Forster Jackie

Forster Jackie

Unique reference number (URN): 149211 Address: 28 Long Leaves, Stevenage, Hertfordshire, SG2 9AX Type: Childminder Registered with Ofsted: 19/06/1998 Registers: EYR, CCR, VCR Registered person: Forster, Jackie Dawn

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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

All children make progress from the starting points. They develop the skills they need for the next stage in their education, including independence and developing confidence in their own abilities. Children develop their communication and language skill well. They listen attentively and communicate their wants and needs to the childminder with ease. Children do not always make the progress they are capable of as they lack focus and do not concentrate at activities for long periods of time.

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Achievement Expected standard

Children receive praise for their achievements, building their confidence and personal skills. Children's physical development progresses as they build strength and control through a wide variety of opportunities, indoors and outdoors. Children with barriers to their learning benefit from targets and strategies to help them to close gaps in their development.

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Behaviour, attitudes and establishing routines Expected standard

The childminder reflects on how she supports children to develop their social skills. She is aware that, due to the number of children she cares for, children do not always get to build on this skill further. The childminder has plans to attend groups outside of the home to provide additional opportunities for this.

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Behaviour, attitudes and establishing routines Expected standard

The childminder consistently teaches children about the setting's routines. She allows children to complete tasks themselves as their ability to be independent grows. Although there are minimal numbers of children in the setting, the childminder ensures children develop skills, such as turn-taking and playing with others, through her own involvement in play. Children learn about the childminder's rules as they are encouraged to tidy away toys before getting something else out to play with. They beam with pride as they show the childminder how they have put the cars back on the transporter. Positive reinforcement from the childminder encourages children to repeat this process.

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Behaviour, attitudes and establishing routines Expected standard

The childminder highlights to parents the importance of attendance and how this supports consistent routines for children. Children understand the expectations of them and the childminder communicates changes to children through the day. Children with special educational needs and/or disabilities benefit from adapted routines, which meet their own individual needs. The childminder ensures that changes are communicated in a way that children understand.

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Children's welfare and wellbeing Expected standard

The childminder is knowledgeable about the children in her care. She uses the information she gathers when children are settling in to provide consistency for all. Children actively seek out the childminder for support, when needed, and enjoy welcoming her into their play. The childminder is quick to support children to express their emotions and recognise how they are feeling. For example she talks to children about how they are feeling when she sees changes in their behaviour. The childminder ensures that children's privacy is maintained. She has created ways of providing children who are potty training with private areas to develop this skill.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles, such as when they grow different fruits and vegetables in the childminder's garden. They enjoy being part of cooking processes and learning about healthy food choices. For those parents and carers who provide packed lunches, the childminder provides additional information to ensure that they pack a healthy lunch. For children who have food preferences, the childminder signposts parents to professionals, who may be able to support them.

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Children's welfare and wellbeing Expected standard

The childminder creates opportunities for children to learn the skills they need to take care of themselves. Children learn to wash their own hands before eating or when they have been playing with activities which may make their hands dirty. Children have daily access to the garden area for exercise and fresh air.

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Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and how she prioritises their skills ready for the next stage of education. She allows children to make independent choices about the activities they engage with. The childminder uses her own knowledge to adapt these to develop children's next steps in learning. For example, as children choose to play with cars, the childminder encourages them to count the number of cars they have. This helps children to practise their mathematical skills. The childminder is ambitious for all children. However, at times, planned activities do not hold children's focus. The childminder's planning and implementation of her curriculum does not provide children with focused time to extend children's learning even further.

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Curriculum and teaching Expected standard

Children benefit from opportunities to explore the local community, such as bus rides and visits to the local park. These experiences broaden children's understanding of the world as they access valuable real-life experiences. However, the childminder recognises that there is scope to develop opportunities to develop children's social skills through activities outside of the home.

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Curriculum and teaching Expected standard

Children's language development is a focus of the childminder's curriculum. The childminder narrates children's play, exposing them to a wealth of language and encouraging them to repeat words back to her. When playing with different coloured cars, the childminder repeats the correct colours back to children as they continue to develop their language. All children make progress in their language development.

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Inclusion Expected standard

The childminder works closely with parents and carers to support children with special educational needs and/or disabilities (SEND). She consistently updates her knowledge through relevant training. This ensures that the childminder's knowledge is secure and enhances her practice when supporting children in her home.

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Inclusion Expected standard

The childminder gathers a wealth of information from parents before children start at the setting. This enables her to understand each individual child's starting points, background and experiences. As a result, all children settle well into the childminder's setting. The information gathered allows the childminder to monitor children's development. She ensures that any emerging concerns are noticed and acted upon promptly. Communication with parents ensures continuity of care and shared approaches that support children's development. The childminder works closely with other professionals, when needed, to ensure that all children receive tailored support.

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Inclusion Expected standard

Children who speak English as an additional language are supported well by the childminder. She ensures that their culture is immersed into the setting, including celebrating important festival and listening to music and stories in children's home languages. This helps children to develop a sense of pride in their own culture and celebrates children's individual differences.

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Leadership and governance Expected standard

Since the last inspection, the childminder has adapted her safeguarding policies to ensure that all children are safe in her setting. She has carried out training to enhance her knowledge of safeguarding and the use of devices in her setting.

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Leadership and governance Expected standard

The childminder works closely with the local authority to develop her own skills and knowledge. She understands the importance of evaluating her own practice regularly. The childminder uses children's interests when planning and makes these toys and activities available. She is reflective that more carefully planned activities may improve children's focus even further. The childminder works closely with families to build relationships, which support all children's learning and development. Parents comment on the positive communication they receive from the childminder

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Leadership and governance Expected standard

The childminder completes a wealth of training opportunities to help ensure that her knowledge and understanding remains current. She has applied this learning effectively to strengthen her practice overall. By working with feeder schools and nurseries, the childminder ensures that children are ready for their next stage of education.

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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 settle quickly in this homely setting. They arrive happily, developing independence as they hang their coats and put their shoes in their draw. Children move around the environment with ease and excitedly find toys to play with. They independently choose which cars to play with, exploring the car mats as they move them around the room. Children demonstrate that they feel safe and secure with the childminder.

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

Children and their families have positive relationships with the childminder. She takes time to get them to know all children well, which helps them to feel a sense of belonging. Children seek the childminder out for comfort and reassurance, delighting as she joins them on the floor to play. Children benefit from an environment, which supports their interests and offers opportunities to consolidate their learning and develop their confidence. The childminder actively attends training opportunities online and in person. This enhances her knowledge to support children who may have barriers to their learning.

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

Children have access to a large garden space, where they climb, balance and run to build their physical skills. Children enjoy learning about the world around them. They enjoy sharing books with the childminder. They talk about what they can see in the pictures. The childminder encourages children to repeat words, developing their language skills.

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Address:

28 Long Leaves Stevenage Hertfordshire SG2 9AX

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Address:

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

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Next steps

The childminder should take a more focused approach to developing children's social skills. The childminder should develop planned activities to build children's concentration and allow for more opportunities to extend their learning.

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About this inspection

The inspector spoke with the childminder 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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