Jones Amanda Jane

Jones Amanda Jane

Unique reference number (URN): 225855 Address: 19 Ramsey Close, Hinckley, Leicestershire, LE10 0TD Type: Childminder Registered with Ofsted: 18/03/1994 Registers: EYR, CCR, VCR Registered person: Jones, Amanda Jane

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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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Children's welfare and wellbeing Strong standard

Children develop secure relationships with this caring childminder. Through observation and highly effective parent partnerships, the childminder is precisely in tune to children's changing needs and responds to these quickly. When children feel nervous or unsure, for example around new people, the childminder validates these feelings and then takes steps to help them to feel reassured. She supports children with varying needs very well, and this in turn puts the childminder in a position to be able to support children with special educational needs and/or disabilities effectively.

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Children's welfare and wellbeing Strong standard

Younger children benefit from a flexible sleep routine that takes into account how well they slept the night before. When children challenge the need for a nap, the childminder responds sensitively. During their play, the childminder highlights signs of tiredness to children, such as yawning and rubbing their eyes. She labels children's feelings. This supports children to develop the skills to understand their own self-care needs and subsequently they decide to go for a nap. This supports children's healthy habits for life.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates an excellent understanding of healthy eating guidance for children. She encourages parents and carers to provide plain water and reminds children to sip this through the day. The childminder ensures that parents provide balanced lunches for their children and children enjoy feeding themselves. Babies develop the skills to use a spoon to scoop yogurt independently.

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Achievement Expected standard

Children develop the necessary skills to support them with later learning and show that they are curious learners. All children confidently choose resources to play with. Sometimes, children are not able to develop their imaginative play skills independently as the resources available during free play are not always ambitious enough to stretch their thinking beyond their current stage of learning. For example, a box of zoo animals does not have additional resources to encourage children to follow their imaginations. Having said that, children enjoy their time spent engaged in independent play and all children make progress in their learning.

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Achievement Expected standard

Children develop their fine motor skills. They take time to peel stickers one by one and confidently use their fine motor skills to pick up small-world animals. Children confidently use short sentences and repeat a vast range of words and sounds that have been modelled to them. Children with developing language skills make good attempts at pronouncing new and unfamiliar words, they show that they are confident to have a go.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for children's behaviour and acts as a positive role model. During play, children spontaneously begin putting some of their toys away before moving on to another activity. On the whole, children's behaviour during free play is good. On the odd occasion where children take toys from one another, the childminder intervenes quickly. She gently passes the toy back. Sometimes, younger children are not given the opportunity to attempt to manage these situations for themselves before the childminder intervenes. That being said, swift intervention from the childminder does mean that all children return to their play quickly.

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Behaviour, attitudes and establishing routines Expected standard

During play with small-world animals, children happily involve the childminder in their play. As they play together, the childminder offers prompts to further children's thinking skills, such as asking open-ended questions about what might happen next. Children eagerly watch to see what happens. When the childminder reads a story, children choose to sit on her lap alongside one another to listen. They enjoy the positive interactions of this caring childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder consciously thinks about how to ensure good attendance for all children. Where possible, she supports parents and carers to amend drop-off times to meet their professional and personal commitments. The childminder reflects on how trips outside of the setting are offered to ensure factors, such as cost, are not a barrier to children's participation. This means that all children have an equal opportunity to access a wide range of enriching trips and outings.

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Curriculum and teaching Expected standard

The childminder identifies children's starting points through discussions with parents and carers. She plans children's next steps in learning to build on what they already know and can do. Because of this, children make progress from these starting points. The childminder knows the skills she wants children to achieve before starting school. These include using good manners and following basic routines such as independently washing their hands. She is ambitious for all children to achieve these, including those with special educational needs and/or disabilities. Personal, social and emotional development and communication and language form the foundations of the childminder's curriculum. Physical development is woven into the daily routine. Children enjoy regular walks, such as to feed the ducks, where they develop their gross motor skills. At lunch time, children are given time to practice and develop their pincer grip to pick up food.

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Curriculum and teaching Expected standard

The childminder teaches mathematics during children's play. She models language, such as 'big' and 'small' and supports children to group animals together by different properties. When the childminder introduces new words, such as the names of unfamiliar animals, she holds up the toy alongside saying the word. This reduces barriers to participation for children who speak English as an additional language or children who have emerging communication needs. However, on occasion, the childminder gives instructions that are too ambitious for children. For example, when asked to find one animal in a vast collection, children struggle to pick the correct one. Having said this, with further support from the childminder, children achieve the task and are not discouraged by needing this extra help.

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Inclusion Expected standard

The childminder gets to know each child as an individual and this supports her to identify children's changing or emerging needs. Using her wealth of knowledge from working with children, she is able to accurately identify when children need further support, whether this be relating to their health or education. The childminder encourages parents and carers to access professionals, such as visiting their doctor, in a timely manner. This supports children's overall health and wellbeing.

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Inclusion Expected standard

When the childminder identifies children's emerging needs, she implements a graduated approach, using strategies from her own knowledge to support children to make progress. For example, where children show a delay in creating some speech sounds, she exposes them to an environment rich in language with clear modelling of single words and basic phrases. When children join the childminder and are already supported by external professionals, the childminder works closely with these professionals to implement suggested activities. However, the childminder does not consistently explore a wide range of professionals or specialists that could offer guidance on supporting children's emerging needs prior to a formal referral being made. This means that while children with emerging needs do make progress, due to the childminder's own well-thought-out interventions, it is not always targeted specifically to their individual needs.

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Leadership and governance Expected standard

The childminder understands the context of her setting and areas for development. She has identified that children previously had limited opportunities to engage in gross motor play in the garden area. To overcome this, the childminder plans regular trips to the local park and soft-play area, where children have an abundance of opportunities to climb, balance and run.

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Leadership and governance Expected standard

The childminder is aware of the need to find a balance between paperwork and time spent with children. She thoughtfully completes daily diaries for parents and carers which are concise yet meaningful. They put children at the centre of communication. Parents comment that they feel well informed about their children's care.

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Leadership and governance Expected standard

The childminder keeps her knowledge current through engagement with local childminder networks to share activity ideas, updates and best practice. The childminder regularly reflects on her own practice to identify areas for personal development. However, despite identifying areas to further knowledge on, such as technology, the childminder does not consistently seek out training opportunities to develop her own knowledge and confidence further and to address minor inconsistencies in teaching.

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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 demonstrate that they are happy in the care of this friendly childminder. Even the youngest children move confidently around the playroom. They enjoy spending time playing independently, collaboratively with each other and with the childminder. Children show that they are confident and curious learners. They sit together to listen to stories, and when they have had enough, they quietly move on to another activity. When parents and carers arrive to collect children, they want to continue playing. Children look forward to coming back to play another day.

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About this setting

The curriculum is well planned to give children, including babies, an effective foundation of knowledge to support them with later learning. The childminder plans a well-considered weekly routine, which takes into account all areas of learning. Children develop a sense of community as they engage in weekly trips to the library, the park and a local tots group. They strengthen their personal, social and emotional skills through library meet ups with other childminders, gaining the opportunity to play within larger groups of children. Parents value these trips for their children. They speak highly of the care provided by this childminder and comment that they feel well informed about their children's day.

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About this setting

The childminder uses daily conversations with parents to understand families' needs, as well as their children's needs. Flexible daily routines take into account children's ever-changing needs. For example, the childminder has adapted the routine for children who wake earlier in the morning and may need an earlier daytime nap. Children benefit from having clear expectations within the setting. They know to put their shoes in the box after an outing. When they have finished playing, even the youngest children begin spontaneously putting some of their toys away. This develops positive habits for the future and develops children's sense of autonomy.

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Next steps

The childminder should proactively seek out support from external partners and specialists to ensure that children with low-level and emerging needs receive targeted support at the earliest possible opportunity. The childminder should engage in ongoing continued professional development in identified areas for improvement to improve confidence and sustain high-quality practice.

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About this inspection

The inspector spoke with the childminder and sought the views of 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): 225855

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Address:

19 Ramsey Close Hinckley Leicestershire LE10 0TD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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