Shervell, Martine

Shervell, Martine

Unique reference number (URN): EY314339 Address: 54 Haslemere Road, Southsea, Hampshire, PO4 8AZ Type: Childminder Registered with Ofsted: 26/07/2005 Registers: EYR, CCR, VCR Registered person: Shervell, Martine Elisa

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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 are given lots of high-quality opportunities to learn, practise and perfect a wide range of skills. The childminder provides a rich and ambitious curriculum that covers all areas of the early years foundation stage. She uses effective activities for children to apply these skills and practise them in different situations. For instance, children are excited to role play going on holiday and play with pretend passports and paper tickets. Children are keen to respond to questions that encourage them to be curious and explore different situations. This brings learning to life and allows children to apply their learning to situations in the real world.

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Achievement Strong standard

Communication and language is a key focus across all of the activities provided in the setting. For example, the childminder takes children to a weekly singing group. Children thoroughly enjoy attending, where they make new friends and use different resources when singing their favourite songs. This provides valuable opportunities for children to experience new vocabulary and practise new sounds and words in a safe and familiar environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has carefully designed a nurturing environment where children feel safe and are excited to learn. She has high expectations for all children and considers the needs of those who require extra support when introducing new experiences where children feel confident to join in.

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Behaviour, attitudes and establishing routines Strong standard

The childminder develops and maintains secure relationships with every child in her care. She visits children at home or in a shared setting before they start. This gives her a valuable opportunity to get to know them really well, including their likes, dislikes and favourite things. This information is used to support children, making them feel secure and engage in learning that is tailored to their individual needs. The childminder promotes regular and punctual attendance. She is proactive in following up on any absences and uses clear communication to work in partnership with parents.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent and they respond positively when the childminder gently reminds them not to climb or run indoors. The childminder's approach to learning is fully inclusive. For example, she shares a familiar story about animals in the jungle with children of different ages. She uses props and resources to enhance children's understanding and adapts her practice, sometimes on the spot, to make sure every child is included and learning in a way that is appropriate to their age and current ability.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works extremely closely with parents. They speak very fondly of the support they receive and value the experience and advice she offers. The childminder shares specific activities to try at home, as well as simple ways to encourage a change in behaviour. Parents enjoy hearing about their child's achievements, such as learning a new song or sitting on the potty, and they enjoy looking at the 'well-done' stamp or certificate brought home by their child. This means that children receive a consistent approach to their care and learning.

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Children's welfare and wellbeing Strong standard

The childminder is extremely respectful of all children, talking calmly when asking to change their nappy or reminding them to have a drink. Children are taught to keep themselves safe. For example, the childminder teaches children to understand that the toilet is a private place. She makes sure children hold onto the buggy when they walk to school or the beach.

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Children's welfare and wellbeing Strong standard

Children are taught to begin to take responsibility for their own personal care. For example, the childminder gently reminds children to wipe their nose with a tissue or wash their hands after using the toilet. Children can be overheard reminding their friends to do the same when they have finished in the bathroom. This means that children have a good understanding of the expectations of the setting and can apply this to the behaviour of others.

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Children's welfare and wellbeing Strong standard

The childminder is extremely supportive in helping children to understand their emotions and how their behaviour affects others. She uses questions and simple discussions to ask children what they think and how their behaviour might make others feel. Children respond incredibly well to this, which contributes to a calm and nurturing environment where there is mutual respect.

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Curriculum and teaching Strong standard

The childminder has a highly detailed knowledge of what every child can do. She uses this information to introduce activities and experiences that are engaging and extremely effective in moving children's learning on. Children are eager to learn and the childminder uses expert strategies to engage them. For instance, children learn about cold weather in winter by playing with ice cubes in a tray. Children are introduced to a range of implements to chip away at the ice and reveal the toy animals hidden inside. This builds on children's interests and teaches children about the world around them.

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Curriculum and teaching Strong standard

The embedded curriculum is ambitious and very well sequenced. Activities are precisely planned to build on what children can already do. Children have access to all areas of the curriculum and the childminder utilises every interaction skilfully to reinforce key learning or introduce a new skill. Children demonstrate very good levels of concentration and resilience, and the childminder regularly praises children for 'having a go' and trying their best. This builds confidence and encourages them to keep trying.

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Curriculum and teaching Strong standard

The childminder embeds opportunities for developing communication and language across the day. Children show high levels of engagement during story time and they thoroughly enjoy handling books carefully, choosing props and making the noises of the characters in the book. This promotes a love of reading and provides valuable opportunities to develop children's curiosity and engagement. Children's mathematical knowledge is supported and built upon. For instance, the childminder challenges children to count one more and one less when talking about money. This provides opportunities to develop children's learning even further using everyday experiences such as shopping.

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Inclusion Strong standard

The childminder provides a culture that is fully inclusive. She uses her extensive knowledge and experience to tailor her approach to each child so that they have full access to the curriculum and are able to succeed in their learning and development. For example, younger children respond well to sign language during singing time and are able to communicate their needs effectively. This strategy prevents children from becoming frustrated and supports them to fully join in with stories and other valuable activities.

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Inclusion Strong standard

The childminder has robust processes in place to get to know children and their families. She carries out visits to the home before children start so she can identify and understand children's needs and develop effective relationships with parents. The childminder monitors children closely and is skilled at promptly identifying those children who require extra support. Effective strategies are used to enable all children to thrive, and she has a very good knowledge of local services to share with families when required.

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Inclusion Strong standard

The childminder is incredibly proactive in working with other organisations to share information effectively. For instance, information is shared with other settings about what children can do and the support they may need to fully succeed in their learning. The childminder has also developed effective relationships with the local school and other services that are involved in supporting the children in her care. This collaborative approach means that children's care and support needs are consistent.

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Leadership and governance Strong standard

The childminder is extremely reflective and regularly reviews her practice, making key changes to her approach when needed. She uses new information gained from training to ensure children are receiving a curriculum that is very high quality and gives the best possible start to their learning.

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Leadership and governance Strong standard

The childminder has an excellent overview of her high-quality setting and has developed a culture of continuous improvement. She identifies training that builds on her existing knowledge and adapts her practice to meet the needs of children attending. For example, she has recently completed training on providing a 'communication-friendly' home environment. This has supported her to reflect on her current practice and take action to enhance her offer even further.

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Leadership and governance Strong standard

The childminder regularly contributes to the local childminder community. For example, she leads a well-attended singing group, delivering a high-quality session, supporting children to develop their communication and language skills through singing and moving. The childminder also utilises this valuable time to show parents some of the skills their children have learned since attending this group.

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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 provides a rich environment that is welcoming and inviting for every child. She has a clear understanding of what each child can do and uses this to provide a range of engaging experiences to move their learning on. For instance, children thoroughly enjoy pouring water into their own bottles using a jug and screwing the lid on before taking a sip. This provides opportunities to practise concentration and develops the muscles in their hands and wrists in preparation for writing.

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About this setting

Children come in extremely happy and are ready to learn. They are confident in choosing resources by themselves and playing independently or with a friend. The childminder knows when to extend children's learning by asking questions or commenting on what children are doing. This provides them with valuable opportunities to deepen their understanding. The childminder teaches children to problem-solve and be resilient. She supports children to keep trying and not give up. For example, children are encouraged to wrap a dolly in a small towel and they are praised when they succeed. These valuable opportunities give children a sense of pride and achievement.

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About this setting

Every child is valued and made to feel an important member of the group. The childminder knows every child very well and uses this information to start conversations and promote children's communication and language skills. Barriers to children's learning or wellbeing are quickly identified, and she works closely with parents and other professionals to make sure children are receiving the best start.

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About this setting

Children's progress is shared regularly with parents. For example, the childminder shares photos of new skills that have been achieved or activities children have enjoyed. Parents value this, as it helps them feel connected to their children's daily experiences at the setting.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They 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 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. Unique reference number (URN): EY314339

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Address:

54 Haslemere Road Southsea Hampshire PO4 8AZ

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Address:

Registered person: Shervell, Martine Elisa

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Address:

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

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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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