness. This helps children to understand the importance of consistency, showing positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to understand how their behaviour might affect others as they begin to understand and regulate their emotions and responses. For example, she uses coloured play mats to help children identify an area that is specifically for them. Children use this space how they wish and control aspects of their play. This particularly supports children who display more challenging behaviours or those with special educational needs and/or disabilities who experience more frustrations in their daily life. Robust settling-in procedures are prioritised. These comprise of home visits and individualised settling plans made with parents. This promotes a smooth transition and fully supports children's wellbeing. For example, the childminder embraces children's love of babies and sets up enjoyable role-play experiences for them. Parents express how this means children are excited to attend. It also supports families to develop routines and

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Behaviour, attitudes and establishing routines Strong standard

positive habits for children's learning and for their future success.

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Children's welfare and wellbeing Strong standard

The childminder gets to know children very well before they start. When children arrive, they greet the childminder with a huge cuddle and smile. This demonstrates the trusting and caring bond children have with her.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on helping children to learn important safety messages during their play within the setting. For example, the childminder provides one-to- one support and guidance to help children learn to use scissors safely. She consistently reinforces safety routines, such as holding hands with an adult, on walks. This ensures that children develop vital skills to keep themselves safe when out and about in the local community.

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Children's welfare and wellbeing Strong standard

Children develop excellent self-care skills, such as washing their hands, brushing their teeth and making healthy choices at snack times. Visuals, such as 'now and next' boards, help children with special educational needs and/or disabilities to establish self-care routines with increasing confidence. This helps to prepare them for school.

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Children's welfare and wellbeing Strong standard

Children learn where food comes from. They have opportunities to grow fruit and vegetables from seeds, recycle food waste and buy food from supermarkets. This helps children's understanding of healthy lifestyles and nutrition. Consequently, children make astounding progress in trying new foods and making healthy food choices.

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Curriculum and teaching Strong standard

The childminder's curriculum is exceptionally broad and interesting. There is a strong focus on outdoor learning and the use of community resources, such as trips to the beach and the library. This extends children's real-life experiences, sense of belonging and understanding of the wider world. Children learn to count in sequence by counting natural resources they have collected on nature walks. Children develop their social skills, such as making friendships, as the childminder takes them to local groups.

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Curriculum and teaching Strong standard

Children love stories being read to them. The childminder teaches children to learn an abundance of new vocabulary, which supports them in their communication skills. For example, she encourages children to describe and touch textures in a sensory book. The childminder sounds out words clearly, such as 'velvet' and 'sparkly'. Children repeat the associated words accurately when revisiting the books independently. This demonstrates strong and effective teaching.

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Curriculum and teaching Strong standard

The childminder skilfully introduces strategies such as pictures and visual 'now and next' boards. These visual aids ensure that all children, particularly those with special educational needs and/or disabilities, can communicate their wants and wishes. Children who are non- verbal or speak English as an additional language begin to understand routines and make choices independently, which prepares them for school.

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Inclusion Strong standard

The childminder offers a home visit to families, alongside bespoke settling-in processes. This thorough approach enables her to gather in-depth information from children, parents and any other professionals working with them. Consequently, the childminder swiftly and accurately identifies and tailors support for individual children from when they start.

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Inclusion Strong standard

The childminder adapts her teaching and care to ensure that all children make the best possible progress in their learning and development. She consistently makes a noticeable difference to the opportunities and experiences of disadvantaged children. This includes those with special educational needs and/or disabilities (SEND), and those who may face other barriers to their learning and/or wellbeing. For example, the childminder liaises with leaders of other local groups that children visit to tailor activities, resources and experiences to meet the needs of children with SEND. As a result, all children have fun, make friendships and make considerable progress in all areas of their learning and development.

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Inclusion Strong standard

Parents applaud the great efforts the childminder puts into helping them claim available funding, such as early years pupil premium funding. She seeks parents' views on how any money is spent. The childminder provides regular assessments on the impact this is having on their children's overall development.

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Leadership and governance Strong standard

The childminder builds excellent partnerships with parents and other professionals, such as the early years team in the local authority. As a result, all children, including those with special educational needs and/or disabilities (SEND) or complex health needs, have the right support in place to thrive. Additionally, meticulous care plans are made to ensure that children's safety and welfare is prioritised from the outset.

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Leadership and governance Strong standard

The childminder is highly reflective and has a clear understanding of the setting's strengths and areas of development. She welcomes feedback from parents and teachers from local schools children will transition to. This collaborative working means tailored support is in place before children move to school. This significantly benefits those children with SEND or other barriers to learning to be fully prepared at times of transition.

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Leadership and governance Strong standard

The childminder is committed to demonstrating to parents how they can further support children's learning at home. She is adaptive and responsive to unforeseen circumstances. For example, when necessary, she conducts online meetings with parents. This ensures a collaborative and consistent focus on securing excellence for all children, including those with SEND.

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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 are incredibly happy and safe and demonstrate high levels of confidence and wellbeing. All children, including those with special educational needs and/or disabilities (SEND), thrive in all areas of their learning and development. Children are greeted warmly at the door by the childminder. Children initiate cuddles and tell her about their morning so far, showing caring attachments. Children take off their shoes, hang up their belongings and wash their hands without prompting. This demonstrates how children, including those with SEND, have established daily routines and know what is expected of them. The childminder uses visual pictures that help all children develop confidence and become familiar with daily

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Inspector:

Louisa Taylor routines, such a handwashing. Consequently, all children develop their independence in preparation for school.

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Inspector:

The childminder is dedicated to helping children develop a sense of belonging and an appreciation of the local community and wider world around them. She creates an extremely well-planned curriculum that prioritises outdoor learning and builds on what children already know and can do. For example, children practise their communication skills as they learn to interact, engage and listen to elderly adults when visiting care homes. Children benefit from very regular outings such as visits to local parks, forest school, the zoo and the library.

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Inspector:

Children consistently receive high-quality care and education from the childminder. She continuously works collaboratively with parents and other relevant professionals to identify children's needs. Therefore, children benefit greatly from the tailored, ongoing support that is put in place for them. For example, by working together they adopt strategies such as introducing sand timers. This helps children develop turn-taking skills. This united approach ensures that all children, particularly those with SEND, are making significant progress in managing their feelings and behaviours.

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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, 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 children, childminder and parents 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:

Connaught House Connaught Gardens West Clacton-on-Sea Essex CO15 6HR

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Address:

Registered person: Jamnitzky, Gail Suzanne

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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