Johnson, Lisa Marie

Johnson, Lisa Marie

Unique reference number (URN): 2741525 Address: 44 Knights Hill, Walsall, WS9 0TG Type: Childminder Registered with Ofsted: 03/08/2023 Registers: EYR, CCR Registered person: Johnson, Lisa Marie

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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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Inclusion Strong standard

This highly stimulating and inclusive environment meets the individual needs of all children, including those with special educational needs and/or disabilities (SEND). The childminder is highly effective in identifying any barriers to children's learning and, if necessary, seeks external support to ensure children receive the support they need to be successful learners. The childminder rigorously monitors children's progress to ensure they have opportunities to engage in a wealth of experiences that support their next steps in learning. She completes robust assessments in partnership with parents, such as progress checks for children aged between 2 and 3 years. The childminder uses the information from her assessments, along with her knowledge of each child, extremely well to incorporate the children's interests and ensure they can fully achieve their next steps in learning.

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Inclusion Strong standard

The childminder is fully committed to seek and access training to further enhance her inclusive practice and children's learning and development. For example, training on how best to support children with SEND and use funding effectively has equipped her with strategies to provide tailored support for children who require it.

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Leadership and governance Strong standard

The childminder is highly reflective and continually evaluates her practice to ensure that what she offers children has the desired impact. She strives to constantly grow and develop her setting by looking for new opportunities to extend what she offers for the children. The childminder regularly gathers parental feedback through questionnaires and uses this insight to inform ongoing improvements. The childminder works in close partnership with a wide range of outside agencies to provide the best opportunities for all children. She monitors her curriculum to ensure it meets the needs of all children, including those on the pathway to requiring additional support, so that every child achieves the best possible start in their education.

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Leadership and governance Strong standard

The childminder continuously keeps up to date with training and guidance to ensure that her professional development remains current. This means that her practice is continually improving to ensure children are receiving the best individualised learning experiences based on up-to-date knowledge and skills. The childminder ensures that parents and families are involved in their children's learning and development. She regularly shares and gathers detailed information about children's learning with parents and other professionals where appropriate. This helps to promote continuity for children. Parents highly value the support they receive and praise the childminder for the range of experiences, love and care she provides for their children.

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Achievement Expected standard

Children progress well across all areas of their learning, particularly in their personal and emotional development. Children learn to cooperate with peers and build friendships. Babies and toddlers show developing attention skills as they engage in activities of their choosing. Children learn how to be independent. For instance, older children find their shoes and coats for outdoor play and attempt to put them on without support. Children learn about their community and the wider world around them to build on their understanding of the similarities and differences in themselves and others. Children learn to explore, interact and build important social skills with different children, when they attend sessions in the community. This supports their next transition and their eventual move to school well. Children develop strength in their large muscles as they climb, run, roll, throw and kick balls. Children who may be disadvantaged or face barriers to their learning make progress and

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Achievement Expected standard

engage confidently in all areas of the curriculum.

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Achievement Expected standard

Typically, children progress in their literacy, communication and listening skills. They develop their sense of rhythm and rhyme through joyful singing sessions. Children show interest in storytelling, exploring books, and looking at them independently. However, there are times when the childminder does not effectively support children in pronouncing their words correctly, because they rely on their dummy, to enhance their emerging language skills even further.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is highly committed, passionate and dedicated to providing a welcoming environment, where children thrive. She maintains a calm atmosphere throughout the day, which helps children feel relaxed, happy and safe. Children have a secure, trusting relationship with the childminder. They demonstrate this as they play with her or climb on her knee for a cuddle when needed.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with calm reminders and age-appropriate explanations, helping them learn good manners and develop a sense of right and wrong from an early age. She uses stories to support older children to understand and regulate their emotions and behaviours. The childminder is always on hand to help young children learn to share resources and take turns. Children have valuable opportunities to develop their social skills through a variety of activities, including regular visits to local playgroups. The childminder understands the importance of monitoring children's attendance and how to collaborate closely with parents to promote children's attendance. She understands how this will help to prepare children for later transitions to school.

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Children's welfare and wellbeing Expected standard

The childminder offers flexible settling-in sessions that help children develop secure attachments to her, fully supporting their wellbeing. The relationships between the childminder and the children are respectful and warm. Children show a sense of belonging, including those who may face barriers to their learning and/or wellbeing. Care practices consider the personal needs of children of all ages. The childminder recognises the importance of managing children's dietary and health needs and working with other professionals to ensure that their individual requirements are fully supported.

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Children's welfare and wellbeing Expected standard

The childminder follows clear, consistent sleep routines. Young children sleep safely and soundly in a calm, well-prepared environment. The childminder supports children in understanding the importance of privacy and dignity during nappy-changing routines. Children enjoy being physically active through well-planned activities and everyday routines. Younger children use gestures and sounds to express themselves, and the childminder responds quickly to their needs. She helps children learn what the words 'stop' and 'go' mean, to help promote their safety when she walks with them in the community.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of children enjoying mealtimes and the food they are eating. She closely supervises children during snack and mealtimes. The childminder reinforces positive, healthy eating habits for children. However, information sharing with parents about healthy eating has yet to be fully embedded and can lead to inconsistencies in children's eating habits between home and the setting.

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Curriculum and teaching Expected standard

The childminder develops an ambitious curriculum that incorporates all areas of learning. She is deeply committed to providing all children, including those with special educational needs and/or disabilities (SEND), with the highest quality learning experiences. The childminder evaluates her curriculum and uses her ongoing assessments to ensure that children access learning across all areas of their development. She is skilled at adjusting her curriculum to support SEND children or those who may be new to her setting. As a result, gaps in learning are swiftly addressed, and children settle very quickly into her care.

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Curriculum and teaching Expected standard

The childminder understands how stories and songs contribute to children's language development. Younger children enjoy picking the favourite songs from the picture cards and joining in with the actions as they sing well-known rhymes. Toddlers independently select a book from the large range available and take it to the childminder to share. The childminder incorporates mathematics into daily activities and play. Supporting children's understanding of number, shape and spatial awareness from an early age. The childminder provides many opportunities for outdoor, physical, energetic play, which supports children's physical development. Children's personal and social development are supported well.

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Curriculum and teaching Expected standard

Typically, children engage well in the activities on offer. For example, older children concentrate as they explore winter resources and engage in circle time activities, where they discuss letters and shapes. However, the childminder does not consistently plan and implement activities effectively to capture the youngest children's attention. At times, younger children spend longer observing rather than actively taking part, which limits their opportunity to practise and extend their own skills.

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

The childminder provides a safe, stimulating and nurturing environment, where children are confident to explore and learn. Children settle quickly and demonstrate that they feel secure and valued in the childminder's warm and welcoming care. Children are happy, emotionally secure and develop a positive sense of belonging. Children show great excitement when they can take 'Bertie Bear' home. They delight in sharing the adventures they have taken him on and enjoy looking at their photos from home in the special book.

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

Children make steady progress from their starting points. The childminder tailors the care she provides to each child's individual needs. She understands that some children need more emotional support to feel confident in their learning. The childminder considers the whole child, carefully considering the approach that will help them the most. She is passionate about helping children to overcome any barriers to their progress and seeks support wherever necessary.

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

The childminder's curriculum incorporates rich opportunities for children to learn about the natural world. For example, they learn about the changing seasons through first-hand experiences. Children are excited to explore the properties of melting ice. They crack the ice with a range of tools, freeing the Arctic animals that they had put in water before being frozen. They learn that water can change from solid to liquid and talk about how it changes, using descriptive words, such as 'cold,' 'slippery and melting.' This supports their understanding of the world and growing vocabulary.

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Address:

Type: Childminder The childminder collaborates well with parents to help them support their child's learning. For example, she sends home reading books that children enjoy. This helps parents to further support children's love of books and literacy skills at home. The childminder recognises the importance of children's regular attendance and promotes this in her setting.

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Next steps

The childminder should strengthen children's spoken language by exploring ways to overcome difficulties, such as the reliance on dummy comforters, so that all children are encouraged to pronounce words correctly and use their communication skills in a range of situations. The childminder should consider the developmental stage of babies and young children so that activities are always age-appropriate and promote their involvement. The childminder should enhance information-sharing with parents regarding healthy eating to promote greater consistency between home and her setting, further supporting children to develop positive and healthy eating habits.

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About this inspection

The inspector spoke with the childminder, parents and 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. Registration date: 03/08/2023

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About this inspection

Operating hours: 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

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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