Peart, Julie Anne

Peart, Julie Anne

Unique reference number (URN): EY366492 Address: 15 Grange Road, Hartshill, Nuneaton, CV10 0SS Type: Childminder Registered with Ofsted: 20/12/2007 Registers: EYR, CCR, VCR Registered person: Peart, Julie Ann

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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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Behaviour, attitudes and establishing routines Strong standard

Children build close and trusting relationships with the childminder, who ensures she knows them and their families well. This helps children to settle quickly and feel cared for while attending. The childminder is attuned to children's emotional needs, which helps her to amend her practice at times to provide a different approach for children when needed. The childminder ensures that daily routines are embedded and consistent so that children know what is taking place now and what will happen next. This helps all children, including those who have special educational needs and/or disabilities, to be prepared.

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Behaviour, attitudes and establishing routines Strong standard

Children show kind and respectful behaviours towards others at a young age. For example, toddlers hand other children their cups to drink from when they collect their own. They give each other toys so that they can all play together. This is because the childminder consistently models respectful behaviours towards them. This has a positive impact on all children. She provides timely praise, which helps children to know and understand the behaviour that is expected of them. This helps to prepare children well for making and sustaining friendships when they move on to their future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is committed to ensuring that children attend consistently to enable them to gain the most from the learning experiences that are prepared for them. This helps to prepare them well for regular and punctual attendance at school.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing at all times. She has established policies and procedures, which are understood and securely embedded in daily practice. She attends local management networks with the local authority and regularly reviews her policies to ensure they are written in line with current legislation and guidance. The childminder ensures that parents understand her policies and her duties to protect the welfare of children. She is responsive to the changing needs of children and their families and makes adaptations to practice as needed.

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Children's welfare and wellbeing Strong standard

The childminder's curriculum includes supporting children to understand what contributes towards living a healthy lifestyle. For example, she regularly includes activities and discussions about physical exercise, healthy foods and foods that do not help to keep us healthy. This helps children to make healthy choices for themselves. The childminder includes activities and discussions about oral health, which include how they brush their teeth and how often. She discusses with parents about visiting the dentist and provides them with written information about local services. Children follow established routines and know when they must wash their hands to contribute to their ongoing health.

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Children's welfare and wellbeing Strong standard

The childminder supports children to develop their understanding of their own emotions and what they need to help them regulate their behaviour. She recognises that each child is different and her responses are reflective of their individual needs. She uses stories and

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Expected standard

discussions to support children's understanding of different emotions they may feel and the emotions of others.

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Achievement Expected standard

Children become increasingly independent over time. For example, they learn to manage their personal care at the earliest they are capable of and strengthen their abilities to dress and undress themselves. Babies become capable of feeding themselves at the pace they need and enjoy mealtimes as a sociable experience.

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Achievement Expected standard

Toddlers develop confidence in their abilities and make choices about what they play with and how they play. They take ownership of their learning and use the skills they have already learned to persevere when using tools to cut out shapes or to make footprints in dough. Children develop an understanding of the behaviour that is expected of them. The regular praise that they receive helps them to know how to be kind, respectful and helpful towards others. As a result, children instinctively use good manners to say 'please' and 'thank you'.

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Achievement Expected standard

Babies are proud when they begin to stand up without help from nearby adults. They smile broadly when they receive well-timed praise. This encourages them to independently take further steps. Toddlers regularly seek to engage the childminder in play and conversation. For example, they hide toys and use their vocabulary to task the childminder with finding the dinosaurs they have hidden. They jump up and down with excitement when the childminder lifts the paper to reveal the toys. Children enjoy listening to stories and will engage in discussions with the childminder when time is provided. All children, including those who may have barriers to their learning, make consistent progress to prepare them for their next stages of learning.

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Curriculum and teaching Expected standard

The childminder provides for the differing needs of children, considering their learning needs and interests when preparing activities. The play environments are arranged well to support all children. Furniture is purposefully placed to ensure that babies who are emerging walkers develop their physical skills and move about the space with ease to access the resources that interest them.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum, which she adapts to meet the needs of the children attending. She makes effective use of her accurate observations and assessments and uses this information to decide what she will teach children next. Children develop a range of skills for independence, such as feeding themselves, managing their toileting needs and learning to wash their hands as part of routine activities. She includes time throughout the day for children to learn about and begin to understand their emotions. She uses positive praise and a consistently calm approach, which helps toddlers to be ready to return to play. The childminder provides innovative experiences that align with children's interests, and she skilfully includes opportunities for further learning. For example, as toddlers show interest in size and shape, she creates activities to help engage these children in play. During play, she

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Curriculum and teaching Expected standard

includes new and repeated vocabulary, such as 'bigger', 'longer', 'tallest' and 'smallest', to provide children with unfamiliar words to use and understand. The childminder provides children with the time they need to talk about and take their games into their chosen direction of play and build further on their interests. However, at times during adult-led activities, the childminder does not regularly provide children with time to think and respond to her questions with their own thoughts and ideas.

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Inclusion Expected standard

The childminder considers the current and emerging needs of each child to enable her to plan the routines of the day. She ensures that the oldest children, including those who have special educational needs and/or disabilities, have the time and space they need to adjust and settle in before they engage with others. This enables children to regulate their emotions and ensures their wellbeing. The childminder consults with parents and other agencies when they are involved to help identify adaptations she can make to ensure that children receive the support they need to fully engage alongside other children.

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Inclusion Expected standard

The childminder closely monitors children's development and the progress they make across all areas of learning. She has received appropriate training and makes precise plans to ensure that children continue to build on their learning from their varied starting points. In line with the graduated approach, she reviews and amends her plans as children's needs change.

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Inclusion Expected standard

The childminder attends appropriate training and local childminding networks to keep her knowledge and skills updated and ensure her practice is fully inclusive for all children. This helps ensure children gain the right support they need when they need it. She understands the purpose of additional funding, such as the early years pupil premium, and ensures it is spent to support the children receiving the funding with their needs. She monitors the impact of how she uses the funding on children's progress.

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Leadership and governance Expected standard

The childminder considers the strengths and areas for development of her provision and regularly includes parents' views in her evaluation. She ensures that she keeps her knowledge of safeguarding and other policy areas current and has identified that additional training in these areas would serve to deepen her knowledge even further.

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Leadership and governance Expected standard

The childminder reviews her work with children and the progress that children make to inform her of the effectiveness of her curriculum. She recognises there is scope to focus on her review of some elements of practice with children to raise the standard even higher. The childminder is proactive in seeking training and research that will broaden her knowledge and further enhance the provision for children.

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Leadership and governance Expected standard

The childminder consistently attends local authority network groups alongside other childminders to share expertise and knowledge in the areas of special educational needs and/or disabilities (SEND), safeguarding and the management role. This gives her the knowledge and understanding to make appropriate decisions that are in the best interests of the children attending, particularly those who have SEND, or are disadvantaged or face other barriers to their learning.

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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 well in the childminder's care. She is kind and nurturing towards them, giving lots of smiles, cuddles and reassurance when children seek comfort.

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Inspector:

Close relationships between the childminder and children are evident. This helps children to feel safe and secure in her home and supports their regular attendance. Children enjoy learning and are excited to engage in the activities and experiences that are prepared specifically to meet their age-appropriate developmental needs. The childminder considers children's prior learning experiences when deciding what to teach them next. She includes time and space for older children to revisit learning and continue to practise their skills, while younger children gain new experiences and knowledge. For example, she gives clear instructions and encourages toddlers to use tools to roll out their dough in preparation for cutting out shapes. Babies observe and explore the textures of marks that are made in the dough.

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Inspector:

The childminder ensures she knows children well. Regular two-way communication helps parents to know where their children are developing and what they are now ready to learn. This enables the childminder to provide for all children, including those who may be disadvantaged, and to remove any barriers to their learning. Children have abundant opportunities to explore and learn about their local area. For instance, the childminder uses daily opportunities for children to play outdoors, either in her well-maintained garden or walks to parks or local fields to run about in the space, explore nature and use wheeled toys, balls and other equipment. This helps children to exert their energy and develop their physical skills. She ensures children, including those living in an area of deprivation, have suitable resources to fully engage in these experiences.

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Inspector:

The childminder considers children's social and emotional development, and as part of the learning experiences she offers, she takes children to local playgroups to experience play among larger groups of children. This helps children to develop their confidence over time and experience play with or alongside other children so that they learn how to form positive relationships, behave well and play cooperatively with others.

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Next steps

The childminder should provide more consistent opportunities for children to think and respond to her questions with their own ideas.

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About this inspection

The inspector spoke with the childminder, staff 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. Suzanne Taylor

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Address:

15 Grange Road, Hartshill Nuneaton CV10 0SS

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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Urgent improvement

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Urgent improvement

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