Bancroft, Jessica Jayne

Bancroft, Jessica Jayne

Unique reference number (URN): 2743609 Address: 4 Braken Road, Chinnor, OX39 4FU Type: Childminder Registered with Ofsted: 12/09/2023 Registers: EYR, CCR, VCR Registered person: Bancroft, Jessica Jayne

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

The childminder places a high value on diversity and inclusion. She provides books and resources that reflect a wide range of cultures and family structures. When children seek further knowledge, the childminder provides suitable resources and supports them as they process what they are learning. Robust procedures are in place to overcome potential barriers to children's learning, to support them to make progress alongside their friends. Any inconsistencies in the curriculum do not have a negative effect on children who are at risk of falling behind.

p.2

Inclusion Strong standard

The childminder supports children's individual needs and identifies the need for additional support through her thorough assessment processes. She makes timely referrals and works extremely closely in partnership with parents and a wide range of professionals, such as speech therapists and occupational therapists. In addition, she works very closely with the local authority. She understands how to make effective use of funding, such as the early years pupil premium. She carefully plans how this could be used to have the greatest impact on children and their families' individual care and learning needs. Individual learning plans are devised with clear individual targets set out. The childminder sensitively adapts what she provides to help children make the progress of which they are capable. For example, she carefully plans activities to ensure that they support all children's next steps in learning.

p.2

Achievement Expected standard

Typically, children make good progress from their starting points. Gaps in all children's learning are closing consistently, in particular for children with special educational needs and/or disabilities. Children develop essential physical skills, such as climbing, running and using wheeled toys, in the outdoor environment. Children are confidently developing their communication and language skills as they play independently in the garden and the imaginative play area.

p.2

Achievement Expected standard

Children develop positive attitudes to learning and progress well through the curriculum. They persevere during their learning and develop emotional resilience, as they become confident and capable in their own abilities. Children show great delight in their achievements and celebrate each other's successes. They concentrate in activities that they enjoy, engaging well and showing curiosity. For instance, as children explore gloop and sensory materials, they learn how to smell herbs and lemons and comment they have lemon on their pancakes.

p.2

Achievement Expected standard

Children show they enjoy imaginary play as they select resources from the play kitchen. They have great fun as they pretend to prepare pretend food and pour imaginary tea for the childminder.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder provides an individual approach to children's behaviour. She recognises that children may need different strategies to support their understanding of rules and expectations. The childminder fully understands that some children who may have special educational needs and/or disabilities may need specific strategies to support the understanding of what is expected of them. The childminder encourages children to understand the importance of respectful behaviour towards others and good manners. The childminder teaches good behaviour and attitudes through effective modelling. For example, the childminder frequently says 'please' and 'thank you' during conversations with children. Furthermore, the childminder plans activities to specifically support children to develop good social skills. She takes them out on outings to playgroups to interact with people from the community.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder has positive partnerships with parents. She recognises that families have varying needs that may impact their routine and supports them accordingly. The childminder provides families with consistent and clear information about the importance of attendance and punctuality to support children's preparation for school.

p.3

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are at the heart of this setting. The childminder knows each child very well and responds sensitively to their individual needs and routines. Children are supported to recognise, express and manage their emotions through a well-designed curriculum and spontaneous teaching opportunities. Daily care practices are calm, consistent and rooted in established relationships that help children feel safe and valued. Any child with special educational needs and/or disabilities and/or are known to children's social care are well supported to reach their next learning steps. The childminder is developing her understanding of child development. The childminder works closely with parents to meet children's individual needs. She offers flexible settling-in sessions, which enable children to become familiar with the environment and develop secure attachments with her, which fully supports children's wellbeing.

p.3

Children's welfare and wellbeing Expected standard

The childminder promotes good awareness of being healthy. For instance, she talks to children about the importance of brushing their teeth and offers them a variety of fruit and vegetables at mealtimes. In addition, children are encouraged to keep themselves hydrated throughout the day by drinking fresh water.

p.3

Children's welfare and wellbeing Expected standard

The childminder ensures that children have a good variety of opportunities for developing their physical skills. The activities provided support children's physical development well. The childminder provides many opportunities for outdoor physical and energetic play, including trips out to the local community, parks and farms.

p.3

Curriculum and teaching Expected standard

The childminder has developed a curriculum that is rooted in her secure understanding of child development. She is clear about what she wants children to learn and breaks this down into manageable steps so that children can build knowledge and skills over time. Planning is linked effectively to children's interests, for example, through stories, construction play and sensory experiences, which support early mathematical understanding, communication and language development. In addition, the childminder ensures that she adapts her teaching approaches to support children with special educational needs and/or disabilities, those known to social care or those facing barriers.

p.3

Curriculum and teaching Expected standard

Children enjoy joining in with familiar stories, recalling what happens next and developing a love of books. They choose books freely and comment on which books are their favourites. The childminder promotes children's communication and language development. For example, she asks children questions and engages them in conversation. However, there are times when the childminder does not give children enough time to process new information or think about what has just been said. This means that, sometimes, children do not respond or they lose focus during a conversation.

p.4

Curriculum and teaching Expected standard

The childminder provides a range of resources for children to engage with and teaches a broad curriculum. However, sometimes, the childminder does not swiftly adapt her teaching or resources on offer to help younger children to engage as quickly and develop the skills expected for their stage of learning.

p.4

Leadership and governance Expected standard

The childminder is firmly committed to offering high-quality care and learning for all children and families. She is developing her understanding of child development further, particularly for younger children and children with special educational needs and/or disabilities. The childminder demonstrates purposeful and reflective leadership. She has a clear understanding of her setting's strengths and areas for development. Self-evaluation is embedded in daily routines and supported through ongoing professional dialogue with other childminders and early years professionals. This ensures that the provision remains current, compliant and responsive to children's changing needs. Decisions are consistently made in the best interests of children.

p.4

Leadership and governance Expected standard

The childminder has attended training regarding developing children's understanding of oral health. This has been integrated into the curriculum well to support children to understand the benefits of good oral care.

p.4

Leadership and governance Expected standard

The childminder works with parents to share children's progress and ideas for home learning. This supports consistency between home and the childminder's setting. Parents express their appreciation for the childminder's care and advice and the breadth of experience she offers children in her home and in the community. They feel well informed about children's achievements, experiences and any areas where they need help.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

When children first start attending, the childminder gathers relevant information from parents and carers about children's abilities. The childminder uses her secure understanding of child development to plan learning that builds on what each child already knows and can do. Children are happy and confident in the setting. Parents report on how happy they are with the service the childminder provides and how well she 'nurtures' their children as they describe the setting as 'home from home' and how their children thrive. This is especially

p.5

Address:

4 Braken Road relevant for children who may have special educational needs and/or disabilities. The environment is calm, and children happily engage and learn.

p.6

Address:

Overall, the childminder promotes a happy and harmonious environment where children feel safe and settled. They show they enjoy the activities and resources that the childminder provides as they freely choose and explore the learning opportunities on offer to them. The curriculum is designed well to equip children with the essential skills they need for life, school readiness and personal wellbeing. The childminder plans trips out in the local area. She provides these experiences for children to follow their interests and build on what they already know and can do. Together, they visit libraries to focus on broadening children's interaction with a wide range of books. Children benefit from this and show a keen interest in their learning as they develop a love of reading.

p.6

Next steps

The childminder should strengthen questioning techniques to extend and build on children's speech further. The childminder should consider how to adapt teaching and experiences more consistently to support all children's learning needs and stages in development during their play.

p.6

About this inspection

The inspector spoke with the childminder and the children during the inspection.

p.6

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

p.6

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. Chinnor OX39 4FU Type: Childminder

p.6

About this inspection

Registered person: Bancroft, Jessica Jayne

p.7

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8