Gibson, Cheryl Jean

Gibson, Cheryl Jean

Unique reference number (URN): EY229509 Address: 8 Glebe Drive, Rayleigh, Essex, SS6 9HJ Type: Childminder Registered with Ofsted: 06/09/2002 Registers: EYR, CCR, VCR Registered person: Gibson, Cheryl Jean

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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 make pleasing progress across all areas of learning and development as they progress their skills and knowledge from their starting points. This includes children with special educational needs and/or disabilities, children who are known or have been known to social care services, and looked after children.

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Achievement Expected standard

Children become independent explorers from a young age. They develop confidence in accessing resources and expressing themselves in many different ways, such as through role play, singing and mark-making. By the time children leave the setting, they have developed many skills that will help them with their next stages of learning and development. This includes self-care skills such as dressing and maintaining hygiene, and the ability to understand and regulate their emotions. Children also develop a love of reading and storytelling through their experiences at the setting. They are able to ask questions to find out more and relay information from the storylines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model for how she wants children to behave. This includes teaching children how to share, take turns, look after resources and show care and concern for others. The childminder sets clear expectations for children's behaviour and attitudes to learning. Children therefore behave well. They want to help tidy up and take turns. Children seek each other out for play experiences. Older children like to support younger children to access play opportunities. They share musical instruments so that younger children can express themselves during songs too. Children therefore form deep relationships with each other, as well as secure bonds with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shows consistency in her approach to supporting children during conflict and when supporting them to regulate their emotions. She also creates clear routines for each day. Children know what is expected of them at each point of the day. They look forward to what is happening next. The childminder recognises the importance of children's regular attendance. She encourages children and their families to enjoy the activities that she has planned for children each day by sharing her future plans.

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Children's welfare and wellbeing Expected standard

The childminder's everyday practice supports children's welfare, mental health and wellbeing. Children settle well due to the childminder's approach to building rapport and creating a safe environment. Children form close bonds with the childminder. They know they will receive reassurance and nurturing interactions. Children quickly become confident in exploring and accessing resources. The childminder makes sure that children are secure and happy. She is receptive to their state of mind, and is swift to support all children when needed. This includes teaching children to recognise, express and manage their emotions, which the childminder does through carefully planned activities, as well as conversations and daily check-ins with children.

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Children's welfare and wellbeing Expected standard

The childminder provides daily opportunities for children to access outdoor learning in her safe and stimulating garden. The childminder also takes children out into the community. Children enjoy trips to the zoo, local farms and spaces where they can pick fruit, or visit local shops and the library. The childminder uses these opportunities to help children to learn to respect nature and feel like citizens of their local community. She also teaches children self- care skills, including hygiene practices. Children delight in washing their hands and feeding themselves. Snack and mealtimes are made sociable and fun by the childminder. She sits with children and engages in positive conversations around foods and healthy living. This helps children to develop secure levels of understanding and interest in living healthy lifestyles.

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Curriculum and teaching Expected standard

The childminder is clear on what she wants children to know and understand by the time they leave her setting and start school. She has a clear ethos and passion across areas, such as outdoor learning and supporting children to develop their imaginations. The childminder creates meaningful adult-led activities that will support children of all ages, and she extends their learning across all areas of learning. This includes children's physical development and personal, social and emotional development. Children also develop clear mathematical knowledge, as they build on what they know and can do. All children therefore access an equally ambitious curriculum.

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Curriculum and teaching Expected standard

The childminder is self-reflective of her practice and curriculum. She recognises that she has a sound knowledge base of how children learn and lots of experience in supporting children to achieve. The childminder states that she regularly receives positive feedback from schools that children attend, in terms of children's high starting points.

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Curriculum and teaching Expected standard

The childminder has not focused her training on supporting children's speech and language development, in terms of adapting her interactions and using communication-supportive strategies with children consistently. This does not increase the focus and support that she is able to give to all children, especially those who have delays or difficulties with their speech and language development.

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Inclusion Expected standard

The childminder uses her knowledge and experience to ensure that she can recognise swiftly if children require additional support across their learning. She works hard to build relationships with families and outside professionals. The childminder is proactive and ensures that her communication is effective in sharing information about children. She is confident in seeking advice on how to support families through challenging times.

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Inclusion Expected standard

The childminder feels passionately about inclusion. She takes careful consideration as to how she can adapt her provision to support all children and their families. The childminder has experience of supporting children with special educational needs and/or disabilities (SEND), children who are known or have been known to social care services, and looked after children.

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Inclusion Expected standard

The childminder closely considers how to use additional funding. In seeking advice from families and other professionals, she obtains specialist equipment and resources to benefit the children in receipt of it. The childminder is aware of all children's stages of development from her training and experiences. The childminder typically seeks advice from early years professionals on how to celebrate each child's unique progress at their rates of development. She uses cycles of observing and assessing children, while reflecting on what she can change and adapt to support their development. This has a clear positive impact on reducing barriers for children with SEND in particular.

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Leadership and governance Expected standard

The childminder is self-reflective and has some developmental plans in place. She has high standards for herself and for children's learning and development. The childminder recognises that there are some areas that she can develop further. These include her own continuing professional development via further training in some areas of the early years foundation stage.

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Leadership and governance Expected standard

The childminder has worked hard to implement changes and improvements to her provision since her last inspection. As a result, she has improved her teaching of mathematical concepts, and gives more consideration to the information that she gives to children when interacting with them, to avoid any misconceptions that children may have.

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Leadership and governance Expected standard

The childminder has developed strong partnerships with parents. Parents and carers praise the childminder for her support for their children. They appreciate the regular updates on what children enjoy and learn each session. They find the childminder approachable and a clear communicator. Her honest approach is appreciated by all parents.

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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 enjoy attending this inclusive setting. They form close bonds with the childminder. The childminder knows children well and is receptive to their emerging needs. She works hard to reduce barriers that children may face with their learning and wellbeing. The childminder acts as a strong role model for being kind. Older children therefore support younger children, encouraging them to join in. This sustains children's interest and builds friendships. As a result, children quickly settle and develop the confidence to explore and express themselves. In addition, the childminder supports children to broaden their understanding of the wider world when they visit the zoo, farms and other places within their local community.

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Inspector:

Marianne Brown Children develop their imaginations due to the childminder's carefully presented activities. They use straws as lollipops, pretending to sell them to friends. The childminder introduces activities as 'magical'. Children become excited for what is coming. The childminder carefully considers how to teach concepts, such as using a torch to reflect light onto an image to see what is hidden. Children love learning how to reveal the images. The childminder praises children for their efforts. All children therefore make positive progress from their starting points in learning.

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Inspector:

Children listen to stories with awe and wonder. The childminder uses expression to bring stories to life. She pauses to ask children questions, or allows them to tell the story. This supports children's attention, listening and engagement, as well as a love for reading. The childminder adds singing and instruments for children to express themselves.

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Next steps

The childminder should increase her understanding of how to support children with their speech and language development further. The childminder should strengthen professional development to enhance her practice to higher levels.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from parents during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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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