Sheppard, David George

Sheppard, David George

Unique reference number (URN): EY380154 Address: 9 Peak Lane, Fareham, Hampshire, PO14 1RP Type: Childminder Registered with Ofsted: 09/09/2008 Registers: EYR, CCR, VCR Registered person: Sheppard, David George

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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 make excellent progress through the curriculum and are remarkably well prepared for the next stage of their education. They demonstrate comprehensive understanding across different areas of learning. Children have highly developed independence skills. They show that they are proud of their accomplishments as they demonstrate how they can do up their zip by themselves.

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Achievement Strong standard

Children show secure mathematical understanding and confidently communicate what they know. They count, measure and discuss properties of shapes during play, such as when they explore with dough. Children talk about different sizes and compare their pieces of dough. They confidently discuss that some pieces are longer and some are shorter. Furthermore, children have an embedded understanding of number. For example, they build a train and discuss the concept of the train becoming longer as they gradually add more carriages and confidently count them up to 12.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides parents with clear policies that outline the importance of punctuality and attendance. He is inclusive in his approach and recognises families' differing circumstances to anticipate any barriers to attendance. The childminder also monitors attendance patterns regularly to ensure children receive consistent experiences to support them to understand routines.

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Behaviour, attitudes and establishing routines Strong standard

Children receive consistent guidance from the childminder to help them understand the expectations for their behaviour. The childminder implements rules fairly and delivers them in an age-appropriate way to promote children's understanding and enable their best possible behaviour. For example, he talks to children about why it is important not to run inside, and together they discuss the implications of their actions.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to gain strong attachments with himself and other adults. He works closely with parents to develop an understanding of children's interests to help build relationships with them right from the very beginning. As a result, even children who have started very recently appear remarkably happy and settled. The childminder is passionate about providing teaching that is exciting and enjoyable for all children to support them to develop positive attitudes to learning. For example, the childminder enthusiastically reads to children and uses different strategies to engage children of different ages. They participate in the narrative joyfully and develop a notable love of books and stories.

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Children's welfare and wellbeing Strong standard

The childminder implements well-organised routines that are embedded and understood well by children. The childminder develops these to support children's personal and emotional skills and increase their ability to make healthy and independent decisions for themselves. Children are confident to explain what comes next. They manage hygiene routines for themselves and confidently explain why they are important. This is because routines, such as handwashing and teeth brushing, are secure, and children receive clear explanations about them from the childminder. Children also demonstrate an understanding of personal safety. They carefully explain to their peers that they might slip if they run indoors, for example.

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Children's welfare and wellbeing Strong standard

The childminder has robust policies and procedures in place that promote the welfare and wellbeing of all children. He reviews these regularly and reflects on up-to-date knowledge and research to adapt them strategically.

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Children's welfare and wellbeing Strong standard

The childminder has a comprehensive understanding of the children at his setting and develops meaningful relationships with them. This supports children to feel emotionally secure and safe. The childminder builds strong partnerships with parents so that he is fully aware of any changing circumstances that may affect children's emotional wellbeing throughout the day. For example, he knows that some children may occasionally struggle to settle in and adapts his approach to make sure all children develop meaningful attachments, including those who may have special educational needs and/or disabilities. The childminder's approach is inclusive and is adapted to each child.

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Curriculum and teaching Strong standard

The childminder has developed a tailored and ambitious curriculum. He decides on the key skills that he wants children to learn and plans engaging activities to support children to achieve beyond expectations. The childminder carries out regular assessment to identify what children know and build on their knowledge. The curriculum is inclusive and considers children's stage of learning carefully.

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Curriculum and teaching Strong standard

Most notably, the childminder is passionate about developing children's mathematics skills. He ensures that children consistently receive purposeful and explicit teaching that increases their understanding of number, shape, capacity and measure. This teaching is implemented regularly through a wide range of activities. For example, when children explore and discuss shapes they have made with dough, the childminder identifies misconceptions and engages children in discussions about 2-dimensional and 3-dimensional shapes.

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Curriculum and teaching Strong standard

The childminder's curriculum is very well planned. It securely promotes equality and diversity. The childminder considers how to involve children in experiences and conversations that teach them about communities or cultures that might be different to their own. For example, they celebrate Australia Day and explore instruments and cook different foods that are unique to the celebration. The childminder also prioritises children's physical development. He provides them with opportunities to run, climb and balance on different equipment.

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Curriculum and teaching Strong standard

The childminder consistently extends interactions that increase children's communication and language skills. He engages with children enthusiastically, and they play imaginatively together in the outside play space. The childminder builds on babies' vocabularies as he supports them to practise single words and recognise different items in their surroundings.

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Inclusion Strong standard

The childminder is highly knowledgeable about the context of his setting and characteristics of the children and families who attend there. He utilises opportunities to work closely with parents to identify any gaps in children's learning so that he can put effective plans in place or make referrals to professionals if necessary. This means children benefit from a shared approach to their education and care.

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Inclusion Strong standard

The childminder maintains ambitious expectations for all children. He recognises children's different stages of learning and tailors his teaching to support those with barriers to their learning. He uses regular assessment to monitor children's continued progress and consistently reviews any plans for intervention that may be in place. The childminder also engages in training to enhance his knowledge of supporting children with special educational needs and/or disabilities further. This supports children to benefit from teaching that is adapted to support their individual needs.

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Inclusion Strong standard

The childminder is passionate about providing all children with the highest-quality education and experiences. When children who attend receive additional funding, for example those who might be at a disadvantage, he recognises how to use this appropriately to provide children with precise teaching to close any gaps in their knowledge and increase the breadth of their personal experiences.

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Leadership and governance Strong standard

The childminder is professional, passionate and forward thinking in his approach to delivering high-quality education and care. He consistently maintains the strategic direction of his setting and reviews his provision so that he can improve and develop as much as possible. Furthermore, the childminder consistently prioritises professional development to broaden the scope of his own knowledge even further. He understands the importance of keeping his knowledge up to date so that he can continually raise teaching standards for children. As a result, children consistently thrive from exciting and innovative teaching and are ready for their transition to school.

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Leadership and governance Strong standard

The childminder is thoughtful about his approach to parent partnerships. He recognises that some parents benefit from different methods of communication, and he adapts this appropriately to engage with all families. The childminder engages with the community and other professionals to support all children, especially those with special educational needs and/or disabilities. For example, he builds partnerships with local schools and liaises closely with specialist teachers to further support children at times of transition.

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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 appear happy and settled in the childminder's home. They play joyfully and collaboratively with their friends of different ages. A respectful culture is embedded where children share and take turns with ease, recognising the importance of kindness and fairness. Children build meaningful and trusting relationships with the childminder and other adults present. Babies' care routines are followed with sensitivity and respect to promote their emotional security and wellbeing. Children feel safe in a warm and welcoming environment where they feel individually valued and are excited to learn.

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

Children progress and achieve consistently through the curriculum. They develop confidence and independence and consistently demonstrate that they know what is expected of them. For example, they have an excellent understanding of the daily routines and tell their peers when it is time to tidy up. Children also develop secure communication skills for their age as the childminder makes the most of every interaction he has with them. For example, children use descriptive language and talk about shapes such as 'pyramids' and 'spheres' during their explorations with play dough. Teaching is explicit and purposeful.

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

The childminder recognises children's different age and stage of development. He remains consistently ambitious for all children, including those who may have barriers to their learning, such as those who may have different family backgrounds or may be at a disadvantage. The childminder ensures that all activities and experiences are adapted appropriately to enrich each child's learning. Children benefit from a range of trips out to places such as beaches, farms and wildlife parks. This plans to broaden their knowledge of the world around them.

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

The childminder has a clear approach to attendance. He promotes this with families regularly to continually support them to understand the importance of embedding secure routines for children.

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Next steps

The childminder should sustain his work to ensure continued improvement and high standards. He 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 to the childminder, the co-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:

Registered person: Sheppard, David George

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 19:00

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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

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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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