Thorpe, Jade

Thorpe, Jade

Unique reference number (URN): EY435633 Address: 32 Coates Avenue, Hucknall, Nottingham, NG15 8AT Type: Childminder Registered with Ofsted: 12/09/2011 Registers: EYR, CCR, VCR Registered person: Thorpe, Jade Emma

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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 in receipt of additional funding make expected progress in their speaking skills from their starting points in learning. They take part in activities where they learn new words such as 'Christmas' and 'snowman', helping to develop their vocabulary and confidence in speaking. However, they are not fully supported to think and respond to questions to help them make stronger progress. Children develop their physical skills, such as their balance and coordination when they walk across stepping stones. Younger children hold onto the childminder's fingers for support and show a sense of pride in their achievements when they get to the end. Children develop the muscles in their hands and concentration as they manipulate dough and pull up zips on their coats. Free access to books helps children to develop a love of stories. They sit with the childminder to look at books and learn about the world, such as people who help them and how buildings are constructed. These skills help

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Achievement Expected standard

children to be prepared for their future.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment where children understand her expectations for their behaviour. For example, when asked, children are keen to help prepare equipment for snack time. They pass drinks to their peers and receive stickers as praise for their achievements. Other praise children receive includes a 'high five' and 'well done' from the childminder when they put on clothing by themselves. This helps to raise their self-esteem and confidence in their own abilities.

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Behaviour, attitudes and establishing routines Expected standard

During snack time, younger children are given additional support to manage tasks by themselves. For example, as they pour their own drink and spill some on the table, the childminder provides them with further opportunities to master this skill. This encourages children to keep trying and have a positive attitude.

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Behaviour, attitudes and establishing routines Expected standard

The childminder shows positive relationships with children. She plays alongside them, supporting them to share the toys and resources offered. If children do not attend, the childminder checks with parents on children's wellbeing. The childminder understands that punctuality and attendance supports children to follow consistent routines to help promote their wellbeing and learning.

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Children's welfare and wellbeing Expected standard

When children first start attending, the childminder tailors their experiences to meet each child's needs. This includes implementing children's routines at home. She invites children to attend settling-in sessions, which can be adapted to meet children's individual needs and circumstances, helping them to settle at their own pace. This contributes to children forming secure attachments and promotes their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder provides children with healthy food and drinks. She helps children to build on their diet, especially if children are reluctant to try different foods. The childminder sits with children during snack and mealtimes, enabling them to copy her and their peers when eating. The childminder provides daily experiences for children to be physically active. For instance, she takes children to visit parks to use larger apparatus and provides equipment in her home for children to climb on. Children are supported to understand their own emotions and feelings. For instance, when the childminder identifies children struggling to understand how they are feeling, she reads them stories about emotions.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand how they can keep themselves safe. This includes practising fire drills. Children understand the procedure to follow in the event of a fire in the home. They tell visitors that if the smoke alarm beeps they need to follow a grown- up.

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Curriculum and teaching Expected standard

The childminder designs the curriculum to help children to be suitably ready for the next stage in their learning. This includes focusing on encouraging children's independence and self-care. For instance, the childminder reminds children to wash their hands after using the toilet, providing a step so younger children can also complete this task on their own. The childminder uses observations and assessments to identify what children know and can do. She uses this information, along with children's interests, to plan meaningful learning experiences to help them progress in relation to their starting points. For example, she focuses on supporting children's communication and language skills, particularly for children who have delays with their speaking skills. The childminder sings with children and reads them stories. However, sometimes, the childminder asks children questions in quick succession. Therefore, children do not have time to think and respond.

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Curriculum and teaching Expected standard

The childminder provides children with experiences to develop their physical skills. This includes offering children stepping stones to move across, encouraging them to take turns. The childminder asks older children to solve problems, such as to identify how to make the stepping stones more challenging. She supports children's mathematical skills, such as modelling how to count the number of stepping stones they land on.

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Inclusion Expected standard

The childminder uses assessments and her thorough knowledge of child development to identify any gaps in children's learning and wellbeing. She understands how to develop her knowledge of how to support children with special educational needs and/or disabilities. For instance, she knows to research information on the internet, attend further training and receive support from the local authority to identify and plan how to meet children's individual needs. The childminder uses additional funding that some children receive effectively. This includes taking children on trips away from the setting. Children are encouraged to learn new words to describe what they see, encouraging their speaking skills. However, the childminder does not liaise with parents about how she intends to spend any additional funding to meet their children's needs and aid their development further.

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Inclusion Expected standard

The childminder works in partnership with other professionals to support children's development. This includes sharing a written report showing children's progress when they are between the ages of two and three years. This partnership working contributes to providing children with tailored care and learning.

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Leadership and governance Expected standard

The childminder reflects on her practice. Since her last inspection, she has increased opportunities for children to develop their physical skills indoors. This includes children moving across stepping stones to help develop their balance and coordination. The childminder highlights areas that she intends to develop further. For instance, she intends to erect a canopy in her garden and a pathway for children to cross the grass. This is to further promote children's safety and to allow them to play comfortably outdoors in all weathers.

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Leadership and governance Expected standard

The childminder manages her workload well and has designated days to complete training to develop her knowledge of how to plan for children's development. She attends training courses and seeks advice from the local authority about how she can meet children's needs. However, further develop is needed to understand how she can consistently support children's thinking and communication skills.

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Leadership and governance Expected standard

The childminder liaises with other professionals, such as other childminders that children also attend, to promote children's best interests and consistency in their learning. She talks to parents about their children's achievements and how they can continue to support their children's learning at home. However, partnership working does not include sharing information about how any additional funding children receive can be used to support individual children's development.

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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's abilities and achievements are identified by the childminder when they first start attending. This information is used effectively to identify what children need to learn next. The curriculum is implemented well overall. Children are given encouragement and time to complete tasks on their own. For instance, younger children develop their confidence as they begin to pour their own drinks. When children first start attending, the childminder focuses on supporting their personal, social and emotional development to ensure that they feel safe and secure in her care and home before taking children to groups. Thereafter, children have experiences to develop their social skills. For instance, the childminder takes them to toddler groups and places of interest in the community to mix and interact with a wider range of children. These experiences help children to develop skills for their future.

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

Children benefit from the childminder adapting her practice to meet their individual needs. For example, some children need physical exercise when they first arrive, so the childminder takes them to parks where they have space to run around and access larger equipment. She identifies that this helps some children to focus and concentrate when they engage in other learning experiences.

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

All children show positive relationships with the childminder and their peers. They play well with the toys and resources offered, learning how to share and take turns. Children's views and opinions are recognised. For instance, when children ask for songs to be played on technology, the childminder does this.

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

Feedback is gathered regularly from parents about their children's achievements at home. This helps the childminder to identify children's all-round development and to plan accurately to help build on their learning. Information about the importance of children attending regularly is shared with parents, along with procedures the childminder follows in the event of children being absent.

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Address:

32 Coates Avenue Hucknall Nottingham NG15 8AT

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Address:

Local authority: Nottinghamshire County Council

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Next steps

The childminder should develop her knowledge of how to encourage younger children to think and respond to questions to help build on their communication skills. The childminder should develop partnerships with parents and liaise with them about how any additional funding that children receive can be used to aid their development.

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About this inspection

The inspector spoke with the childminder and the 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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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. 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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