Roberts, Jennifer Jane

Roberts, Jennifer Jane

Unique reference number (URN): EY367280 Address: 4 Beeston Gardens, Berkeley Alford, Worcester, WR4 0JT Type: Childminder Registered with Ofsted: 04/03/2008 Registers: EYR, CCR, VCR Registered person: Roberts, Jennifer Jane

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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 Strong standard

Children develop skills in all areas of learning that help prepare them for the next stage of their education. They progressively learn to cooperate kindly with their peers, share their toys and develop positive relationships. They learn to try new things and persevere when faced with challenges.

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Achievement Strong standard

Babies and children increasingly develop effective communication skills. Babies babble as they play, experimenting with the sounds they can make. They confidently make their wishes known with their actions and vocalisations and have their needs met by the childminder. Older children confidently talk about their home lives and express their needs.

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Achievement Strong standard

Children develop a love of books. They choose to look at books independently and enthusiastically engage with story times. This helps to develop their vocabulary and support their early literacy skills.

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Achievement Strong standard

Children grow increasingly confident in the childminder's care. They explore her provision, independently choosing from a wide range of resources that interest them. The childminder knows children well. She is aware of any barriers children face in their learning and sensitively manages these to maximise children's learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children's behaviour. She sets clear boundaries to keep children safe. She ensures that children are aware of and follow the rules of her provision. Older children support younger children to remember the rules. They model expected behaviour and show kindness as they help their younger peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes positive attitudes to learning. She creates awe and wonder with a sensory themed ice painting activity. This motivates children to join in and experience new activities. Babies explore the textures with their fingers. Older children concentrate as they mix the paints and proudly announce the new colours they create.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes nurturing relationships that ensure that children feel safe and secure. The childminder knows children well. She understands their likes and dislikes and adapts her provision to meet their needs. She recognises how changes in children's home circumstances can affect children's behaviour. She sensitively manages these situations to ensure that children remain feeling settled and safe. The childminder supports children to express their emotions using stories and props.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides parents with information and guidance in promoting children's positive behaviour, potty training and sleep routines. She signposts parents to online support and follows home routines to provide continuity of care. She shares her attendance policy and goes above and beyond to promote children's attendance.

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Curriculum and teaching Strong standard

The childminder skilfully plans a curriculum that builds on children's knowledge in all 7 areas of learning. She completes baseline assessments to understand children's starting points. She identifies next steps in children's learning and helps them achieve them with carefully planned activities and high-quality interactions.

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Curriculum and teaching Strong standard

The childminder provides time, space and resources for children to practise and consolidate their learning. She arranges sturdy low-level furniture to support babies' balance as they cruise and toddle around, taking their first independent steps. Daily outings to local parks and woodlands help children become progressively more agile in their physical skills.

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Curriculum and teaching Strong standard

The childminder expertly teaches children mathematical knowledge during play and routine time. For example, she helps children to learn positional language at tidy-up time as they search for toys under tables and behind boxes. She models how to count accurately during play and routine time. She encourages children to count blueberries at lunchtime and the hourly chimes on the household clock. Children happily join in with counting songs as they play, which helps embed this learning.

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Curriculum and teaching Strong standard

The childminder promotes children's communication and language skills. She models key words to help babies vocalise their needs. She ensures that children have access to a wide range of quality books and shares animated stories. She extends older children's vocabulary, encouraging them to recall past events while introducing new words.

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Curriculum and teaching Strong standard

The childminder encourages children to participate in new activities. She creates awe and wonder as she produces frozen paint for a sensory play activity. Babies enjoy exploring the paint with their fingers. Older children mix colours and talk about the new colours they can make. The childminder talks to children about how the paint feels, introducing new vocabulary.

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Inclusion Strong standard

The childminder has completed extensive training to develop her knowledge and skills to identify and support children with barriers to learning. She actively seeks additional training that is specific to the individual needs of the children. She has plans to further develop her sign language skills to help children to communicate with family and friends they know who have a hearing impairment.

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Inclusion Strong standard

The childminder works with parents to promptly identify any gaps or concerns in children's development. She provides advice, support and guidance to parents to ensure that children receive the timely support they need. She adapts her provision and carefully plans activities to help to bridge any gaps. She regularly reviews the impact of these interventions.

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Inclusion Strong standard

The childminder works collaboratively with other professionals to promote children's learning and development. She contributes to whole-team assessments, attends meetings and welcomes specialists into her provision.

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Inclusion Strong standard

The childminder goes above and beyond to ensure that children benefit from quality early education in her provision. She actively promotes positive behaviours for future learning.

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Expected standard

She recognises barriers to attendance and provides individualised support for parents to enable children to attend regularly.

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Expected standard

The childminder has created a booklet to help parents understand the funding available to them. She identifies and uses funding to support children to overcome barriers in their learning.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy eating. She has created a nutritional guidance booklet for parents, providing information about healthy food options, weaning, portion sizes and oral health. It also highlights how to identify allergens and food intolerances. Children enjoy nutritious packed lunches provided by parents following these recommendations.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children feel safe and secure in her care. She creates a happy, homely environment where children feel confident to explore and express their needs. She completes risk assessments of her home, garden and outings to minimise risks to children. The childminder has a clear understanding of how to keep children safe online. She limits children's screen time, encouraging children to explore, use their imagination and develop their play.

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Children's welfare and wellbeing Expected standard

The childminder follows children's home routines. Children settle quickly to sleep when tired. Babies and young children sleep in pushchairs, which does not allow them to stretch out and move around freely in their sleep. This has some impact as children also spend periods of time each day in car seats and pushchairs during school runs. The childminder plans daily outdoor exercise for children to promote their physical health and wellbeing. She networks with other childminders and the children in their care. They travel on buses and steam trains and visit local parks, farms and woodland together. This helps broaden children's social skills as they meet new people in a variety of environments.

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Leadership and governance Expected standard

The childminder is passionate about her provision. She demonstrates a clear understanding of the requirements of the early years foundation stage. She strives to uphold her standards and provide high-quality care and education for children, especially children with special educational needs and/or disabilities and those with other barriers to learning. She has completed additional training to support children's specific individual needs.

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Leadership and governance Expected standard

The childminder evaluates her provision. She completes independent research and updates her provision accordingly. She identifies some areas for further development. For example, she has recently reviewed and replaced children's car seats and replaced all safety gates in her home. However, she does not always effectively review her practice, for example how she manages children's sleep routines. The childminder has built strong relationships with parents. Parents state that their children flourish in her nurturing care. The childminder shares regular updates of children's learning with parents during daily conversations and digital messages. She has previously taken some steps to seek parents' views of her provision. There is, however, scope for further improvement in this area to help evaluate and drive continuous improvement.

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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

Babies and children thrive in this happy, safe and homely environment. They confidently greet visitors with smiles. Children explore the highly resourced provision, following and developing their own interests as they play. They choose from a wide selection of age- appropriate toys and resources that are within their reach.

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

The childminder has built close, nurturing relationships with children. Babies turn to her for reassurance and cuddles, to which she lovingly responds. The childminder promotes positive behaviour. She identifies triggers that may result in unwanted behaviour and helps children begin to learn how to regulate their emotions. This helps to create a calm atmosphere and respectful relationships in her setting. Older children happily involve babies in their play, and babies delight in this.

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

The childminder works in close partnership with parents. This helps her to identify any potential barriers to children's learning. She understands children's individual needs and starting points. She values parents as children's first educators, working collaboratively with them to complete assessments and highlight the next steps in children's development.

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

The childminder carefully plans her provision. She knows children's interests and extends their learning as she plays alongside them, encouraging children to use their imagination. She seizes opportunities during play and routine time to help children practise their skills and learn new ones.

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

The childminder sensitively supports transitions in children's lives. She understands the impact of these experiences and provides a safe, consistent space where children feel secure. She understands the skills children need for the next stage of their educational journey and helps children to acquire them.

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

The childminder promotes good attendance. She shares her attendance policy with parents, along with other policies, in a detailed induction pack when children join her provision.

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Next steps

The childminder should continue to closely evaluate her provision, including the views of others, to identify areas for further improvement and raise the provision to an even higher level. The childminder should review sleeping arrangements to enable babies and children to have more freedom of movement while sleeping.

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About this inspection

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

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About this inspection

Parents shared their views of the childminder with the inspector.

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Address:

4 Beeston Gardens Berkeley Alford Worcester WR4 0JT

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Address:

Registered person: Roberts, Jennifer Jane

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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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Age range of children at the time of 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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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