Stevenson Desma

Stevenson Desma

Unique reference number (URN): 504849 Address: 43 Nod Rise, Coventry, West Midlands, CV5 7HU Type: Childminder Registered with Ofsted: 01/07/1998 Registers: EYR, CCR, VCR Registered person: Stevenson, Desma

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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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Behaviour, attitudes and establishing routines Strong standard

Children are happy and settled. This indicates there are strong emotional bonds and positive relationships with the childminder. Parents appreciate the support that both the family and the child receive. Children demonstrate strong bonds as they laugh and play together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder holds high expectations for children's behaviour and consistently models and reinforces good manners. For instance, when she offers a snack, she asks, 'What do we need to say now? The use of 'please' and 'thank you' is clearly embedded in the children's daily routine. This helps children understand how to treat others with respect and kindness.

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Behaviour, attitudes and establishing routines Strong standard

Children play cooperatively with their friends and are learning to share and take turns. The childminder consistently reinforces this during activities, such as taking turns, turning the page of a book and during activities when they may need to wait. She tells the children, 'It will be your turn next.' The childminder is enthusiastic about their achievements. This helps children to feel valued and show consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

Children are familiar with the daily routine. They eagerly tidy up in readiness for snack time, helping to put resources away. The childminder talks about their regular visits to groups and their friends who attend on different days.

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Behaviour, attitudes and establishing routines Strong standard

The childminder explains the importance of regular attendance and punctuality during the settling-in process. This has a significant impact on children's progress and outcomes. Children develop strong daily routines and demonstrate their keenness to attend the setting.

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Achievement Expected standard

All children make good progress from their starting points and are ready for the next stage of learning. They confidently communicate with each other and the childminder. Children demonstrate their growing vocabulary by naming objects as they play in the role-play kitchen. For example, they hold an ice-cream cone and shout 'ice cream'. Children are beginning to count using their fingers and recognise numbers. They demonstrate dexterity as they move beads along an abacus and complete puzzles.

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Achievement Expected standard

Children learn to engage in meaningful play and demonstrate curiosity and concentration as they complete tasks. Children have some opportunities to develop their independence. The childminder actively encourages children to make choices. For example, they select which fruit they would like at snack and lunchtimes. However, children are not consistently given opportunities to develop independence further during self-care routines, such as washing their hands and blowing their noses.

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Children's welfare and wellbeing Expected standard

Children form strong attachments to the childminder, which supports their wellbeing. The childminder encourages children to understand their feelings, supporting them to think about why they are upset. She offers reassuring cuddles and responds to children's needs, helping them feel safe and secure.

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Children's welfare and wellbeing Expected standard

Children enjoy being active. This includes daily walks, outdoor play in the park and garden and attending soft-play groups. They climb and balance on play equipment and slides, and have time to run and jump. The childminder supports children to learn about staying safe. For example, they learn why the childminder checks the park grounds and garden for any sharp objects before they can play.

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Children's welfare and wellbeing Expected standard

The childminder successfully promotes healthy choices. Children enjoy nutritious meals and have daily access to fruit and vegetables. There is a varied menu for children to choose from. Mealtimes are positive experiences, where children sit and eat together, chatting with the childminder. She manages children's allergies and dietary preferences effectively and follows safer food practices.

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Children's welfare and wellbeing Expected standard

Robust hygiene practices ensure children recognise when they need to wash their hands and the reasons why. For instance, she tells them, 'We are rubbing the germs away' before mealtimes. However, the childminder does not always give children the opportunity to take responsibility for their own self-care and develop their independence.

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Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and their next steps in learning. She has a good knowledge of how to plan and adapt most activities to support her curriculum. However, sometimes children are not fully supported to gain sufficient independence when carrying out self-care skills.

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Curriculum and teaching Expected standard

The childminder's interactions support children's communication and language well. She talks to children about what they are doing, encouraging them to repeat words. The childminder adapts her teaching for children with language barriers. She carefully chooses books and rhymes that repeat key phrases to reinforce words, for example 'Five Little Ducks', where children take great delight in repeating 'Quack, Quack! Children engage in various activities to develop their physical skills, such as using scissors to snip paper. They also manipulate tape to attach their pictures to sticks, creating finger puppets. This helps develop children's small-muscle skills.

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Curriculum and teaching Expected standard

Children's early mathematical skills are developing well. They regularly count and recognise numbers in their play. The childminder uses numbers on objects to reinforce number recognition as children play games. She encourages them to use their fingers to represent numbers as they count, which the childminder models. This provides the necessary support and develops children's confidence. All children make progress in their learning.

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Inclusion Expected standard

The childminder accurately assesses children's developmental stage and achievements when they begin. She plans appropriate next steps for most areas of learning and identifies any learning gaps.

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Inclusion Expected standard

The childminder fosters an inclusive environment for all children. She adopts a proactive approach to monitoring their progress. The childminder gathers information from parents during the settling-in period. This helps her understand each child's background, culture, learning needs and experiences. Children who speak English as an additional language are very well supported. The childminder models vocabulary clearly and engages in conversations with them, naming objects as they play. She reinforces vocabulary through familiar rhymes, stories and songs. She communicates effectively with parents through translation apps. This ensures that the individual needs of both the families and children are met.

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Inclusion Expected standard

The childminder explains how she will use any extra funding to bridge learning gaps for children, such as buying resources to meet their needs and accessing additional training. All children make good progress in their communication and language development.

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Leadership and governance Expected standard

The childminder completes online courses and webinars and applies ideas from training to better support children's learning. She regularly meets with other childminders in groups to share ideas and best practices. This helps her plan a variety of interesting activities and enhances children's outcomes.

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Leadership and governance Expected standard

Parents speak highly of the childminder's care and support. They are pleased with the communication they receive and the many experiences the childminder provides, including regular day trips. The childminder sends photos and keeps them informed about daily activities. Learning journals allow parents to see their children's progress and capture 'wow' moments. The childminder shares helpful ideas and information to support children's learning at home, such as nursery rhymes and story sacks to develop language skills.

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Leadership and governance Expected standard

The childminder works well with other settings to support children's transitions. She also talks to the children about what to expect and how they will make new friends. However, she is not so proactive in sharing information with those children who attend other settings. This aims to provide more consistency in children's care and learning.

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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 childminder creates a safe, inclusive and nurturing environment. Children are happy and form strong attachments with each other and the childminder. The childminder knows the children well. She builds positive relationships with families, which helps children develop a sense of belonging. The childminder ensures parents understand the importance of children's attendance. Children decide what to play with and which activities to explore. They especially enjoy exploring musical instruments and listening to the sounds they can create.

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

The childminder plans her curriculum around the natural cycle of the year. She assesses children's starting points and plans their next steps. The childminder considers what children know and can do, including their ages, stages and any barriers to learning. She arranges regular outings to support her planned learning. Children enjoy a wide variety of trips, both in the local community and the wider city. For example, they go to playgroups and parks, and they visit the farm. Opportunities such as these help children understand the world around them and enable them to socialise with larger groups of children, in readiness for school. The childminder also supports them to develop a stronger sense of their identity and their place in the wider world, and to celebrate their uniqueness.

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

The childminder encourages children's communication and language skills effectively. Age- appropriate rhymes and actions help build their familiarity with new vocabulary. For example, children pretend to 'tweet like birds' and 'flap their wings'. Children also develop physically by learning to climb, balance and use ride-on toys to enhance their coordination.

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

The childminder promotes a culture of kindness and respect, which she models effectively. She uses explanations to reinforce simple expectations. For example, she praises children for 'good tidying'. This helps to foster children's self-esteem and confidence and prepares them for their next stage of learning.

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Next steps

The childminder should strengthen children's opportunities to be independent, especially when managing their personal needs during self-care routines. The childminder should review the arrangements for sharing information with other settings that children attend and help provide continuity of learning to enhance their learning and development.

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About this inspection

The inspector spoke to the childminder, parents and 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:

43 Nod Rise Coventry West Midlands CV5 7HU

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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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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