Sheppard, Ann

Sheppard, Ann

Unique reference number (URN): 151014 Address: 9 Peak Lane, Fareham, Hampshire, PO14 1RP Type: Childminder Registered with Ofsted: 28/05/1989 Registers: EYR, CCR, VCR Registered person: Sheppard, Ann

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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 consistently practise and develop important skills that prepare them for their next step in learning, such as school. They build a secure understanding across the different areas of the curriculum and are confident to show what they know and can do. For example, children put on their waterproof clothes for the garden by themselves and kindly help younger peers to do theirs too. Children demonstrate they are proud of their accomplishments as they develop remarkable independence skills from a young age.

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Achievement Strong standard

Children are confident communicators. They demonstrate broad vocabularies as they play imaginatively with their friends in the garden.

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Achievement Strong standard

Children are focused and deeply engaged. They have well-developed attention skills and try hard to solve problems. For example, older children describe the properties of shapes confidently as they try hard to fit puzzles into different spaces. They sustain their focus and demonstrate high levels of patience as they wait for their friends to have a turn fitting a piece in the puzzle. Children work together collaboratively to achieve a final result.

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Behaviour, attitudes and establishing routines Strong standard

Children have an excellent understanding of the expectations of their behaviour. This is because the childminder creates a positive environment where rules are explained clearly and implemented consistently. For example, children learn about sharing and taking turns. They demonstrate this effortlessly and remind one another when it is their turn when playing with the toy bicycles outside. The childminder also supports older children to learn how expectations, such as sharing, might look different for babies. She adjusts her explanations accordingly so that babies and young children gain an age-appropriate understanding. As a result, children learn to play harmoniously and respect one another.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's understanding of the daily routine and, therefore, children consistently know what comes next. For example, they know they must tidy away their toys before washing their hands for lunch. Furthermore, the childminder promotes punctuality and attendance with families to further support children to feel settled and prepared to learn.

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Children's welfare and wellbeing Strong standard

The childminder ensures that her and other adults working with children develop secure relationships with all children. She has implemented a clear settling-in process that is focused on promoting the needs of the child to enable them to develop strong attachments. Relationships are warm and positive. Babies cuddle up to the childminder for reassurance and comfort. The childminder is highly responsive and understands their personal cues well. For example, she recognises when they are tired or hungry. Older children receive teaching that supports them to understand their own feelings. For example, the childminder talks to children about different emotions and how they can recognise how others might be feeling. This supports children to develop a secure sense of emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children receive teaching experiences that increase their ability to make independent decisions about their own health and wellbeing. For example, children confidently talk about the importance of brushing their teeth as they clean them together after lunch. Children are also provided with enriching experiences that teach them how to keep themselves safe. For instance, the childminder uses trips, such as visits to farms and wildlife parks, to teach children about road safety when they are out and about.

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Children's welfare and wellbeing Strong standard

The childminder has robust policies in place that are regularly reviewed and made available to parents. These are in place to support parents to understand key procedures that keep children safe and promote their welfare.

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Curriculum and teaching Strong standard

The childminder implements a highly ambitious curriculum. She works closely with a co- childminder to provide tailored education for all children. The childminder recognises children's age and stage of development and how to adapt teaching effectively. She has a comprehensive understanding of the different areas of learning and ensures that a focus on communication and language development is embedded throughout. For example, she engages children in meaningful story times with props. The childminder recognises how to use language and expression clearly to engage even the youngest children for long periods. The childminder encourages children's participation, and they confidently gain an understanding of new words as they repeat the exciting parts of the story.

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Curriculum and teaching Strong standard

The childminder uses research of expert-led practice to inform her teaching. She prioritises children's personal development as a foundation for children's confidence in their daily learning. The childminder works closely with parents to ensure that teaching is personalised. She liaises with them to find out about children interests so that she can introduce new concepts into their play. For example, the childminder uses balls to inspire babies' interests. She creates high-quality interactions where babies become absorbed and engaged in rolling and pushing a ball.

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Curriculum and teaching Strong standard

The childminder consistently recognises every interaction as an opportunity for learning. She teaches maths explicitly through her conversations. For example, she uses numbers 1 to 3 clearly during interactions with babies as well as introducing concepts such as size and measure as children construct with loose parts. This supports children to gain an early understanding of number and language related to mathematical concepts.

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Inclusion Strong standard

The childminder is highly ambitious for all children, including those who may be at a disadvantage. She is passionate and focused on understanding children's individual needs. The childminder ensures that her curriculum is adaptable and inclusive. She involves parents closely in the assessment process and, together, they identify any gaps in children's learning. For example, when children first attend, she uses a sequence of settling-in sessions and gathers information from parents to understand children's individual starting points. If any gaps in children's learning are identified, the childminder acts promptly and uses her well-developed knowledge of child development to put plans in place. She follows a graduated approach to ensure that children make sustained and consistent progress.

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Inclusion Strong standard

The childminder recognises the significance of working with other professionals, for example, when children may have a physical disability or may have particular medical needs. She completes advanced training to ensure that all children have equal access to education at her setting. The childminder recognises how different family circumstances can create a barrier to learning for children at times. Where children receive additional funding, such as for those who may be at a disadvantage, the childminder precisely targets the use of funding to increase the breadth of children's experiences.

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Leadership and governance Strong standard

The childminder regularly reviews the provision she provides for children. She is aware of her setting's strengths and works consistently to sustain the high-quality teaching and care that she provides. The childminder takes account of in-depth research to increase her offering to children and families. For example, she recently updated her knowledge about nutrition and used this to enhance her curriculum. As a result, children now have an increased understanding of healthy lifestyles.

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Leadership and governance Strong standard

The childminder prioritises training and professional development. She regularly attends expert-led workshops to provide her with further insight into how to develop different aspects of her curriculum and activities. For example, the childminder recently attended a course about 'loose parts', which provided her with further information to develop her own activities using resources from nature.

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Leadership and governance Strong standard

The childminder is highly knowledgeable about the context of her setting and the characteristics of the families that attend. She has extensive experience that allows her to engage closely with parents to further develop a shared approach to children's education and care. Parents speak positively about the information they receive about their children and how they consistently feel involved with children's learning. The childminder provides resources and guidance to support parents in extending children's learning at home.

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Leadership and governance Strong standard

The childminder is passionate about her work. She has developed systems to manage her workload effectively to increase her personal wellbeing.

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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 feel valued, safe and cared for at the childminder's welcoming home. She provides an inviting environment where children show that they feel confident to play, learn and express themselves freely. Children develop strong relationships with the childminder and the co-childminder. Children settle quickly and play kindly with their friends. They demonstrate a remarkable understanding of care and respect for others as children share and bring toys to younger babies. Children develop a secure understanding of health and wellbeing. The childminder is passionate about nutrition and supports children to learn about this through play and interactions. Children are confident communicators and use their in-depth knowledge to explain what they know about healthy lifestyles, such as oral health and hygiene practices. Children begin to make healthy decisions for themselves.

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

The childminder provides enriching experiences for children. For example, they visit local beaches, sites of historic interests and nature parks. The childminder considers children's knowledge and experiences and plans trips to further build on children's interests and broaden their curiosity about the community in which they live. The childminder also considers how children from different backgrounds might have limited experiences, for example. She identifies children's different starting points and provides a tailored curriculum so that each child is very well prepared for their next stage in learning.

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

Children are imaginative and creative. They show excitement in their play and learning and benefit from teaching that interests them and helps them develop secure knowledge. For example, children pretend to make different foods in their toy oven. They discuss that they need different ingredients, such as egg and flour. This is because the childminder engages children in conversations and teaching experiences that help them to consolidate knowledge that will support them in their future education.

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

The childminder promotes children's attendance consistently. She has a clear policy that is shared with parents. The childminder promotes punctuality and attendance through supporting families to understand the importance of established secure routines.

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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, 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:

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

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 .

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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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