Phillips, Jenny May

Phillips, Jenny May

Unique reference number (URN): 112507 Address: 5 Down Farm Place, Horndean, Waterlooville, Hampshire, PO8 0UP Type: Childminder Registered with Ofsted: 06/06/2000 Registers: EYR, CCR, VCR Registered person: Phillips, Jenny May

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has nurtured strong attachments with children. This has been instrumental in developing children's excellent attitudes to learning. Children show high levels of concentration because the childminder consistently motivates them to engage with each other and their environment. For example, she regularly encourages children to express themselves in song and dance. Children show they love these musical sessions by immediately getting what they need in preparation and sitting eagerly for the next instruction. In addition, the childminder is mindful to adjust her expectations of children's behaviour based on the age and stage of development of each child.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder prioritises the teaching of robust personal hygiene skills. For example, she supports children's growing independence to keep themselves clean. She sings rhymes and songs about handwashing, which helps children to concentrate on washing their hands thoroughly. As a result, children quickly learn how they can stay healthy.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder is a fantastic role model for polite and respectful behaviour. Children are highly respectful and appreciative of other adults and their peers as a result of the childminder's consistent focus on manners. Children tidy up without fuss and are reminded to use eye contact and first names to calmly talk to others. This has had a significant positive impact on how children positively contribute to the group so that everyone can take part and achieve.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder keeps track of children's attendance and is able to address any concerns with parents should the need arise.

p.2

Achievement Expected standard

Children explore a range of highly accessible sensory resources. For example, they develop the confidence to dance by listening to familiar songs, while young toddlers enjoy exploring sand with their fingers and tools. In doing so, children demonstrate secure fine and gross motor control as they move their bodies and grasp, pour and manipulate objects. While children are making expected progress in areas such as mathematics, this area is not yet strong because the childminder does not consistently extend children's mathematical knowledge in number.

p.2

Achievement Expected standard

Children make progress with their vocabulary. For example, they describe what they are doing. Children who are new to the setting quickly develop in their social confidence and begin to use new vocabulary in context. Children quickly become confident talkers, which helps to prepare them for starting school.

p.3

Children's welfare and wellbeing Expected standard

The childminder focuses her teaching on children's social and emotional development to ensure that children are happy and stimulated. She teaches young children to name some of their emotions, which helps them to understand that their feelings can change over time. She has also built secure relationships with the children in her care, which supports them to feel safe and secure.

p.3

Children's welfare and wellbeing Expected standard

In accordance with recent updates to the early years foundation stage framework, the childminder has made changes to her provision to strengthen her commitment to safer sleeping and safer eating practices. She explains these changes clearly to parents, while giving evidence of the impact of any new procedures. For example, children are quick to adopt their new sleeping mats that support them to nap safely. In addition, the childminder has renewed her commitment to promoting healthy eating by supporting parents to consider a range of healthy foods to include in their child's lunches.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes children's oral health well during daily toothbrushing sessions. The childminder works collaboratively with parents and carers to establish this routine at her setting. Parents' feedback has been positive, with some parents reporting that their children are now more confident to brush their own teeth at home.

p.3

Curriculum and teaching Expected standard

The childminder organises her curriculum and resources to follow children's interests and develop their social skills and wellbeing. For instance, she pays attention to children's interest in food and encourages them to explore life-like fruit while role playing. The childminder pretends to eat the 'apples' with children, saying how 'delicious' they are, while helping older children to serve 'snacks' to their peers. Later, during snack time, the childminder draws children's attention to the 'tasty' fruit they are eating. This helps children to put their play-based learning into a real-life context.

p.3

Curriculum and teaching Expected standard

The childminder selects her choice of words carefully to teach children new language. Older toddlers listen intently to what she says and attempt to use any new or unfamiliar words to form their own sentences. For example, when the childminder guides younger children to identify parts of their body, older children repeat and extend these questions to support their younger peers.

p.3

Curriculum and teaching Expected standard

The childminder assesses children frequently through observation. She uses this to match her questions and activities to individual children's stages of development. For example, she identifies that some children can count past 10, while others are still learning to count up to 5. However, she does not consistently extend the most able children's mathematical knowledge, for example when teaching numbers. This means that older children do not always get the opportunity to consolidate and extend their knowledge of number during whole-group activities.

p.3

Inclusion Expected standard

The childminder makes detailed daily observations of children's progress that she shares with parents and carers. She records further observations in learning journals and scrapbooks, using photos to serve as a celebration of all children's achievements. In addition, the childminder provides a comprehensive summary of children's development in the written progress checks for children aged between two and three years. She uses all of this information to set specific steps for children's future development.

p.4

Inclusion Expected standard

The childminder makes frequent assessments to address any gaps in children's development at the earliest opportunity. In addition, the childminder rigorously monitors any barriers to children's learning. For example, the childminder has provided highly impactful advice to families on how dummies can hinder children's speech production. Consequently, children's confidence has improved, and they have made rapid progress with their communication. The childminder also communicates frequently with a network of fellow childminders to share advice and improve outcomes for children.

p.4

Inclusion Expected standard

The childminder currently does not look after any children with special educational needs and/or disabilities (SEND). However, she is aware of her responsibilities to be fully inclusive of children with SEND in the future, should the need arise. Therefore, she has identified that to further improve the quality and readiness of her provision, she would benefit from training to update her knowledge and skills in supporting children with SEND.

p.4

Leadership and governance Expected standard

The childminder is a reflective practitioner who strives to improve the quality of her teaching. For example, she has recently completed a range of safeguarding and curriculum-based courses and reports positively on their impact. She is also able to identify areas within which she needs further development, for example in preparing for the addition of any children with special educational needs and/or disabilities to her provision.

p.4

Leadership and governance Expected standard

The childminder has built purposeful and trusting relationships with parents and carers. She provides families with regular updates about their children's progress. This has created a consistency of care between children's homes and her setting. Parents are overwhelmingly positive about the care the childminder provides to their children. They praise the childminder for her support and how she has increased their children's confidence and social skills.

p.4

Leadership and governance Expected standard

The childminder is able to seek advice from colleagues if she has any concerns regarding a child's development. She regularly meets a network of childminders to share advice and keep up to date with any changes in the field of childcare. The childminder values these professional connections and talks about the importance of taking children to childminder meetups to further develop their social skills with their peers. The childminder plans to continue to foster these professional connections in the future.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children show they enjoy their time at this positive and nurturing setting. They carry themselves with wide grins, and frequently laugh as they play with the childminder and their peers. The childminder organises a diverse mix of physical, musical, art-based and sensory activities. She encourages children to think about how they can use their bodies and senses

p.5

Inspector:

David Watkins to interact with the stimulating resources around them. For example, the childminder gets children to consider how different objects smell and how scarves feel as children twirl them about their heads when dancing.

p.6

Inspector:

The childminder teaches children to treat each other with respect and kindness. She consistently supports children to develop their behaviour, with a focus on politeness and manners. The childminder helps children from an early age to identify different emotions in themselves and others. She models language such as 'please' and 'thank you', when asking for, or receiving items. As a result, children learn quickly when to thank someone and how to ask appropriately for what they need. Children respond beautifully to the childminder's teaching, and their behaviour is excellent. They work very well as a group and share resources without conflict because the childminder expertly models the rules. Older children support their younger peers, helping them to select and use the resources that they need.

p.6

Inspector:

Children new to the setting quickly establish themselves, as a result of the childminder's dedicated care. The childminder fosters children's confidence and safety as she supports them to positively communicate with each other. Children also show developing independence. For example, they get the resources needed for an activity and tidy up after themselves. Children respond quickly to the childminder's requests, showing the strong bond of respect they have for the childminder. In addition, children show high levels of respect for their peers and want to help with any tasks that need doing.

p.6

Next steps

The childminder should consider how to extend children's learning more consistently in mathematics to further develop what they know and can do. The childminder should strengthen her understanding of how to support children with special educational needs and/or disabilities, should the need arise in the future.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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.

p.6

Address:

5 Down Farm Place Horndean Waterlooville Hampshire PO8 0UP

p.7

Address:

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8