Hogan, Ruth Grace

Hogan, Ruth Grace

Unique reference number (URN): EY348126 Address: 298 Chichester Road, PORTSMOUTH, PO2 0AS Type: Childminder Registered with Ofsted: 23/03/2007 Registers: EYR, CCR, VCR Registered person: Hogan, Ruth Grace

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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

This childminder provides a welcoming environment where children feel very happy and secure. She is a positive role model who sets clear expectations for children's behaviour. Children understand these and behave extremely well. This helps children to feel confident and ready to learn. The daily routine is consistent and calm, helping children to manage their own behaviours. Children are encouraged to share their own feelings as they look at their facial expressions in the mirror. The childminder regularly praises children, and they respond with a beaming smile. This helps children to feel confident and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds secure relationships with children. She listens carefully to them and knows their preferences and how they prefer to learn. This helps children to feel confident to ask questions and try new activities. Children share resources and solve small problems, such as how to poke pipe cleaners through small holes in containers. They show excellent concentration skills and perseverance to achieve their goals. This helps children to develop early problem-solving skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes the importance of regular attendance and punctuality and how this helps children's progress. She notes down and follows up on unexplained absences rapidly to help to keep children safe. This supports all children to feel settled, secure and feel part of the group.

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Behaviour, attitudes and establishing routines Strong standard

Parents and carers speak highly of the communication and care their children receive. They report that their children are happy in the care of the childminder and often ask to attend the childminder's house on the weekends.

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Inclusion Strong standard

The childminder has an excellent understanding of how children best learn. She takes time to understand children's individual needs, including those who face barriers to their learning and with special educational needs and/or disabilities. She adapts the routine as necessary to best suit the children's needs, such as providing quieter activities after lunch so children can relax. The childminder carefully observes children during their play. She uses these observations to assess what children know and what they still need to learn. This helps her to plan activities that support each child's learning and wellbeing very effectively.

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Inclusion Strong standard

The childminder prioritises removing any barriers to children's learning. For example, she adapts her routine and curriculum carefully so every child can take part. The childminder confidently works in partnership with families and external professionals to support children and enhance their learning experiences. This enables her to provide targeted support to help all children to participate fully in the curriculum. She uses simple sign language to help children to understand and communicate more effectively. Her inclusive approach helps children to feel valued and welcomed in her setting.

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Inclusion Strong standard

The childminder values keeping her skills and knowledge up to date and focuses on training that benefits the children in her care. Training is an important part of her practice. For

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Expected standard

example, recent training on promoting children's communication and language skills enables her to work in partnership with families when concerns arise. She also supports children known, or previously known, to children's social care. The childminder ensures that children receive support that promotes their safety, learning and wellbeing.

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Achievement Expected standard

Children make steady progress from their starting points, particularly in communication and language. They grow in confidence and develop early learning skills, such as following routines and managing feelings. They mostly develop their independence skills. Children listen and respond to simple questions and share their ideas, helping to develop their self- esteem.

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Achievement Expected standard

Children develop early physical control through meaningful activities. They use pens to create exciting pictures and carefully turn pages of books to see what is coming next. This helps them to strengthen their fine motor skills and develop a love of books.

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Achievement Expected standard

Children achieve well across all areas of learning. Inclusive practice ensures that children with special educational needs and/or disabilities and those who face barriers to learning access the same opportunities and experiences. As a result, all children are well prepared for their next stage of education, including the transition to school.

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Children's welfare and wellbeing Expected standard

The childminder provides high-quality care that helps children to feel safe, happy and ready to learn. She understands each child as an individual and plans activities that match their interests, abilities and next steps. This helps children to make steady progress. Children who face barriers to learning and children with special educational needs and/or disabilities receive extra support. The childminder works closely with parents and carers and other professionals so these children can take part fully and feel included. Children known, or previously known, to children's social care benefit from calm and consistent care that supports their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder demonstrates trusting relationships with children. She responds quickly to their needs and listens carefully to what they say. The childminder encourages children to talk about their emotions and why they feel like they do. As a result, children feel secure and confident and will go to the childminder when they need help or feel upset. The childminder manages routines, such as lunchtime and hygiene arrangements, to promote children's self- care skills and healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Children learn how to look after their bodies and stay safe. The childminder teaches them about healthy choices and provides nutritious and home-cooked meals. She teaches children about personal safety and physical activity through daily routines and play. The childminder regularly takes children out in the local environment to meet new people and explore a variety of new places. This helps children to learn about different people and traditions in the world around them.

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Curriculum and teaching Expected standard

The childminder provides a warm and safe setting, where children feel confident and happy to be curious and investigate resources. For example, children use tweezers to pick up small balls and post them into the 'tummy' of a picture of a penguin. They enjoy twisting pipe cleaners around their fingers, making them into spring shapes. However, sometimes, the childminder does not fully allow children to explore their own ideas for play, as she discourages them from moving resources to a different area of the playroom. This means, at these times, the childminder does not consistently support children's own ideas and exploration.

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Curriculum and teaching Expected standard

The childminder has a well-designed curriculum that supports children from their starting points. She plans purposeful activities to support children to close gaps in their learning, with a strong focus on language development. The childminder talks with children throughout the day, asks them thoughtful questions and models clear speech. She supports children's mathematical knowledge by counting during their play, comparing sizes and using number language in everyday routines. However, on occasion, the childminder's overeagerness means that she is sometimes too quick to step in, for instance by counting for children. This means children are not gaining consistent opportunities to develop their independence.

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Curriculum and teaching Expected standard

The childminder gives high priority to children's physical development and their personal, social and emotional development. Children learn to manage their own feelings and build social skills. The childminder knows all children well, including those who face barriers to their learning and with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder knows her setting well. She regularly checks her practice and listens to feedback from parents and carers. The childminder takes action to improve any identified areas for development. For example, she has recently adapted story time and singing time to better suit children's learning. This helps children to receive better care and learning experiences.

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Leadership and governance Expected standard

The childminder always makes decisions that put children first. She gives extra support to children who need it most, including those with special educational needs and/or disabilities and those who face barriers to their learning. The childminder works closely with external professionals to support children known, or previously known to social care. This helps children feel safe, included and supported.

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Leadership and governance Expected standard

The childminder manages her own wellbeing and workload carefully. She plans her day well and sets realistic expectations. This helps her stay calm, positive and focused on children. As a result, children benefit from consistent care and attention. Professional development is effective and purposeful. The childminder attends training to improve her skills and knowledge. She uses what she learns to improve children's learning and development. This has a positive impact on outcomes for all children.

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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 their time with this experienced and welcoming childminder. She patiently listens to children sharing their stories with kindness and a big smile on her face. Children

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About this setting

respond well by cuddling into the childminder, showing secure attachments. This also helps them to develop their confidence and self-esteem. Children are chatty and involve the childminder in their play. For example, children laugh as they work together to throw and roll 'snowballs' under a table. They share them with the childminder and watch as she throws the snowballs, laughing loudly. The childminder joins in sensitively, encouraging children to move the snowballs in a variety of ways, before helping them to count the snowballs.

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About this setting

The childminder has high expectations for children's behaviour. She works closely with parents and carers to promote children's regular attendance. The childminder acts as a positive role model and encourages children to use good manners appropriately. She teaches children to cover their mouths when they cough and praises them for doing so. The childminder values each child's individuality and knows them all well, helping children to feel respected and included. The childminder helps children to understand their emotions, for example by asking them how they are feeling today. Children respond positively and feel supported, benefiting from warm and trusting relationships.

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About this setting

Children engage well in their play. The curriculum focuses on topics and experiences that reflect children's interests and seasonal topics. It is ambitious and engaging for all children. Children make secure progress, including children with special educational needs and/or disabilities.

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Next steps

The childminder should increase opportunities for children to manage simple tasks more consistently, to further support their emerging independence. The childminder should strengthen the indoor learning curriculum to offer well-sequenced teaching that supports children's exploration skills without interruption.

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About this inspection

The inspector spoke with the childminder and parents and carers 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. Unique reference number (URN): EY348126

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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