Avery, Vikki

Avery, Vikki

Unique reference number (URN): EY406017 Address: 40 St. Christophers Crescent, Scawsby, Doncaster, South Yorkshire, DN5 8NY Type: Childminder Registered with Ofsted: 17/03/2010 Registers: EYR, CCR, VCR Registered person: Avery, Vikki

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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 make consistent progress from their starting points. They are highly engaged as they explore and play. They eagerly explain their ideas and knowledge, for example about dinosaurs.

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Achievement Expected standard

Children make choices and develop a joy of books and reading. They turn pages and use new vocabulary, and they remember what they have learned and retell stories. Children learn to be patient and to take turns as they sing familiar songs and include favourite themes. Children are kind and cooperative, and they narrate their play, count and use mathematical language, for example as they share snacks. These achievements ensure that children are enthusiastic learners who are well prepared for their next steps of nursery or school.

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Achievement Expected standard

Children learn to make healthy choices and are physically active, and they spend time in the natural environment. Children are sociable and enjoy opportunities to share activities with larger groups at playgroup and the library.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive and stimulating learning environment where children settle well and flourish. She develops close relationships with children and has high expectations of all children. The childminder is calm and affectionate. She listens to children and gives them time to process information so that they understand. Children learn to follow instructions and are eager to help and to join in with activities. Children develop independence as they learn to care for themselves, for example washing their hands. The childminder constantly observes children and adapts to meet their changing needs, such as sleeping, weaning and feeding. Children sit together and enjoy sociable snacks and meals. Children learn to pour drinks and take turns to use utensils to serve food and to help each other. Children ask questions, make choices and are polite. The childminder reminds children to say 'please' and 'thank you'. The childminder engages children in conversation

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Behaviour, attitudes and establishing routines Expected standard

and gives them responsibilities; she asks children what they can remember and if they can remind her. The childminder recognises children's achievements and gives specific praise so that they know what is expected. The childminder works closely with parents to promote regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's wellbeing, welfare and happiness. She provides a nurturing environment where children feel safe, valued and develop a sense of belonging. The childminder works closely with other professionals, parents and school to meet the needs of all children. The childminder establishes secure and responsive relationships with children to support their emotional development. The childminder and her assistant listen to children and respond appropriately so that children feel valued and important. They are knowledgeable, calm and patient as they support children to recognise their emotions. For example, they read stories that explore emotions such as belonging and resilience. Children sit together, listen intently, join in with key phrases and develop close friendships with other children. Children develop physical skills and learn about personal safety in their daily routine. For example, children learn about road safety as they walk to the park, shops and

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Children's welfare and wellbeing Expected standard

playgroups. The childminder is flexible and creatively adapts to meet the needs of all children, particularly babies and children with special educational needs and/or disabilities. She develops strategies and interventions so that all children are included and have opportunities to walk and explore. Children learn to do things for themselves and to ask for help when needed. Examples include washing their hands, pouring drinks and using utensils.

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Curriculum and teaching Expected standard

The childminder's curriculum focuses on children being happy and developing the skills needed to be ready for the next stage of school or nursery. The curriculum is harnessed with a variety of daily activities that include stories, songs and visits to parks, shops, playgroup and the library. Children know what is happening, and they listen and follow instructions, for example washing their hands before eating. The childminder knows about child development and particularly the children in her care. She observes children and identifies next steps in learning. Activities and experiences are differentiated so that they are challenging and appropriate for individuals, especially those with special educational needs and/or disabilities. Children make choices and remember what they have learned. They use language well to explain their ideas, for example, they talk about reindeer and Christmas. The childminder speaks clearly, and she extends children's thinking with questions such as

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Curriculum and teaching Expected standard

'what might the dinosaur eat?' She gives children time to think and respond with language. She repeats back their emerging language so that they know they are understood and feel important. The childminder has high expectations of all children. She observes children and identifies appropriate next steps in learning. Children are making excellent progress from their starting points, particularly communication and language and behaviour. The childminder marks some cultural celebrations, such as Chinese New Year, with the children. However, she could further extend their understanding by introducing them to a broader range of cultures and communities.

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Inclusion Expected standard

The childminder works tirelessly to support children to thrive, particularly those with special educational needs and/or disabilities (SEND). She gives children time to settle and gets to know children well. She observes children, identifies their starting points and individual needs and creates appropriate next steps in learning for each child. She shares updates, plans and information with parents in daily conversations, on an app and in meetings. She works with other professionals, parents and school to support children to develop the skills they need for their next stage of school or nursery, for example with a graduated plan to promote independence, physical skills and personal safety as children walk in the community. The childminder monitors the impact of targeted interventions, recognises progress and celebrates children's achievements with children and parents.

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Inclusion Expected standard

The childminder is engaged and reflective. She differentiates, invests in specific resources and makes plans to spend additional funding pertinently to support children's sensory needs. The childminder's expectations are graduated so that they match the age and stage of development of each child. She creates targeted support and interventions for children with SEND. She recognises and monitors children's progress, shares information with parents and delights in celebrating children's achievements.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership and management. She follows safe recruitment practices and places a strong emphasis on the wellbeing of both children and adults. Assistants say that they enjoy their work and are well supported. They benefit from relevant training opportunities that develop their skills and have a positive impact on outcomes for children. The childminder is well organised and has a secure understanding of the context of her setting. She is ambitious for all children to achieve, particularly those with special educational needs and/or disabilities (SEND). She observes children carefully, monitors their progress and identifies appropriate next steps in learning. She works closely with parents, school and other professionals to develop support for children with SEND. Parents say that they trust the childminder and that that their children are well cared for and making 'remarkable progress', especially in language, communication and behaviour. The

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Leadership and governance Expected standard

childminder shares information in daily conversations, meetings and on an app. She recognises the importance of giving parents regular updates, especially for babies and children who are settling. The childminder is reflective and responsive. She continually evaluates her practice, seeks to improve her knowledge and updates policies as needed to reflect changes in guidance. She has identified training that she intends to undertake to further her knowledge and understanding of SEND.

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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 are happy and settle easily into this warm and homely environment. The childminder and her assistant sit among children so that they are available. They are calm, engaged and affectionate as children explore, play and express themselves. As a result, children know they are valued and have a sense of belonging. Children develop close relationships with the childminder and her assistants and friendships with other children. The childminder takes time to get to know children so that she understands their physical and emotional needs. She adapts her practice to support all children to thrive and achieve, particularly those with special educational needs and/or disabilities. Children develop language and confidence through songs, stories and meaningful interactions. They make choices and remember what they have learned, for example, children suggest that they sing about a ghost on the bus. The childminder listens to children and gives children time to think

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

and use language to express their ideas. For example, children explore dinosaurs and begin to recognise the names, such as 'T. rex'. The childminder interprets children's emerging language. She repeats back words so that they hear the correct pronunciation and know that they are valued. Babies make eye contact, babble and laugh as their nappies are changed. The childminder models turn-taking, and children gleefully join in as they learn about conversation.

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

The childminder nurtures a love of books and reading, and children snuggle together, listen intently and gleefully join in with key words and phrases. Stories are differentiated so that even the very youngest children are engaged and included.

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

Children enjoy daily walks in the community to parks, shops and the local school. They attend a local playgroup where children enjoy group activities and socialise with other children. The childminder takes children on visits to local attractions where they learn about

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Address:

40 St. Christophers Crescent Scawsby Doncaster South Yorkshire DN5 8NY

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Address:

Register(s): EYR, CCR, VCR animals and the natural world. They gather resources, such as twigs, to enhance their craft activities and make links to existing learning.

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Next steps

The childminder should continue to access opportunities to sustain their increasing knowledge and understanding of special educational needs and/or disabilities to further support the specific needs of children. The childminder should further extend opportunities for children to explore diversity and different cultures and communities.

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About this inspection

The inspector spoke with the childminder, her assistant 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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